과학실 개선 정책 15년(2010~2024)에 따른 교사의 수업 지원성 및 역할 인식 변화 분석

초록

This study aimed to investigate how the Science Lab Improvement Project, implemented over the past 15 years, has influenced changes in science teachers' perceptions of teaching and learning, as well as their professional development needs. We conducted an integrative qualitative synthesis by analyzing research reports from the Korean Science and Creativity Foundation and KCI-indexed academic papers, supplemented by in-depth interviews with five in-service teachers. The analysis revealed that teacher perceptions of the 'instructional support' of science labs changed through three phases: resolving physical deficiencies (Phase 1: Subject Classroom System Type B-1), securing spatial flexibility (Phase 2: Creative-Convergent Science Lab), and establishing data-driven platforms (Phase 3: Intelligent Science Lab). Accordingly, teachers' perception of their professional role transitioned from isolated resource managers to instructional designers, and further to data-driven instructional innovators, manifested in enhanced teaching efficacy and increased implementation rates of curriculum reconstruction. However, despite improvements in physical infrastructure, structural challenges related to budget, personnel, and training remained unresolved. We identified a 'hardware-software lag' phenomenon, wherein these issues manifested in more complex forms in response to technological advancements. Through in-depth interviews with teachers, we identified key limitations, including the absence of a Total Cost of Ownership (TCO) concept, diffusion of budgetary responsibility, one-time training systems, and a lack of technical support personnel. To enhance the effectiveness of future science lab policies, policymakers should adopt an integrated approach that incorporates sustainable budgeting, the operation of regional technical support teams, and the establishment of practical training systems based on Professional Learning Communities.

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