Exploring Perceptions of Secondary Science Teachers and Their Students on Learning Environments

서지정보

ㆍ발행기관 : 이화여자대학교 교과교육연구소 ㆍ수록지정보 : 교과교육학연구 / 19권 / 2호
ㆍ저자명 : Shin, Myeong-Kyeong

목차

I. Introduction
II. Method
III. Results and Discussion
IV. Concluding Remarks
References

한국어 초록

본연구의목적은중등과학교사와학생을대상으로자신의수업환경에대하여어떻게인식하고있는
가를비교하는것이다.즉,교사들이자신의학생들과어떻게다르게자신의학습환경을보고있는지를
알아보고자하는것이다.이연구에는9학년과10학년의354명의학생과8명의중등과학교사가참여하
였다. 연구에서 수업환경 인식을 알아보기 위해 활용한 도구는 Constructivist Learning Environment
Survey(CLES)조사였다.이CLES설문지의주요초점은학생들혹은교사가학생중심수업이라는측면
에서자신의학습환경을어떻게인식하는지를평가하는것이다.이도구는6개의영역으로구성되어있
다.각각의하위영역은개인적적절성,비판적나눔,통제의나눔,학생조정,과학적불확정성,태도이
다.이연구를통해한국의중등교사와학생모두학생이수업환경의통제의나눔영역을가장낮게평가
하고있음을알게되었다.교사와학생이모두수업의통제를학생과나누는상황이교실에서별로나타
나고있지않다는것으로해석할수있다.또한수업환경인식조사도구인CLES의하위영역별의점수에
서는교사와학생간의차이가있었다.그러나하위영역별점수가나타내는양상면에서는학생과교사
은비슷한결과를나타내고있음을알수있었다.본연구의결과를바탕으로우리의과학교실에서학생
들이자신의과학학습을얼마나조절혹은통제할수있는여건이마련되는가와관련한사회문화적제한
에대한논의를이끌어내고자하였다.

영어 초록

The purpose of this study was to investigate how science teachers perceived
their learning environment compared to their students in Korea. This study
involved 354 students in 9th and 10th grades and their 8 science teachers, and
investigated their perceptions of constructivist learning environment. The
perceptions of learning environment was measured by employing the instrument
of Constructivist Learning Environment Survey(CLES). The main focus of the
CLES was to evaluate to what extent the classroom was prepared for student
centered learning in six domains; personal relevance, critical voice, shared control,
student negotiation, scientific uncertainty, and attitude. This research found that
both secondary science teachers and their students evaluated their science classes
as lowest in the domain of shared control. That is, both teachers and students
seemed to view students’ sharing control of the learning environment with the
teacher as seldom found in their classrooms. In addition, both teachers and
students showed a similar pattern in the scores in the domains of the CLES, while
the scores in each domain of CLES were different from each other. It also lead to
discussions on sociocultural constraints to limit students’ sharing control in their
learning in science classrooms.

참고 자료

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