본 연구에서는 과학 교실 수업 환경에 대한 교사와 학생들의 인식을 조사하고, 교사와 학생의 인식에 어떤 차이가 있는지, 교사 특성 및 학생 특성에 따라 학생들의 인식에 어떠한 차이를 보이는지 분석하였다. 본 연구의 대상은 부산과 울산 지역의 중ㆍ고등학교 과학교사 32명과 각 교사가 수업하는 학급의 학생 1,074명이었으며, 과학 수업 환경을 측정하기 위한 검사지를 통해 교사와 학생이 인식하는 과학 수업 활동과 학생들의 수업 태도를 상호 비교하였다. 검사 도구는 교사용과 학생용의 2종으로, 리커트 척도를 사용한 40개의 항목으로 구성되어 있고, 일상생활에 대한 학습, 과학에 대한 학습, 수업의 개방성, 학생의 수업참여도, 다른 학생과의 의사소통, 교사의 지원적 활동, 과학에 대한 흥미 등 7가지 영역으로 나누어져 있다. 연구 결과, 교사는 모든 영역에서 학생에 비해 과학 수업 환경을 긍정적으로 평가하는 것으로 나타났고, 특히 ‘수업의 개방성’과 ‘교사의 지원적 활동’ 영역에서 유의미한 차이를 보였다. 교사 특성별 인식 차이를 살펴보면 여교사가 지도한 학생들의 인식이 남교사가 지도한 학생의 인식보다 상대적으로 높았으며, 교사의 전공별 인식에도 유의미한 차이가 나타났다. 학생들 특성에 따른 인식 차이를 분석한 결과 여학생보다는 남학생이, 그리고 고등학생에 비해 중학생이 과학 수업 환경을 더 긍정적으로 인식하고 있었다. 종합하면, 교사와 학생이 인식하는 과학 교실 환경에는 차이가 있으며 학생들은 교실에서 과학 활동이나 자유로운 의사소통이 이루어지지 않는 것으로 볼 수 있다. 이들 결과는 교사 위주의 과학 수업이 학생의 적극적 참여를 유도하는 수업으로 변화하여야 함을 시사한다. 또한, 과학 교실 환경을 조성하는 다른 변인들이 교사와 학생들의 인식에 어떠한 영향을 주는지에 대한 추가적인 연구가 이루어져야 할 것이다.
The purpose of this study is to investigate how science teachers and their students recognize science classroom activity. For the study, 32 science teachers and their 1,074 students were sampled, and the Classroom Learning Environment Questionnaire was developed and administered to the teachers and students to assess their perceptions of activities in the science classes. The questionnaire consisted of 40 items on the Likert scale about the classroom teaching and learning environment: learning about the world, learning about science, learning to speak out, learning to learn, learning to communicate, interest in learning science, and teacher support for science learning. The research results are as follows: First, the responses of the teachers scored higher than those of the students in all the seven categories, and the scores between them was significantly different in the categories of the learning to speak out, teacher support in learning science. Second, the students who were taught by the female teachers had higher scores than those who were taught by the male teachers. In addition, there was a difference in the scores of the students according to the specific major of teachers who taught them. Third, the responses of the male students in both middle school and high school scored higher than the female students. The middle school students’ mean score was higher than that of the high school students. The results suggest that the science teachers try to understand how their students recognize their instruction, and to reduce the differences in recognition between them for effective science teaching.
The purpose of this study is to investigate how science teachers and their students recognize science classroom activity. For the study, 32 science teachers and their 1,074 students were sampled, and the Classroom Learning Environment Questionnaire was developed and administered to the teachers and students to assess their perceptions of activities in the science classes. The questionnaire consisted of 40 items on the Likert scale about the classroom teaching and learning environment: learning about the world, learning about science, learning to speak out, learning to learn, learning to communicate, interest in learning science, and teacher support for science learning. The research results are as follows: First, the responses of the teachers scored higher than those of the students in all the seven categories, and the scores between them was significantly different in the categories of the learning to speak out, teacher support in learning science. Second, the students who were taught by the female teachers had higher scores than those who were taught by the male teachers. In addition, there was a difference in the scores of the students according to the specific major of teachers who taught them. Third, the responses of the male students in both middle school and high school scored higher than the female students. The middle school students’ mean score was higher than that of the high school students. The results suggest that the science teachers try to understand how their students recognize their instruction, and to reduce the differences in recognition between them for effective science teaching.
