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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국생물교육학회 생물교육 생물교육 제45권 제1호
발행연도
2017.1
수록면
169 - 176 (8page)

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초록· 키워드

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The purpose of this study is to investigate recognition of preliminary biology teachers on student-entered classroom activity. 38 preliminary biology teachers were participated in this study, For 7 weeks, they had participated 7 other activities on student-centered learning. The results are as follows; First, the results of their evaluation in total average was 4.1, from 3.8 in ‘Draw imaginary animal’ to 4.3 in ‘Make the rule of dice game’. They got high impression on approach and it gave them motivation and encouraged participate in classes. And it took students active in the lesson. They expected it would make high achievement in the cognitive domain. They also thought it would be useful in middle and highschool biology class. Second, there were no statistical significant difference on self-directed learning ability for the preliminary biology teachers. It is possible to analyze that preliminary teachers’ thinking is already fixed. Or, it is because except the student-centered classes taught in this study, the most university education, such as major courses in biology education and other liberal arts courses, places a greater emphasis on the teaching of professional knowledge, i.e. cognitive approaches.

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