학생의 과학 핵심역량을 함양하기 위한 과학교사의 수업역량에 대한 인식 - 관심, 자아효능감, 실행 수준을 중심으로 -

초록

The purpose of this study was to find out the interest, self-efficacy, and implementation of teachers’ teaching competencies to enhance students' science core competencies. Drawing from the science education standards for future generations, 38 indicators for five science core competencies were derived: scientific thinking ability, scientific inquiry ability, information processing and decision-making, communication and collaboration, and hyper-connected society response and lifelong learning ability. An online survey was conducted, and 117 respondents rated the 38 indicators on a 5-point Likert scale in three aspects: interest, self-efficacy, and implementation. The data analysis revealed that interest scored the highest, implementation scored the lowest, and self-efficacy fell in the medium range. Among the five core competencies, the ability to induce communication and collaboration were ranked highest, while the ability to respond to a hyper-connected society and lifelong learning scored the lowest. The remaining three competencies showed moderate similarities. Sub- competencies such as modeling, computational thinking, and responding to a hyper-connected society, which were proposed in the future generation science education standards, are crucial for adapting to the future generation's changing environment. However, the survey results indicated low levels of interest and implementation among teachers. Conversely, although several traditional competencies received emphasis and were familiar, the implementation of sub-competencies such as elaborating inquiry problems, designing and conducting experiments, generating explanations, and constructing scientific arguments was relatively low compared to interest or self-efficacy. The study also considered the reasons for the disparities in science teachers' interest and implementation, and discussed the factors associated with the low implementation levels.

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