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테크놀로지 내용교수지식 훈련 프로그램에 참여한 예비 초등교사의 융합 수업 계획에 대한 관점

Pre-service Elementary Teachers’ Perspectives on Their Integrated Lesson Plan in the Technological Pedagogical Content Knowledge Training

홍승호|최영미
한국생물교육학회 (The Korean Society of Biology Education)|2022.03|생물교육 (BIOLOGY EDUCATION)|제50권 제1호|pp. 90-106|DOI 10.15717/bioedu.2022.50.1.90

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키워드

integrated lessonSTEAMpre-service elementary teacherslearning activity types planning (LAT)
주제분류교육학

초록

This study sought to disclose the perspectives of elementary school pre-service teachers when they designed science content-based integrated lessons in the TPACK training. We collected twenty participants’ planning guides of learning activity types and written records of the instructional design process. Based on those data, one semi-structured interviews lasting 30 minutes for the individuals were conducted one week earlier before their lesson practices. Using NVivo 12 qualitative analysis, transcribed scripts were converted into data coding nodes and word frequency clouds. As result, we found that the pre-service teachers preferentially considered learner interest to select learning themes and materials. They mostly used science, technology, and arts for STEAM subject components in their lessons, whereas they regarded mathematics as a complicated content to integrate with scientific fields. Categorized types of learning activities in their STEAM lessons according to the learning activity types, the result indicates that they often contained ‘conceptual knowledge building’ and ‘knowledge expression,’ instead of ‘procedural knowledge building.’

Abstract

This study sought to disclose the perspectives of elementary school pre-service teachers when they designed science content-based integrated lessons in the TPACK training. We collected twenty participants’ planning guides of learning activity types and written records of the instructional design process. Based on those data, one semi-structured interviews lasting 30 minutes for the individuals were conducted one week earlier before their lesson practices. Using NVivo 12 qualitative analysis, transcribed scripts were converted into data coding nodes and word frequency clouds. As result, we found that the pre-service teachers preferentially considered learner interest to select learning themes and materials. They mostly used science, technology, and arts for STEAM subject components in their lessons, whereas they regarded mathematics as a complicated content to integrate with scientific fields. Categorized types of learning activities in their STEAM lessons according to the learning activity types, the result indicates that they often contained ‘conceptual knowledge building’ and ‘knowledge expression,’ instead of ‘procedural knowledge building.’

참고문헌 (57)

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