행위자-네트워크 이론(Actor- Network Theory)을 활용한 초등교사의 발명 단원 교재 연구 모습의 이해

Abstract

This study explores the socio-material network associated with elementary school teachers’
 invention unit textbooks through the lens of Actor-Network Theory.
 Using a qualitative case study method, the research process involved basic research, interviewer
 selection, data collection, data analysis, and a summary of the results. The subjects were selected
 through purposive sampling, and the interview questions covered six areas: class focus, class
 community, media use, teacher experiences, curriculum restructuring, and class environment creation.
 Intraclass Correlation Coefficient (ICC) verification and content validity verification were conducted.
 The data comprised transcribed interviews, which were analyzed via open coding and visualized as
 an Actor-Network Map.
 The results of this study are as follows. First, the study analyzed elementary school teachers'
 research on invention unit textbooks through an actor-network theoretical perspective, visualizing
 results through an Actor-Network Map. In the spaces of prescription and spaces of negotiation,
 various actors, including teachers who were the Obligatory Passage Point (OPP), were forming a
 network called “Textbook Research.” Second, based on the Actor-Network Map, the study analyzed
 the unique characteristics and significance of elementary school teachers’ research on invention unit
 textbooks. Actors were found to occasionally strengthen or weaken the cohesion of the network
 “Textbook Research” while also attracting other actors into the network.
 This study confirms that research on invention unit textbooks is not solely a measure of teacher
 competency but a complex web of relationships involving various non-human substances such as
 humans, objects, technologies, and institutions. In addition, it highlights the need for a more
 comprehensive understanding of invention education by examining the research on invention unit
 textbooks using various theories.