특수학급 학생의 과학교과교육 실태조사

Abstract

This study surveyed about current status of science education at special classes for students, the recognition of special class teacher to science education at special classes for students, and the attitude of special class teacher to current status of science education at special classes for students in order to provide basic data to science education at special classes for students by recognizing the status of science education at special classes for students. Therefore, the questionnaire for surveying current status of science education at special classes for students was made, researched by distributing and collecting to special class teachers in elementary, middle, and high school located on G metropolitan city by mail, and verified the difference by conducting technical statistics(frequency and percentage) and independent samples t test. The results are as followings: First, most of students at special classes take the integrated science class by general teacher at general class, and some students at special classes take science class by special class teacher at special class because they cannot attend to integrated science class due to lack of basic learning skill or severe disable degree. Most of special class teachers recognize the necessity of cooperation with general teachers in order to support successful integrated science class of students, but actually cooperative system is not equipped and opinion exchange is not smoothly made. Also, it is indicated that they expect students at special class to increase social relation with general students rather than to increase the learning ability of science education of students at special class through integrated science class. Science education at special class has been managed depending on the status of class with various methods such as managing by deciding several hours for every weeks or every other weeks and using the time for discrete activity. Also, science class made at special class mostly doesn't use science lab, its main teaching methods are class focusing on teaching material or self-made learning paper, audio and visual education, and class using actual material, most of them don't file up IEP, they use self-made learning paper as main teaching material instead of textbook, and appropriate science teaching tools or learning data to students at special class are not furnished. It is indicated that special class teacher who teaches science education at special class exchanges more opinions and takes more science related training than other teachers. Second, most of special class teachers think that science education is important to students at special class because scientific attainment can be made by understanding surrounding things and natural environment through science education, and if proper testing tools are equipped, many students at special class can make scientific test. Also, they think that integrated science class is most appropriate class type to science education of students at special class, and for effective science education of students at special class, integrated knowledge contents to science education in special education department should be included to the education of preliminary special teacher as well as training of special teacher and essential training course should be established in order to equip expert knowledge to special education for even general teacher. Most of responses are that for qualitative improvement of science education of students at special class, development and distribution of teaching materials and tools to instruct depending to disability degree of students at special class are most urgently needed. Third, when considering the attitudes of special class teachers to current status of science education at special classes for students, they have negative attitudes in general. This result was analyzed in frequency by dividing science education of special classes for students as two managing types but this showed similar tendency with analysis result of whole group. Also, as a result of analyzing average(M) and standard deviance(SD) for each item and whole attitudes in the difference of two groups by dividing science education of students at special class as two management types, there was no significant difference. Summarizing the result of this study, science education of students at special class was made at general class, but meaningful participation to integrated class was doubtful because of not equipped special teachers and cooperative system and some special classes had many difficulties because whole conditions were not equipped though special class teacher taught science class according to current status. Also, most of special class teachers showed negative attitude to science education of students at special class made at current integrated class and special class due to unequipping of systematic cooperative system, whole conditions(administrative & financial supports and human & material resources), and lack of specialty in science education of special class teacher though they recognize that science education is important to students at special class and the possibility of test implement is positive.