멘토링을 통한 예비 생물 교사의 ‘호흡’에 대한 교수학적 내용 지식의 변화 = The Change of Pre-Service Biology Teachers' Pedagogical Content Knowledge on the 'Respiration' through Mentoring

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate how pre-service biology teachers' pedagogical content knowledge (PCK, hereafter) changes when they receive mentoring while creating concept maps and V-diagram about the subject of 'respiration' included in middle school science. To this end, eight pre-service biology teachers taking 'Science Teaching and Learning Theory' were asked to draw up a concept map and V-diagram of 'respiration' and mentored, and interviews were also conducted. All interview data were transcribed, and PCK components found in their concept maps and V maps were analyzed. The study results are as follows. The 'intention, purpose, and goal knowledge' for the topic of 'respiration' were not expressed in the initial concept maps, and the 'principles of respiratory movements' was not clearly presented. After mentoring, the 'purpose of respiration' and 'principles of respiration movement' clearly appeared in their concept maps and V-diagrams, and the 'knowledge of the curriculum' on 'respiration' was also refined. In addition, it was confirmed that in their final concept maps, the perception of their own misconceptions or 'the knowledge of the students understanding' was generated. From these research results, it can be seen that mentoring can enhance the PCK of pre-service biology teachers, and the concept map and V diagram can be excellent tools to check the PCK.

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