과학 실험 실습 교육에서 초등 교사가 느끼는 딜레마
Elementary Teachers' Dilemmas of Teaching Science Practical Work
0
조회
0
다운로드
52
인용
0
참고문헌
키워드
초록
In their teaching practice, teachers encounter multi-dimensions of pedagogical challenges. The recognition and reflection on these challenges is crucial to advance our science teaching. This study looked into science teachers' dilemmas of their teaching practical work through their written cases. Dilemma cases are teachers' narratives organized around important events of teaching and learning. It can reveal teachers' situated cognition and be used as lens to investigate complex realities of science teaching and learning. 26 pre- and in-service elementary teachers' dilemma cases of science practical work were carefully collected and analysed to interpret what constitute tensions in elementary science practical works. They were largely grouped into three: Curriculum and Institutional Relevance, Students Relevance, Nature of School Experiments Relevance and divided into 7 subheadings: ‘Authority of Curriculum(textbook)’, ‘Disappointment at external support’, ‘Students' interests and safety’, ‘Students' unscientific and inert attitude’, ‘Difficulty of showing expected results’, ‘Generalization through experiment’, ‘Knowledge acquisition and authentic inquiry’. Each dilemma was interpreted in terms of the tensions which constitute contradictory beliefs, values, expectation and realities. These dilemmas enabled to expose actual conditions of elementary science practical work and teachers' challenges otherwise can not be seen easily. Science teacher educators also can get some implications to overcome the gap between theory and practice in their teacher education.
Abstract
In their teaching practice, teachers encounter multi-dimensions of pedagogical challenges. The recognition and reflection on these challenges is crucial to advance our science teaching. This study looked into science teachers' dilemmas of their teaching practical work through their written cases. Dilemma cases are teachers' narratives organized around important events of teaching and learning. It can reveal teachers' situated cognition and be used as lens to investigate complex realities of science teaching and learning. 26 pre- and in-service elementary teachers' dilemma cases of science practical work were carefully collected and analysed to interpret what constitute tensions in elementary science practical works. They were largely grouped into three: Curriculum and Institutional Relevance, Students Relevance, Nature of School Experiments Relevance and divided into 7 subheadings: ‘Authority of Curriculum(textbook)’, ‘Disappointment at external support’, ‘Students' interests and safety’, ‘Students' unscientific and inert attitude’, ‘Difficulty of showing expected results’, ‘Generalization through experiment’, ‘Knowledge acquisition and authentic inquiry’. Each dilemma was interpreted in terms of the tensions which constitute contradictory beliefs, values, expectation and realities. These dilemmas enabled to expose actual conditions of elementary science practical work and teachers' challenges otherwise can not be seen easily. Science teacher educators also can get some implications to overcome the gap between theory and practice in their teacher education.
참고문헌 (24)
- 김만희, "플라니의 인식론에 근거한 과학교수의 내러티브적 성격 고찰", 박사, pp.2003
- 윤혜경, "초등 예비 교사들이 과학 수업에서 겪는 어려움", 초등과학교육, 23(1), pp.74~84 (2004)
- 윤혜경, "딜레마 일화를 활용한 과학 교사 교육", 한국과학교육학회지, 25(2), pp.98~110 (2005)
- 이수아, "초등 교사들이 과학 수업에서 겪는 어려움 분석", 초등과학교육, 26(1), pp.97~107 (2007)
- Arellano,E.L.,Barcenal,T.L.,Bilbao,P.P.,Castellano,M.A.,Nichols,S.& Tippins,D.J, "Case-based pedagogy as a context for collaborative inquiry in the philippines", of Research in Science Teaching, 38(5), pp.502~528 (2001)
- Bruner,J, "Actual minds,possible worlds" (1986), Harvard University Press
- Bryan, L. A, "Employing case-based pedagogy within a reflection orientation to elementary science teacher preparation, Elementary Science Teacher Education: International Perspectives on Con-temporary Issues and Practice" (2006), Lawrence Erl-baum Associates
- Clandinin, D. J, "Narrative and Story in Practice and Research" (1991), Teachers College Press
- Drive, R, "Establishing the norms of scientific argumentation in classrooms", Science Education, 84(3), pp.287~312 (2000)
- Hodson,D, "Is this really what scientist do? Seeking a more authentic science in and beyond the school labo-ratory, Practical work in school science: Which way now?", pp.93~108 (1998), Routledge
- Jenkins,E, "The schooling of laboratory science, Practical Work in School Science", pp.35~51 (1998), Routledge
- Koballa, T, "Cases in middle and secondary science education: The promises and dilemmas" (2000), Merrill Prentice Hall
- Leach,J, "Teaching about the world of science in the laboratory: the influence of students' ideas, Practical work in school science: Which way now?", pp.52~68 (1998), Routledge
- MacIntyre,A, "After virtue: A study in moral theory" (1981), University of Notre Dame Press
- Millar,R, "Rhetoric and reality: what practical work in science education is really for, Practical work in school science: Which way now?", pp.16~31 (1998), Routledge
- Nott,M, "Keeping scientists in their places", School Science Review, 78(285), pp.49~61 (1997)
- Polkinghorne,D.E, "Narrative knowing and the hu-man sciences" (1988), State University of New York Press
- Sch?n,D, "The reflective practitioner" (1983), Jossey-Bass
- Solomon, J, "Science through Sc1 Investigations: Teaching, Learning and Asses-sing as you go" (1995), The Association for Science Edu-cation
- Tippins, D, "Learning from cases: Unraveling the complexities of elementary science teaching" (2002), Allyn and Bacon
- Villar,L.M, "Reflective teaching. International Ency-clopedia of teaching and teacher education" (1995), Cambridge Uni-versity Press
- Wallace, J, "Dilemmas of science teaching" (2002), Routledge Falmer
- Wellington,J, "Practical work in science: time for reappraisal, Practical work in school science: Which way now?", pp.3~15 (1998), Routledge
- Woolnough, B, "Practical work in science" (1985), Cambridge University Press