중등 과학 수업의 ICT 활용 실태 및 개선 방안에 관한 연구

Abstract

The effect of ICT-based education at the school largely depends on understanding and attitudes of teachers. The purpose of this research is to find better ways for the effective science education using ICT by examining the present situation and problems of ICT-based education in the middle school and teachers' understanding on ICT-based education. The following issues were set in order to achieve the objective of this research: the current situation of ICT-related facilities, science teachers' understanding on ICT-based education and their ability to use ICT, the present status, problems, and improvement of ICT-based education, at middle schools. Questionnaires on these issues were sent to science teachers in the middle schools and questionnaires were collected and analyzed. By data analysis of each question the frequency and percentages were recorded in tables and was graphed. Conclusions of this research are as follows: First, upon inspecting teachers' general perception of ICT-based education many teachers recognize ICT-based education to be "positive". However, in schools the traditional way of teaching was more popular among teachers than the way of ICT-based teaching. It seems that the securement of data and curriculum, appropriate for the information-based society, is most important. It is also important to develop programs adaptable to school conditions. Second, I've inspected the status of possession of equipments and facilities needed for the ICT-mediated education in Seoul and Incheon cities. Data showed that schools in Seoul city has better infrastructure for ICT-mediated education than those in Incheon city. For the activation of ICT-mediated education, the balanced possession of equipments and facilities are required regardless of region. Third, the present status of ICT-mediated education was examined varying region, sex, age, and subject. Seoul had higher points than Incheon. From a sexual point of view male teachers performed ICT-based education better than female teachers. Younger teachers utilized this teaching method more actively. In the investigation by subject higher rate was recorded among earth science and biology teachers. Fourth, upon manufacturing studying materials, I've divided into regional, sexual, ages and different category groups for my analysis. Teachers in Seoul area use ICT more actively in manufacture and use of studying materials. Male teachers and teachers in 20's were more positive to this matter in the comparison by sex and ages. In the comparison by subject, the degree of its application depended on categories in questionnaires but data showed the higher rate in both biology and physics. Fifth, in the questionnaires on the utilization of ICT-related equipments and facilities, many teachers believed that they were able to get more information through their ICT-mediated facilities (Internet). They could use thus obtained information as appropriate examples. And they were using internet as their searching method of information directly and indirectly. Sixth, for the activation of ICT-based education, the development of more sites and provision of various information are required. It is also necessary to acquire special classrooms, data, and curricula necessary for ICT-based education. In addition the high speed network system should be constructed and enough time should be provided for teachers to collect data and manufacture teaching materials. Through this research, it was found that for the activation of ICT-based education government's long term basis investment is required and acquirement of enough class hours for ICT-based education is necessary. In this regard, the role of teachers is the most important. For the success of ICT-based education teachers should have ability to manufacture and utilize the necessary teaching contents through the computer-based information technology.