초등학교 교실 수업방법의 현상학적 의미

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 42권 / 3호
ㆍ저자명 : 조연순, 정광순, 정혜영, 김경희

목차

Ⅰ. 서론
Ⅱ. 초등학교 수업 연구를 위한 이론적 검토
Ⅲ. 연구 방법 및 절차
Ⅳ. 연구 결과
참고문헌

한국어 초록

이 연구는 전형적인 초등학교 교실수업에서 관찰된 수업방법들 속에 내재되어 있는 의미를 찾는데 목적이 있다. 이를 위해 4개 초등학교 6개 학급을 대상으로 102차시의 교실수업을 참여 관찰하고, 담임교사 및 관련자들을 면담하여 수집된 자료들을 현상학적으로 분석하였다. 연구 결과 초등학교의 전형적인 교실 수업은 도입 이전에 수업 자체를 인식하고 준비하는 예비단계가 있음을 발견하였고, 이를 반영하여 수업의 단계를 준비․도입․전개․마무리 4단계로 구분하였다. 그리고 각 단계마다 특징적으로 보여진 수업방법들을 대상으로 하여 연구한 결과, 수업 자체를 공식적으로 준비하는 ‘태세화’의 의미, 아동의 정서에 어필하는 ‘정서화’의 의미, 가변적인 수업의 상황이나 아동의 상황에 최적의 상태로 맞추는 ‘최적화’ 의미, 마무리함과 동시에 또 다른 시작을 가능케 하는 ‘정착화’ 의미를 탐색하였다.

영어 초록

The purpose of this study was to investigate a developmentally appropriate instruction model of science based on DAP described by the NAEYC(National Association for the Education of Young Children, 1997) upon young children's process skills, and attitude. To achieve the purpose the following hypotheses were generated from the review of the literature; The instruction model would be more positive compared to the other two instruction models(i.e., a inquiry-based and a direct instruction model) in achieving higher scores on scientific process skills, and attitude.
The subjects of the study were 90 5-year-old children from the middle class of SES, attending a kindergarten in Kyunggi-Do, Korea. The subjects were randomly assigned to one of three groups(i.e., developmentally appropriate instruction group, inquiry-based instruction group, and direct instruction group). For the treatment of the study, three teachers of the kindergarten were recruited based upon their educational background, career, and age. They were each trained in one of the 3 instructions by the researcher. For 2 months, all the children in the 3 groups took part in 21 sessions of science activities. Three groups were same in time, number, and theme of the treatment sessions, but different in the instruction model using by the teachers. Before and after the treatment, the subjects were tested on scientific process skill test, and scientific attitude test respectively. The data from the tests were analyzed in frequency, ANCOVA, ANOVA, and MANOVA, using SPSS WIN 10.0 computer program.
The results of this study can be summarized as follows.
First, in general, the developmentally appropriate instruction group showed the best achievement in aquisition of scientific process skills, and scientific attitude among the 3 different instruction groups. That is, the children participated in the developmentally appropriate instruction achieved significantly higher scores in the scientific attitude test than their counterparts in the other two groups. On the other hand, the children in the inquiry-based instruction group gained significantly higher scores than the children in the direct instruction group.
Second, several significant results were observed in follow-up analyses for each subscales of scientific process skills and attitude. The results of the follow-up analyses for scientific process skills as follows:
1) On observation, prediction, and communication, the developmentally appropriate instruction group gained significantly higher scores than the other two groups, whereas, the inquiry-based instruction group achieved significantly higher scores than the direct instruction group. 2) On classification and inference, the developmentally appropriate instruction group and the inquiry-based instruction group achieved significantly higher scores than the direct instruction group, whereas, there was no significant difference between the developmentally appropriate instruction group and the inquiry-based instruction group. 3) On measurement, the inquiry-based instruction group showed significantly higher scores than the other two groups, whereas the developmentally appropriate instruction group gained significantly higher scores than the direct instruction group.
The results of the follow-up analyses for scientific attitude as follows:
1) On curiosity, active participation, objectivity, checking evidence critically, and cooperation with others, the developmentally appropriate instruction group gained significantly higher scores than the other two groups, whereas, the inquiry-based instruction group achieved significantly higher scores than the direct instruction group. 2) On judgement reservation and perseverance, developmentally appropriate instruction group achieved significantly higher scores than the direct instruction group. 3) On open-mindedness, the developmentally appropriate instruction group achieved significantly higher scores than the other two groups, whereas, there was no significant difference between the inquiry-based instruction group and the direct instruction group.
4) On honesty, the developmentally appropriate instruction group and the inquiry-based instruction group achieved significantly higher scores than the direct instruction group, whereas, there was no significant difference between the developmentally appropriate instruction group and the inquiry-based instruction group.
The results of this study indicate that the developmentally appropriate instruction model was most effective among the three instructional models to improve preschoolers' scientific process skills, and scientific attitude. From the results the researcher suggest to apply the developmentally appropriate instruction model of science for young children in the education field

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