‘지층과 암석’에 대한 초등 예비 교사의 지식 이해와 교수유형

다국어 초록 (Multilingual Abstract)

The study aims to figure out pre-service elementary teachers’ knowledge understanding on ‘stratum and rock’ as well as teaching-learning types on the same topic. A total of 65 seniors in an advanced science education course at B University of Education joined the research to fulfill the purpose above. With PCK classification framework, the study examined pre-service teachers’ knowledge understanding on ‘stratum and rock’ while it analyzed how the teachers would teach the given topic to students. The results of the study are presented as follows. First, it was observed that the pre-service elementary teachers have a great understanding on ‘stratum and rock’ that would be taught via a science textbook for elementary fourth graders. However, regarding terms in ‘shale and limestone’, they appeared to have a relatively short understanding. Second, PCK elements of the pre-service teachers related to ‘stratum and rock’ were analyzed and according to the results, the teachers would be interested in teaching model selecting in the teaching-learning strategy field while they would be well aware of how important it is for them to perform an experiment in a teaching process. The teachers also appeared to understand that the teacher question can be mutual complementary during class. However, it turned out that the teachers would have a very much low understanding on learners’ prior knowledge as they particularly believe that learning could be significantly affected by the learners’ perception level as well as their learning interest and motive. Third, the pre-service elementary teachers were told to design teaching plans on ‘stratum and rock’ so that the study could find out what learning-teaching methods the teachers would adopt to teach the topic. It was learned that the teachers would proceed with the class basically by giving the learners a descriptive explanation on the topic and also by using pictures and drawings to enhance the learners’ understanding during the class.

목차 (Table of Contents)

• ABSTRACT
• Ⅰ. 서 론
• Ⅱ. 연구 절차 및 방법
• 1. 연구 절차
• 2. 연구 대상
• 3. 자료 분석 방법
• 4. 수업 과정 및 처치
• 5. 자료 분석 및 해석
• Ⅲ. 연구 결과 및 논의
• 1. 지층과 암석 내용 지식 이해도
• 2. 지층과 암석 내용 교수방법 유형 분석
• Ⅳ. 결론 및 제언
• 참고문헌

참고문헌 (Reference)

1 노태희, "초등 예비 교사들이 과학 수업 시연 계획 및 실행에서 고려하는 교과교육학지식 요소" 한국초등과학교육학회 29 (29): 350-363, 2010

2 서혜애, "중학교 과학영재교육 교사 전문성에 대한 질적 연구" 과학교육연구소 49 (49): 171-193, 2010

3 유한구, "수업 전문성의 두 측면 : 기술과 이해" 18 (18): 69-84, 2001

4 박철용, "교육실습을 통한 예비과학교사의 교수내용지식 분석" 한국과학교육학회 28 (28): 641-648, 2008

5 허숙, "교원 양성체제의 발전 방향, 교원 양성체제의전문화․내실화 방안 탐색" 2007

6 이우태, "교사전문성 측정도구 개발 연구" 동아대학교 대학원 2012

7 손승남, "교사의 수업전문성 관점에서 본 교사교육의 발전방향" 한국교원교육학회 22 (22): 89-108, 2005

8 김민정, "교사교육 과정에서의 평가과목훈련 : 교수요목과 연수교재 분석" 숙명여자대학교 2005

9 손연아, "과학교사의 전문성에 대한 예비 과학교사의 인식과 배경" 교육연구소 18 (18): 97-122, 2012

10 곽영순, "과학과 교과교육학 지식 유형별 교사 전문성의 특징 연구" 한국과학교육학회 28 (28): 592-602, 2008

11 Kaya, O. N., "The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers : "Ozone Layer Depletion"as an Example" 31 (31): 961-988, 2009

12 Hattie, J., "Teachers make a difference: What is the research evidence?" 2003

13 Park, S., "Revisiting the conceptualization of Pedagogical Content Knowledge(PCK): PCK as a conceptual tool to understand teachers as professionals" 38 (38): 261-284, 2008

14 Usak, M., "Preservice Science and Technology Teachers' Pedagogical Content Knowledge on Cell Topics" 9 (9): 2033-2046, 2009

15 Barnet, J., "Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know" 85 (85): 426-453, 2001

16 Beyer, C. J., "Learning to Critique and Adapt Science Curriculum Materials : Examining the Development of Preservice Elementary Teachers' Pedagogical Content Knowledge" 96 (96): 130-157, 2012

17 Wenglinsky, H., "How teaching matters: Bringing the classroom back into discussions of teacher quality" Educational Testing Service 2000

18 Jang, S. J., "From PCK to TPACK : Developing a Transformative Model for Pre-Service Science Teachers" 19 (19): 553-564, 2010

19 McMillan, J. H., "Elementary teacher's classroom assessment and grading practies" 95 (95): 203-213, 2002

20 Hume, A., "Constructing CoRes--A Strategy for Building PCK in Pre-Service Science Teacher Education" 41 (41): 341-355, 2011

21 Wills, J., "Constrained professionalism: Dilemmas of teaching in the face of test-based accountability" 111 (111): 1065-1114, 2009