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학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국과학교육학회 한국과학교육학회지 한국과학교육학회지 제27권 제5호
발행연도
2007.1
수록면
432 - 446 (15page)

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초록· 키워드

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The purpose of the study is to explore the science teaching orientations of secondary science teachers, and how they influence the planning and execution of reform-based lessons. Professional development workshop for constructivist teaching consisted of three different phases; five lectures, small group discussion, and preparing lesson plans. Four teachers who participated also executed their lesson plans in their own classroom. All workshops were videotape recorded. Classroom observations and interviews were conducted and recorded. Instructional materials were also collected for each science class. All data recorded were transcribed and analyzed. Based on the data collected from multiple sources, we identified each teacher's teaching orientations, and through this lens, we also tried to understand their classroom practices. We expected teacher-participants to implement constructivist science teaching. However, the differences among teachers in the course of actual planning and implementing activities for constructivist science was wider than we expected and even some teachers were unsuccessful. Teaching orientations can act as a filter for teachers when they decide whether to accept and apply new knowledge about teaching and learning to actual lessons or not. Even if a teacher plans a guided-inquiry lesson, her/his didactic teaching orientation could be revealed in actual classroom, and lead her/his class to other direction which is quite different from her/his original intention. Although the teachers participated in the same workshops in our study, they planned and executed differently and their own teaching orientations contribute substantially to their practice. Understanding the role of science teaching orientations could be an important step in addressing issues of diverse difficulties in supporting reform efforts in science.
#teacher education #professional development #science teaching orientation #constructivist teaching

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참고문헌 (22)

참고문헌 신청
Anderson, C. W. / 2003 / Teaching Science for Motivation and Understanding / Unpublished manuscript, Michigan State University google schola Anderson, C. W. / 2004 / Conceptual Framework for Knowles Analysis / Unpublished manuscript, Michigan State University google schola Davis, K. S. / 2003 / "Change is hard": What science teachers are telling us about reform and teacher learning of innovative practices / Science Education 87 (1) : 3 ~ 30 google schola Duffee, L. / 1992 / Curriculum Change, Student Evaluation, and Teacher Practical Knowledge / Science Education 76 (5) : 493 ~ 506 google schola Eick, C. J. / 2002 / What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice / Science Education 86 google schola

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