과학 수업 시연에 나타난초등학교 예비교사들의 발문 유형 분석

Abstract

The purpose of this study was to understand the perception of science class and to obtain implications for pre-service teacher training by analyzing the questions of elementary school pre-service teachers' science class demonstration. The participants of the research were 29 pre-service teachers in a department related with liberal and social science(department L) and 34 pre-service teachers in a department related with natural science(department S), who were enrolled in the 3rd grade in a university of education, and they took the same lectures on science learning and instruction in elemetary schools. Based on the video clips produced during the lecture, the questions used by the preservice teachers in the class demonstration were analyzed by dividing them into cognitive-memory questions, convergent thinking questions, divergent thinking questions, and evaluative thinking questions according to Blosser's question classification criteria. As a result of the analysis, pre-service teachers used cognitive-memory questions, which correspond to closed questions, and convergent thinking questions, which correspond to closed questions, more than divergent thinking questions and evaluative questions, which correspond to open questions, in the course demonstration process. In addition, there was a difference in the total number and distribution of questions by department. Specifically, the pre-service teachers in the L department used more questions and the ratio of divergent thinking questions was higher than the pre-service teachers in the S department. Peer evaluation scores on classroom demonstrations were correlated with the number of divergent thinking questions in the L department while correlated with the total number of questions in the S department. As a result of peer evaluation and in-depth analysis of the classroom demonstration process, it was found that the low rate of open questions was not due to the lack of information or training on questioning methods, but rather the perception formed in relation to elementary school science lessons and classroom demonstrations. Pre-service teachers treat the acquisition of concepts and knowledge as important in the science class demonstration, and the series of processes of confirming the subsequent learning and developing the class, and then clarifying and confirming the learning results, should be smoothly connected in a well-organized state In the whole process, it was shown that the teacher should take the initiative and not deviate from the learning path. Also, it was confirmed that the fact that elementary school textbooks were structured to achieve learning goals biased in the cognitive domain through closed questions also had an effect on the questioning patterns of pre-service teachers.