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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2013.1
- 수록면
- 69 - 77 (9page)
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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.
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참고문헌 (21)
참고문헌 신청
Barnet, J. / 2001 / Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know / Science Education 85 (4) : 426 ~ 453
Beyer, C. J. / 2012 / Learning to Critique and Adapt Science Curriculum Materials : Examining the Development of Preservice Elementary Teachers' Pedagogical Content Knowledg
Hattie, J. / 2003 / Teachers make a difference: What is the research evidence? / Presented at the Australian Council for Educational Research Annual Conference on Building Teacher
Hume, A. / 2011 / Constructing CoRes--A Strategy for Building PCK in Pre-Service Science Teacher Education / Research in Science Education 41 (3) : 341 ~ 355
Jang, S. J. / 2010 / From PCK to TPACK : Developing a Transformative Model for Pre-Service Science Teachers / Journal of Science Education and Technology 19 (6) : 553 ~ 564
Beyer, C. J. / 2012 / Learning to Critique and Adapt Science Curriculum Materials : Examining the Development of Preservice Elementary Teachers' Pedagogical Content Knowledg
Hattie, J. / 2003 / Teachers make a difference: What is the research evidence? / Presented at the Australian Council for Educational Research Annual Conference on Building Teacher
Hume, A. / 2011 / Constructing CoRes--A Strategy for Building PCK in Pre-Service Science Teacher Education / Research in Science Education 41 (3) : 341 ~ 355
Jang, S. J. / 2010 / From PCK to TPACK : Developing a Transformative Model for Pre-Service Science Teachers / Journal of Science Education and Technology 19 (6) : 553 ~ 564
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