초등학교 초임 교사와 경력 교사의 다학문적 통합과학 수업 사례 분석
A Case Study of Multidisciplinary Integrated Science Lesson by Beginning Teacher and Experienced Teacher in Elementary Schools
0
조회
0
다운로드
10
인용
0
참고문헌
키워드
초록
This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers' checklists, reports of inspection classes, teachers' self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students' integrated .thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.
Abstract
This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers' checklists, reports of inspection classes, teachers' self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students' integrated .thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.
참고문헌 (51)
- 강호감, "통합과학교육" (2007), 한국학술정보
- 고미례, "신임 과학교사의 교과교육학 지식(PCK)의 발달에 관한 사례 연구", 한국과학교육학회지, 29(1), pp.54~67 (2009), 한국과학교육학회
- 고한중, "초등 예비 교사와 현직 교사의 과학 교수 효능감에 관련된 몇 가지 배경 변인 연구", 초등과학교육, 26(2), pp.192~200 (2007), 한국초등과학교육학회
- 곽영순, "과학과 교과교육학 지식 유형별 교사 전문성의 특징 연구", 한국과학교육학회지, 28(6), pp.592~602 (2008), 한국과학교육학회
- 곽영순, "좋은 수업에 대한 질적 연구: 중등 과학 수업을 중심으로", 한국과학교육학회지, 23(2), pp.144~154 (2003), 한국과학교육학회
- 곽영순, "현장 교사들이 제안하는 초등 과학교육 내실화 방안", 열린교육연구, 12(1), pp.219~238 (2004), 한국열린교육학회
- 교육과학기술부, "고등학교 과학과 교육과정" (2009), 교육과학기술부
- 제7차 교육과정의 개요, "교육부", 교육부, ~ (2000)
- 교육인적자원부, "초등학교 과학과 교육과정" (2007), 교육인적자원부
- 김기융, "통합과학적 자연과 교수 학습에 관한 연구", 인천교대논문집, 16, pp.387~466 (1981)
- 김대현, "학교에서의 통합교육과정 개발", 한국교육, 20, pp.89~104 (1993)
- 김정민, "초등학교 예비 교사와 현직 교사의 과학 및 과학 교육에 관한 신념", 초등과학교육, 26(5), pp.489~498 (2007), 한국초등과학교육학회
- 김효남, "신임 초등학교 교사의 과학 수업 전문성 신장 방안", 초등교과교육연구, 5, pp.77~90 (2004)
- 김희경, "과학 교사의 전문성 계발 프로그램의 조건과 모형", 초등과학교육, 26(3), pp.295~308 (2007), 한국초등과학교육학회
- 남정희, "통합과학의 이해: 지구 시스템적 접근" (2007), 자유아카데미
- 박경숙, "수학, 과학, 기술 교육의 통합: 미국 초등교사의 사례연구", 실과교육연구, 11(2), pp.157~174 (2005), 한국실과교육연구학회
- 박규남, "과학교사의 탐구수업에 대한 선호와 실제 차이 분석", 과학교육연구지, 31(1), pp.1~10 (2007)
- 박성혜, "과학교수 관련변인과 초등교사들의 과학 교과교육학지식", 학습자중심교과교육연구, 2(9), pp.195~214 (2005), 학습자중심교과교육학회
- 박재근, "초등 교육과정에서 과학과의 생물 영역과 타 교과의 내용 연계성에 대한 분석", 초등과학교육, 26(1), pp.63~75 (2007), 한국초등과학교육학회
- 손연아, "교원양성대학의 과학관련 교육과정과 과학교사 임용제도에 대한 토론", 제55차 한국과학교육학회 동계 학술대회발표 자료집 (2009), 한국과학교육학회
- 손연아, "통합과학교육의 방향 설정을 위한 이론적 고찰", 한국과학교육학회지, 19(1), pp.41~61 (1999)
- 이미혜, "지식내용, 사회문제, 개인흥미 중심의 통합과학교육 접근법을 적용한 ‘에너지’ 주제의 교수․학습 전략 모색(Ⅰ)", 한국과학교육학회지, 21(2), pp.342~356 (2001)
- 이미혜, "지식내용, 사회문제, 개인흥미 중심의 통합과학교육 접근법을 적용한 ‘에너지’ 주제의 교수․학습 방안 개발(Ⅱ)", 한국과학교육학회지, 21(2), pp.357~384 (2001)
- 이수아, "초등 교사들이 과학 수업에서 겪는 어려움 분석", 초등과학교육, 26(1), pp.97~107 (2007), 한국초등과학교육학회
- 이인식, "새로운 인문주의자는 경계를 넘어라" (2005), 고즈윈
- 이학동, "통합과학교육의 실태 조사", 한국과학교육학회지, 6(2), pp.43~52 (1986)
- 이학동, "과학교사의 양성,임용,재교육에 대한 개선 방향", 한국과학교육학회지, 16(1), pp.103~120 (1996)
- 임청환, "초등교사의 과학 교과교육학 지식의 발달이 과학 교수 실제와 교수 효능감에 미치는 영향", 지구과학회지, 24(4), pp.258~272 (2003)
- 조혜경, "예비초등교사와 초등교사의 과학과 과학교육에 관한 인식", 과학교육논총, 16, pp.119~135 (2004), 인천교육대학교
- 조희형, "과학-기술-사회와 교육" (1994), 교육과학사
- 최미화, "통합주제를 중심으로 한 중학교 수준의 통합과학 내용 구성 방안", 한국과학교육학회지, 19(2), pp.204~216 (1999)
- 제7차 교육과정에 따른 ‘과학’ 교과의 통합적 운영모형 개발연구. 교육부 위탁 연구과제 답신 보고, "최승언", 서울대학교, ~ (1998)
- 한영욱, "문학 자료를 활용한 통합적 과학 탐구 학습의 초등 과학 학습에 대한 효과", 초등과학교육, 24(1), pp.9~20 (2005), 한국초등과학교육학회
- Bybee, R., "Supporting changes through professional development. Making sense of integrated science: A guide for high school" (2000), Biological science curriculum study, Colorado Springs
- Chiappetta, E., "Science instruction in the middle and secondary schools: Developing fundamental knowledge and skills for teaching" (2006), Pearson Merrill Prentice Hall
- Grow, G. O., "Teaching learners to be self-directed", Adult Education Quarterly, 41(3), pp.125~149 (1991)
- Howes, E., "Journeys into inquiry-based elementary science: Literacy practices, questioning, and empirical study", Science Education, 93, pp.189~217 (2009)
- Kumar, D., "Integrating science and language arts through technology-based macrocontexts", Educational Reviews, 51(1), pp.41~53 (1999)
- Parke, H. M., "Teachers designing curriculum as professional development: A model for transformational science teaching", Journal of Research in Science Teaching, 24(8), pp.773~789 (1997)
- Plummer, D., "Literacy and science connections in the classroom", Reading Horizons, 48(2), pp.95~110 (2008)
- Rakow, S., "Integrated instruction: A trio of strategies", Science and Children, 35(6), pp.18~22 (1998)
- Rice, J., "An integrated physical, earth and life science course for pre-service K-8 teachers", Journal of Geoscience Education, 54(3), pp.255~261 (2006)
- Rogers, M. A. P., "Connecting with other disciplines", Science and Children, 44, pp.58~59 (2007)
- Slepkov, H., "Teacher professional grow in an authentic learning environment", Journal of Research on Technology in Education, 41(1), pp.85~111 (2008)
- Son, Y.-A., "Theory and practice of curriculum design for integrated science education", Journal of the Korean Association for Research in Science Education, 21(1), pp.231~254 (2001)
- Son, Y.-A., "Science curriculum development in Korea: Lesson for the twenty-first century", Pacific-Asian Education, 11(2), pp.34~46 (1999)
- Stoddart, T., "Integrating inquiry science and language development for English language learners", Journal of Research in Science Teaching, 39(8), pp.664~687 (2002)
- Co-ordination meeting for UNESCO's programme in integrated science teaching (final report), "UNESCO", UNESCO, ~ (1997)
- 北原和夫, "21世紀を心豊かに生きる科學技術の智", 科學敎育硏究, 32(4), pp.349~357 (2008)
- 日中韓の小學校理科敎科書の內容の比較 Ⅱ; 韓國の小學校における理科敎育, "尾關徹", 兵庫敎育大學 硏究紀要, ~ (2009)
- 淸水誠, "敎師が保持する科學觀と理科授業の實態", 理科敎育硏究, 42(2), pp.43~50 (2002)