초등 예비교사들이 과학 수업에서 겪는 어려움

Abstract

The purpose of this study was to get an implication on teacher education program, by exploring the difficulties pre-service elementary teachers have with their science lessons. 37 pre-service teachers were requested to write ananecdote about their science lessons during their 4 week practicum. By analyzing these anecdotes, the dificultiesThe result showed that there were far more dificulties with practical work (cases: 48), than with content knowledgeteaching (cases: 17). Among practical work related dificulties, the most frequent cases were: 1) when they haveunexpected result diferent from scientific theory (cases: 10), 2) when they teach process skill and usage of labequipments (cases: 8), and 3) when they do not have enough preparation for practical work (cases: 7). Unlike theresult of preceding research on secondary pre-service teachers, there was no affective aspect problems. Thesedificulties also can be divided into problemsand ?dilemmas. Whereas problemscan be settled by removingobstacles, ?dilemmas, a conflict-filled situation, require choices between competing values or aims. The use ofscientific language, the decision on the level and amount of knowledge they teach, and disposal of unexpectedmore strengthened in the elementary teacher education program. And both teacher educators and pre-service teachersned to understand that practical teaching is a complex enterprise acompanying some ?dilemas. The role ofscience teachers as managers of dilemas could be considered.