공통과학 전공 과목의 2015 과학과 교육과정 ‘통합과학’과 ‘과학탐구 실험’ 대비 가능성에 대한 예비 과학교사들의 인식

Abstract

In order to implement the 2015 science curriculum ‘integrated science’ and ‘scientific inquiry experiments’ successfully, the understanding the perceptions of the current common science majors’s preparation is important. To understand the perception of pre-service science teachers’ preparation, questionnaires given to 100 students from physics education, chemistry education, biology education at G National University. The results of this study are as follows. First, there was a direct correlation between higher the grades achieved and increased understanding of the 2015 science curriculum. Second, the possibility of teaching of ‘integrated science’ and ‘scientific inquiry experiments’ in the contents learned at university was different for each department. Third, pre-service science teachers had difficulty assessing the scientific attitude and core competence in order to apply the method of project assessment and peer assessment. Fourth, pre-service science teachers faced the most difficulties in school when it came to leading class participation when teaching the contents of other majors. Fifth, the need for improvement in organic chemistry, physics exercise, chemical exercise, molecular biology is required. From the above results, this study concluded that the current common science majors are needed the replacement of some subjects and the change of the content and level in order to implement ‘integrated science’ and ‘scientific inquiry experiments’ in the 2015 science curriculum. Especially it is necessary to modify the content of science education including the teaching-learning methods and the evaluation method for realizing integrated science education, and to change the content of subjects appropriate level. Key words: science curriculum, integrated