과학 실험 수업에 관한 한 초등학교 교사의 실천적 지식의‘구조’분석
Analysis of the ‘Structure’ of an Elementary School Teacher’s Practical Knowledge on Science Experiment Lessons
0
조회
0
다운로드
13
인용
0
참고문헌
키워드
초록
The purpose of this qualitative case study was to investigate the ‘structure’ of an elementary school teacher’s practical knowledge concerning science experiment lessons. A female elementary teacher in the early career years participated in the study, and video recordings of her science experiment lessons as well as audio-taped interviews with her were analyzed by means of Elbaz’s framework. The teacher expressed six images of science experiment lessons: ‘Science is difficult’, ‘Experiments are dangerous’, ‘Experiments are accurate’, ‘A science experiment takes a long time’, ‘Science experiments are interesting’, and ‘Children are little scientists.’ These images were supported by several principles and rules, most of which were clearly described. Among the images, principles, and rules, there were complex relationships with some working in synergy and some conflicting. In case of the image ‘Children are little scientists’, its subordinate principles and rules were not fully realized in the classroom. Implications for science teaching reform and science education research were discussed.
Abstract
The purpose of this qualitative case study was to investigate the ‘structure’ of an elementary school teacher’s practical knowledge concerning science experiment lessons. A female elementary teacher in the early career years participated in the study, and video recordings of her science experiment lessons as well as audio-taped interviews with her were analyzed by means of Elbaz’s framework. The teacher expressed six images of science experiment lessons: ‘Science is difficult’, ‘Experiments are dangerous’, ‘Experiments are accurate’, ‘A science experiment takes a long time’, ‘Science experiments are interesting’, and ‘Children are little scientists.’ These images were supported by several principles and rules, most of which were clearly described. Among the images, principles, and rules, there were complex relationships with some working in synergy and some conflicting. In case of the image ‘Children are little scientists’, its subordinate principles and rules were not fully realized in the classroom. Implications for science teaching reform and science education research were discussed.
참고문헌 (19)
- 교육과학기술부, "과학 4-1 교사용 지도서" (2010), 금성출판사
- 김두정, "교육과정 실행에 관한 교사의 이론：혼합적 연구 방법을 통한교사의 실천적지식의 탐구", 교육과정연구, 27(3), pp.127~157 (2009), 한국교육과정학회
- 김영천, "질적연구방법론 1" (2006), 문음사
- 김자영, "초등 교사의 수업 속에 나타난 실천적 지식에 대한 이해 - 초등 수학수업을 중심으로", 초등교육연구, 16(1), pp.141~160 (2003), 한국초등교육학회
- 김혜숙, "고등학교 초임과 경력지리교사의 실천적 지식 비교연구", 사회과교육, 45(3), pp.91~113 (2006), 한국사회과교육연구학회
- 김희정, "아동과의 교육적 관계에서 나타나는 초등교사의 실천적 지식 연구", 석사, pp.2005
- 양일호, "확인 실험 수업에서 나타나는 초등교사들의 교수 행동 절차 분석", 초등과학교육, 26(4), pp.418~427 (2007), 한국초등과학교육학회
- 유은정, "과학 교사의 실천적 지식 탐색: 생애사적 이해를 바탕으로", 한국과학교육학회지, 30(8), pp.971~987 (2010), 한국과학교육학회
- 윤혜경, "과학 실험 실습 교육에서 초등 교사가 느끼는 딜레마", 초등과학교육, 27(2), pp.102~116 (2008), 한국초등과학교육학회
- 이병진, "교직 생애주기에 따른 교원 연수 체제에 관한 연구", 교육학연구, 34(1), pp.315~345 (1996)
- 이선경, "과학 교사의 교수내용지식과 실천적 지식에 관한 연구 관점 고찰", 한국교원교육연구, 26(1), pp.27~57 (2009), 한국교원교육학회
- 이수아, "초등 교사들이 과학 수업에서 겪는 어려움 분석", 초등과학교육, 26(1), pp.97~107 (2007), 한국초등과학교육학회
- 홍미화, "교사의 실천적 지식으로 읽는 초등 사회과 수업", 박사, pp.2006
- Bogdan, R. C., "Qualitative research for education: An introduction to theory and methods (5th ed.)" (2007), Allyn and Bacon
- Chen, C., "Teachers as change agents: A study of in- service teachers' practical knowledge", Action in Teacher Education, 26(4), pp.10~19 (2005)
- Elbaz, F., "The teacher's practical knowledge: Report of a case study", Curriculum Inquiry, 11(4), pp.43~71 (1981)
- Elbaz, F., "Teacher thinking: A study of practical knowledge" (1983), Nichols Publishing Company
- Merriam, S. B., "질적 사례연구법" (1997), 양서원
- van Driel, J. H., "Professional development and reform in science education: The role of teachers' practical knowledge", Journal of Research in Science Teaching, 38(2), pp.137~158 (2001)