지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The purpose of this study was to understand pre-service biology teachers’ scaffolding of students’ explanations in their inquiry teaching practices through their learning approach styles and orientations to teaching science. Four pre-service biology teachers were selected based on their science learning approach styles according to their answers on the R-SPQ-2F questionnaire developed by Biggs, Kember and Leung (2001). Two had deep approaches to learning and the other two had surface approaches to learning. Semi-structured interviews to explore the pre-service teachers’ beliefs about science learning and teaching were conducted and their inquiry teaching practicum in the classroom was observed. All data was recorded and transcribed for later analysis. As a result, in the interview, four pre-service teachers showed orientations to teaching science which could effectively support their own learning approach styles. In their inquiry teaching practicum, they all intended to plan and conduct an inquiry- based science teaching, however, they showed significantly different practices in the scaffolding of students’ scientific explanations, and these practices were closely linked to their science learning approach styles and orientations to teaching science. Pre-service teachers who had surface approaches to learning showed more teacher-centered explanations and required students to follow the explanation by answering to questions that were mostly factual recall questions. When they asked students to suggest an idea, they revised and compensated for the students’ ideas through immediate feedback. Pre-service teachers who had deep approaches to learning asked students to explain or guess about scientific concepts and guided the students in order to help them construct their own explanations by asking for clarification, elaboration, and justification. These results can contribute to suggestions to improve the teaching professionalism of pre-service teachers in science teacher education course.
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참고문헌 (24)
참고문헌 신청
Bauersfeld, H. / 1995 / The Emergence of Mathematical Meaning: Interaction in Classroom Cultures / Lawrence Erlbaum : 271 ~ 292
Bednar, A. K. / 1992 / Constructivism and the Technology of Instruction: A convertsation / Lawrence Erlbaum : 17 ~ 34
Bentley, M. L. / 1998 / Constructivism as a referent for reforming science education / Constructivism and Education : 233 ~ 249
Biggs, J. / 2001 / The revised two?factor study process questionnaire : R SPQ 2F / British Journal of Educational Psychology 71 (1) : 133 ~ 149
Brook, A. / 1986 / The Construction of Meaning and Conceptual Change in Classroom Settings : Case Studies on Energy / Centre for Studies in Science and Mathematics Education, University
Bednar, A. K. / 1992 / Constructivism and the Technology of Instruction: A convertsation / Lawrence Erlbaum : 17 ~ 34
Bentley, M. L. / 1998 / Constructivism as a referent for reforming science education / Constructivism and Education : 233 ~ 249
Biggs, J. / 2001 / The revised two?factor study process questionnaire : R SPQ 2F / British Journal of Educational Psychology 71 (1) : 133 ~ 149
Brook, A. / 1986 / The Construction of Meaning and Conceptual Change in Classroom Settings : Case Studies on Energy / Centre for Studies in Science and Mathematics Education, University
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