교사의 인식론적 신념과 수업설계 행위와의 관련성 탐색 = The Teacher`s Epistemological Belief and Instructional Design Practice

다국어 초록 (Multilingual Abstract)

The primary purpose of the study was to examine the differences between perception of instruction design, the extent of instruction design practice, and the concrete instruction design methods in comparison to the teacher`s level of epistemological belief. The epistemological belief questionnaires developed by Chan and Elliott(2004) were used to choose 69 sophisticated, naive and mixed teachers. The instructional design questionnaires developed using some instructional design research and the systematic planning method of Reiser & Dick(1996). The questionnaires were used to obtain information on instructional design practice. The findings of this study were as follow: first, according to the level of epistemological belief, the perception of instructional design was different; second, the instructional design practice was not different; and third, according to the level of epistemological belief, the concrete instructional activity design and the evaluation design were different. With these results, the study proposes that epistemological belief have an important role to design the instruction. Therefore, epistemological belief should be included in teachers` training and the teacher should give this matter thought.

참고문헌 (Reference)

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