Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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The Conceptualization of Region-Based Scientific Literacy and a Case of Implementing a Region-Based Science Education Program for Pre-Service Teachers

지역 기반 과학적 소양의 개념화와 예비교사를 위한 지역 기반 과학교육 프로그램 적용 사례

  • Received : 2023.08.21
  • Accepted : 2023.09.13
  • Published : 2023.10.31
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Abstract

This study aimed to explore teacher education methods while aiming to implement Region-based Science Education (RSE). For this, 'Region-based Science Literacy' (RSL) was conceptualized by theoretical investigation, and, based on the conceptualization results, an RSE program for pre-service teachers was developed and a small-scale application case was analyzed focusing on how participants' perceptions changed. The results of this study are as follows. First, RSL was conceptualized into four elements: (a) understanding of science related to a region, (b) understanding of the embedded backgrounds associated with 'science related to a region' and 'understanding of science related to a region', (c) solving a region's problems using scientific methods, and (d) identity changes facilitated by the mediation of science. Based on the conceptualization results of RSL, the 'Village Community of Inquiry with Pre-service Teachers' (VCoI_PT) program was developed and implemented. As a result, the pre-service teachers who participated in the program made various efforts to find and solve real problems in a region and even explored social practice methods, putting them into practice in the process. Second, even in this small-scale application, there were positive changes in the pre-service teachers' perceptions, encompassing various aspects including their views on teaching in the region, the characteristics of science, important elements of scientific literacy, characteristics of scientific literacy, the region and education including the sense of place, and the significance of RSE. Finally, several suggestions for RSE were offered.

이 연구는 지역 기반 과학교육의 실행을 지향하면서 교사교육 방안을 모색하고자 하였다. 이를 위해, '지역 기반 과학적 소양'을 개념화하고, 개념화 결과를 바탕으로 예비교사 대상의 지역 기반 과학교육 프로그램을 개발한 후, 참여자의 인식변화를 중심으로 소규모 적용 사례를 분석하였다. 이 연구의 결과는 다음과 같다. 우선, 지역 기반 과학적 소양을 네 가지 요소, 즉, "지역에 관련된 과학에 대한 이해", "'지역에 관련된 과학'과 '지역에 관련된 과학에 대한 이해'의 내장 배경에 대한 이해", "과학적 방법을 통한 지역의 문제 해결", "과학을 매개로 한 정체성 변화"로 개념화하였다. 지역 기반 과학적 소양의 개념화 결과를 바탕으로 '예비교사가 참여하는 마을탐구공동체' 프로그램을 개발하여 적용한 결과, 프로그램에 참여한 예비교사들은 첫째, 지역의 실제 문제를 찾아 해결하기 위해 다양한 방법으로 노력하였고, 그 과정에서 사회적 실천 방안을 탐색하여 실천에 옮기기도 하였다. 둘째, 지역에서 가르치기, 과학의 특성, 과학적 소양의 중요 요소, 과학적 소양의 특성, 장소감을 포함하는 지역과 교육, 지역 기반 과학교육의 필요성에 대한 예비교사들의 인식에 긍정적인 변화가 있었다. 이를 바탕으로 지역 기반 과학교육 방안을 위한 몇 가지 제언을 하였다.

Keywords

Acknowledgement

이 논문은 2022년 대한민국 교육부와 한국연구재단의 일반공동연구지원사업의 지원을 받아 수행된 연구임(NRF-2022S1A5A2A03051438)

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