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특수학급 학생의 과학교과교육 실태조사

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Author(s)
박경숙
Issued Date
2009
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.
Alternative Title
Current Status of Science Education at Special Classes for Students with Disabilities.
Alternative Author(s)
Park, Kyoung Suk
Affiliation
교육대학원
Department
교육대학원 특수교육
Advisor
이승희
Awarded Date
2010. 2
Table Of Contents
Ⅰ. 서론 1
1. 연구의 필요성 및 목적 1
2. 연구문제 4
3. 용어의 정의 4
4. 연구의 제한점 5

Ⅱ. 이론적 배경 7
1. 특수교육에서의 교과교육 7
1) 특수학교의 교과교육 8
2) 특수학급의 교과교육 9
2. 특수교육에서의 과학교과교육 11
1) 특수학교의 과학교과교육 14
2) 특수학급의 과학교과교육 20
3. 관련 선행연구의 고찰 27

Ⅲ. 연구방법 33
1. 연구설계 33
2. 연구대상 33
3. 연구도구 38
4. 연구절차 39
5. 자료분석 41

Ⅳ. 연구결과 42
1. 특수학급 학생의 과학교과교육 운영 실태 42
1) 특수학급 학생배치와 교육방법 42
2) 교과교육 운영시간 43
3) 과학교과 주당 시수 44
4) 특수학급 학생의 과학교과교육에 대한 관심도 44
5) 과학수업에 대한 일반교사와 의견교환 여부 45
6) 일반학생과 교사의 장애수용도 46
7) 특수학급 학생의 과학실험실 사용 횟수 47
8) 과학 관련 특별활동이나 특기적성 활동 부서 유무 및 부서에 특수학급 학생이 포함되어 있는지 여부 48
9) 특수학급교사의 과학관련 연수 이수 여부 49
10) 특수학급 학생의 과학 수업형태 50
11) 통합과학수업을 위해 일반교사와의 구비된 협력체제 52
12) 통합과학수업에 대한 특수학급교사의 기대 52
13) 특수학급에서 과학교과교육 실시 이유 53
14) 특수학급에서 과학교과교육 받는 학생의 장애유형과 수 54
15) 특수학급 과학교과교육의 주 교수법 55
16) 특수학급 과학교과교육 IEP 작성 여부 56
17) 특수학급 과학교과교육 주교재 57
18) 특수학급에 비치된 과학교구나 학습자료 유무 및 만족도 58
19) 특수학급 과학교과교육 평가 59
2. 특수학급 학생의 과학교과교육에 대한 특수학급교사의 인식 59
1) 과학교과교육이 특수학급 학생에게 중요한지 여부와 그 이유 59
2) 특수학급 학생의 실험수행 가능성에 대한 인식과 이유 61
3) 특수학급 학생의 효과적인 과학수업형태 63
4) 과학교과교육을 위해 특수교사 양성교육에서 개선점 64
5) 과학교과교육을 위해 연수에 포함되어야 할 내용 65
6) 특수학급 학생의 과학교과교육 질적 향상을 위한 개선사항 66
3. 특수학급 학생의 과학교과교육 현황에 대한 특수학급교사의 태도 67

Ⅴ. 논의 71
1. 특수학급 학생의 과학교과교육 운영 실태 71
2. 특수학급 학생의 과학교과교육에 대한 특수학급교사의 인식 78
3. 특수학급 학생의 과학교과교육 현황에 대한 특수학급교사의 태도 82

Ⅵ. 결론 및 제언 84
1. 결론 84
2. 제언 86

참고문헌 88
부 록 96
설문지 97
추후편지 105
특수학급 학생의 과학교과교육에 대한 교사들의 의견 106
Degree
Master
Publisher
조선대학교
Citation
박경숙. (2009). 특수학급 학생의 과학교과교육 실태조사
Type
Dissertation
URI
https://oak.chosun.ac.kr/handle/2020.oak/5143
http://chosun.dcollection.net/common/orgView/200000239630
Appears in Collections:
Education > Theses(Master)(교육대학원)
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