이 연구의 목적은 과학 교사에게 비형식 교육기관을학교 과학교육과 연결시킬 수 있는 학생들의 학습 공간으로 인식 시키고 효과적인 탐방활동지 개발 틀을제공하는 것이다. 그리고 이를 통해서 교사들의 탐방활동에 대한 심리적인 부담감을 감소시키고 탐방활동지를 개발하는데 소요되는 시간을 단축시켜 탐방활동의효율성을 높이는데 있다. 이를 위해서 탐방활동지 개발틀을 개발하고 개발된 틀을 바탕으로 제작된 탐방활동지가 학교 현장에 적합한지 알아보기 위해 중⋅고등학교 교사들을 대상으로 설문 평가 및 개별 면담을 실시하여 그 결과를 알아보았다. 먼저 설문 평가를 통해서개발된 탐방활동지의 현장 적합성에 대해 교사들 대부분은 긍정적인 반응(4.4/5.0)을 보였다. 그리고 개별 면담에서 교사들은 학생들이 가지고 있는 선지식을 다양한 방법으로 확인하고, 이를 바탕으로 인지갈등을 유도하는 과정에 대해 긍정적으로 생각하였다. 특히 상호작용을 통해 학습자의 개념이해를 유도하는 과정에 대해서 매우 긍정적으로 평가하였다. 또한 교사들은 비형식교육기관을 통해서 학교에서 쉽게 다룰 수 없는 주제나 자료를 이용할 경우 학생들의 학습에 매우 긍정적인 영향을 미칠 것으로 생각했다. 본 연구에서 제안하고 있는 탐방활동지 개발 틀을 바탕으로 제작될 수 있는 다양한 형태의 탐방활동지는 실질적으로 교사들에게 도움이 될 수 있고, 탐방학습과 학교교육을 연계할수 있는 지침서로 사용될 수 있을 것으로 기대된다.
The purpose of this study was to develop a framework for science teachers to develop field work worksheets for field trips which integrate into the secondary school science curriculum. The proposed framework was used to develop student worksheets for science field trips and its validity was verified through secondary school science teachers responses on a questionnaire based on their insights into configuration, the suitability for students, the contents of learning, and the usefulness of the worksheets. The validity was also examined based on in depth interviews with several science teachers about the effectiveness of the worksheets. As the results yielded a mean validity of 4.4/5.0 based on the teachers’in depth interviews. The teachers recognized that field work worksheets for field trips actively enhanced their role in the field trip by encouraged student participation through introducing cognitive conflicts based on exhibits, interacting with students and the exhibits, then resolving the conflicts as changing their science misconceptions. This study concludes that the continual use of field work worksheets for field trips based on themes which integrate into the secondary school science curriculum should be used to educate students attending informal science education institutes.
The purpose of this study was to develop a framework for science teachers to develop field work worksheets for field trips which integrate into the secondary school science curriculum. The proposed framework was used to develop student worksheets for science field trips and its validity was verified through secondary school science teachers responses on a questionnaire based on their insights into configuration, the suitability for students, the contents of learning, and the usefulness of the worksheets. The validity was also examined based on in depth interviews with several science teachers about the effectiveness of the worksheets. As the results yielded a mean validity of 4.4/5.0 based on the teachers’in depth interviews. The teachers recognized that field work worksheets for field trips actively enhanced their role in the field trip by encouraged student participation through introducing cognitive conflicts based on exhibits, interacting with students and the exhibits, then resolving the conflicts as changing their science misconceptions. This study concludes that the continual use of field work worksheets for field trips based on themes which integrate into the secondary school science curriculum should be used to educate students attending informal science education institutes.
