교사의 과학관 학습 실행에 대한 이해: CHAT를 활용한 사례연구

Abstract

Seoul National UniversityA R T I C L E I N F O A B S T R A C TArticle history:Received 18 November 2013Received in revised form12 December 2013Accepted 30 December 2013There are complex interactions between personal and contextual features in teaching in a science museum. In order to analyze two teachers' holding classes in a science museum, the CHAT (cultural historical activity theory) was used as an analysis tool in a case study. The analyses of the results revealed that both teachers had difficulties teaching in a science museum due to the contradictions among the factors of subject, rules, community, and division of labor in the activity system. Although both teachers had trouble with similar contradictions, there appeared to be different sets of internalization and externalization of such conflicts depending on the difference in the teacher's perceptions and experiences about teaching in a science museum, the passion and the motivation of the teachers. These suggested that efforts should be preceded to foster the activity system providing both emotional and social supports to teachers in order to activate teaching in a science museum. Taking a teacher training course on teaching in a science museum was also found to fail to function as mediating artifacts. The course should provide not only the experience of executing proper teaching strategies for teaching in a science museum and the feedback on their teaching, but also the guidance on how to lead to optimal expansion of the factors in the activity system.Key words:teaching in a science museum, CHAT, activity system, informal science education