과학적 증거 근거의 제시를 강조하는 과학 대화를 사용한 수업에 대한 예비 초등 교사들의 인식
Prospective elementary school teachers' perceptions of inquiry-oriented teaching practice, with and emphasis on students' scienctific explanation
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Abstract
The purpose of this study was to investigate how prospective elementary school teachers perceived teacher's inquiry-oriented teaching practice, with an emphasis on students' scientific explanations based on scientific evidence. For thisstudy, 94 prospective elementary schol teachers were participated. 14 among 94 participants had chances toscience teaching practice for 4th graders in two different elementary schools, which utilized the science talksemphasizing students' scientific explanation activity. For quantitative data analysis, they were asked to provide theirreaction to the science teaching methods after their classroom observation. For qualitative data analysis, 5 among theparticipants, who had relatively long term experience with this teaching practice, were chosen to interview in orderbosting students' scientific explanation. The results show that the prospective elementary teachers generally thoughtthe emphasis of students' scientific explanation based on scientific evidence could enhance young elementarystudents' science content understanding, stimulate their curiosity/interests, and further develop their ability to engageactively in scientific discussions. However, some prospective teachers tended to think that the science teachingprospective teachers tended to hold an endemic dilema. On the one hand, they had their clear preference to theinquiry-oriented teaching practice as the most ideal teaching methods. On the other hand, they also had theirpersistent hesitance in using these methods due to their fear that elementary students might not adequately grasp theimportant science content when engaged in scientific discourse through an inquiry-oriented clas.
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