SSI 교수 경험이 있는 과학교사가 인식하는위험교육 요소 탐색

초록

This study aims to explore how science teachers experienced in teaching socioscientific issues (SSI) perceive science-technology-related risk and risk education, and what elements of risk education appear in their perceptions. To achieve this, in-depth interviews were conducted with nine elementary and secondary science teachers who had experience in SSI instruction, and their risk perceptions and self-reported teaching experiences were analyzed using thematic analysis. The results revealed thirteen meaning units across four categories: knowledge of risk, nature of science and technology, stakeholders and values, and risk response and action. Teachers supported students’ understanding of risk through scientific concepts and data, emphasized uncertainty and complexity, and incorporated diverse stakeholder perspectives and value-based decision-making into their teaching. They also designed activities that extended from individual actions to social participation, although challenges and constraints in facilitating action-oriented practices were identified. At the same time, gaps between the theoretical framework and teachers' perceptions were identified, such as a tendency to equate risk with the negative aspects of science and technology. These findings suggest that SSI instruction provides a meaningful context for integrating risk education and highlight the need for systematic teacher support to enhance the implementation of risk education.

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