과학교사의 교육 목적과 형성 과정에 대한 사례연구

Abstract

A Case Study on Science Teachers Educational Aims and the Formation Procedures and Characteristics

Kim, Youngchun Physics major Department of Science Education The Graduate School Seoul National University

The aims of this dissertation is to investigate science teachers educational aims and the formation procedures and characteristics of them. The research topic started with the question "Why do I teach science?" The aims of education for teachers is a core element that provides direction, meaning and motivation of their educational practice. Therefore, in order for a teacher to practice better education, his own educational aims are indispensable. The educational aims of science teachers has two parts: the aims of science education and the aims of general education, in the sense that a science teacher performs twofold roles as a science teacher and as a general teacher. First, general education from literary studies is aimed at the holistic growth of children, both East and West. In the Western history of educational philosophy, the aims of general education is classified into two categories: traditionalism, called Plato tradition, which is interested in the intellectual tradition to be passed on to the next generation, and progressivism, called Rousseau tradition, interested in the childrens development and life. Today, the typical aim of science education around the world is scientific literacy. Scientific literacy is another name for science education in general education and public understanding of science that democratic citizens should have. From another perspective, scientific literacy is defined as the ability to read and write about science. The concept of scientific literacy has been studied extensively in history and is a concept that has various characteristics. The rationales for scientific literacy are cultural argument, economic argument, and democratic argument, and its components are scientific knowledge, scientific thinking, nature of science, and social aspects of science. Reiss and White proposed an integrated model of an aims-based curriculum, arguing that the aims of science education and general education should be integrated. The aims of this dissertation is to investigate the educational aims of science teachers and the formation procedures and their characteristics using Kelchtermans narrative-biography interpretation frame. A case study was conducted on three science teachers. The aims of science education of teacher Shin are to produce citizens with scientific attitudes and to understand the whole meaning of natural phenomenon, the aim of general education being to produce cultured person. The aims of science education of teacher Lee are to be an ethical scientist in the science technology course, to provide useful scientific knowledge in the liberal arts course, and to give opportunity for first graders to choose science technology course with interests. The aim of general education is not to give up future dreams. In the case of teacher Yoo, the aims of science education are to understand life phenomenon and to develop scientific problem solving ability, the aim of general education being to live together. The conclusions from this study are that science teachers establish their educational aims through the critical incidents, critical phases, and critical means that they have experienced through biography history. The characteristics of science teachers' educational aims formation are as follows. First, the main factors influencing the formation of the aims of general education were their educational practice, the personal life experiences, and the value of the personal life formed thereby. Second, there were critical incidents that affected the change and growth of science teachers. Third, the aims of general education and science education interacted with each other to form an integrated educational aims. Fourth, there was a close relationship among the aims of education, the life of individual, and the practice of education. The results of this study suggest that the educational aims of science teachers are closely related to the values of teachers' own lives formed from their life experiences. The value of the teacher's life is related to the existence and identity of the teacher. Therefore, it can be seen that the formation of the educational aims is related to the being of the teacher and the formation of the teacher identity. The educational aims of Plato, Dewey, Reiss and White include not only personal but also social vision. Therefore, the educational aims that motivate science teachers should be extended to a vision of social dimension from narrow science knowledge.

Key Words: the aims of general education, the aims of science education

Student Number: 2006-30920