과학과 교육실습의 SSCS 모델 적용 및 효과
A Study of Implementation of SSCS Effects on Pre-Service Science Teachers' Student Teaching
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이 연구는 구성주의 전략에 기반을 둔 SSCS(Search, Solving, Create, & Share) 모델을 과학과 교육실습 프로그램의 틀로 적용하고, 그 효과를 ‘과학교수 자기 효능감’ 을 통하여 조사하였다. 과학교수 자아효능감은 과학교육의 실행을 이해하고 교사 교육을 계획하는데 중요하게 고려해야 될 요소이다. 사범대학 과학교육학부 4학년 학생 38명을 대상으로 교육실습 기간(4주)과 교육실습 발표(1주) 동안 연구 자료를 수집하여 분석하였다. 그 결과, SSCS 모델을 적용한 교육실습이 예비교사들의 과학교수 자기효능감을 향상시키는데 효과적인 것으로 나타났다. SSCS 모델과 같은 새로운 모델의 교육실습에의 적용은 교사양성기관의 과학과 교육과정 및 교육실습 개선을 위한 시사점을 얻을 수 있을 것이다.
Abstract
A Study of Implementation of SSCS Effects on Pre-Service Science Teachers' Student Teaching In teacher education, field experiences are critical steps in raising professional teachers. Student teaching especially, which culminates field experiences, should be the integral capstone of a teacher education program. The study was to investigate the impacts of a SSCS (Search, Solve, Create, and Share) on pre-service science teachers during their student teaching. A total of 38 pre-service science teachers participated in this study. The results show that the SSCS was effective in pre-service science teachers' science teaching self-efficacy point of view. The participants stated that the advantage of this study was that they took everything related to science education issues seriously, reflected upon it during their problem solving, experienced inquiry problem solving, and communicated with experts as well as peers and students. However, they argued that overwork and a shortage of time were problems to be solved for the SSCS. The implications of this study were discussed.
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