과학과 체육 교과의 주제통합 수업이 예비교사의 창의교육 역량 및 주제통합 수업에 대한 인식에 미치는 영향
The Effect of Subject Integrated Classes of Science and Physical Education on Pre-Service Teachers' Creative Education Competence and Perception of Subject Integrated Class
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The aim of this study is to find out what effect Subject Integrated Classes has on the creative education capacity and perception of Subject Integrated Classes for pre-service teachers. In this study, 25 pre-service biology teachers and 22 pre-service physical education teachers had participated. Pre-service teachers from 2 departments formed a mixed group, discussed the composition of Subject Integrated Classes for 2 hours each week for 6 weeks, designed the Subject Integrated Classes, produced a lesson plan, and demonstrated the class accordingly. Before and after these Subject Integrated Classes, pre-service teachers were examined for creative education and creative competency, and their perceptions of Subject Integrated Classes were investigated. As a result, the class topics composed by the pre-service teachers appeared appropriately as convergence topics. In the creative education and creative competency questionnaires, there were statistically significant differences in pre-service biology teachers, but pre-service physical teachers showed significant differences only in their perception of creative education. As for the perception of Subject Integrated Classes, pre-service biology teachers showed statistically significant differences in cooperation with pre-service teachers of other subjects for Subject Integrated Classes, cooperation with fellow pre-service teachers, and class improvement through class reflection. But there were no statistically significant differences in the meaning and necessity of and convergence instructional design. In contrast, pre-service physical education teachers showed statistically significant differences in all areas. It is thought that students’ thoughts on class models, teaching-learning methods, and textbook research will deepen if subjects other than their majors and joint activities continue, and it is necessary to prepare a device to allow these courses to be conducted more.
Abstract
The aim of this study is to find out what effect Subject Integrated Classes has on the creative education capacity and perception of Subject Integrated Classes for pre-service teachers. In this study, 25 pre-service biology teachers and 22 pre-service physical education teachers had participated. Pre-service teachers from 2 departments formed a mixed group, discussed the composition of Subject Integrated Classes for 2 hours each week for 6 weeks, designed the Subject Integrated Classes, produced a lesson plan, and demonstrated the class accordingly. Before and after these Subject Integrated Classes, pre-service teachers were examined for creative education and creative competency, and their perceptions of Subject Integrated Classes were investigated. As a result, the class topics composed by the pre-service teachers appeared appropriately as convergence topics. In the creative education and creative competency questionnaires, there were statistically significant differences in pre-service biology teachers, but pre-service physical teachers showed significant differences only in their perception of creative education. As for the perception of Subject Integrated Classes, pre-service biology teachers showed statistically significant differences in cooperation with pre-service teachers of other subjects for Subject Integrated Classes, cooperation with fellow pre-service teachers, and class improvement through class reflection. But there were no statistically significant differences in the meaning and necessity of and convergence instructional design. In contrast, pre-service physical education teachers showed statistically significant differences in all areas. It is thought that students’ thoughts on class models, teaching-learning methods, and textbook research will deepen if subjects other than their majors and joint activities continue, and it is necessary to prepare a device to allow these courses to be conducted more.
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