예비 생물교사의 탐구수업지도안과 수업실연에 나타난 발문 유형 분석

Abstract

This study analyzed the types of questions presented in the lesson plans and class demonstrations of pre-service biology teachers, and based on this, it aimed to draw implications for developing strategies to enhance questioning skills in teacher education programs. To achieve this, the lesson plans and corresponding class demonstrations of 13 pre-service biology teachers were examined. The question types were analyzed based on the classification of question types according to teaching and learning purposes as proposed by Morgan and Saxton (2006). The analysis of the class plan revealed that questions aimed at shaping understanding were presented most frequently, while questions designed to press reflection were used the least. During the class demonstration, questions intended to elicit information were used the most, whereas reflective questions were the least utilized. It was found that pre-service biology teachers did not effectively implement the questions outlined in the lesson plan during their class demonstrations. The results of this study suggest the need for developing education programs to enhance the questioning skills of pre-service teachers in teacher education programs.