예비 생명과학교사의 과학적 탐구의 본성에 대한 이해수준과 과학교사교육에의 시사점
Pre-Service Biology Teachers’ Levels of Understandings about the Nature of Scientific Inquiry and Its Implications for Science Teacher Education Programs
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This study aimed to investigate what extent pre-service biology teachers understand the nature of scientific inquiry (NOSI) and how a course, ‘Theories of Biology Education’ influences on their understanding levels. For this end, 24 pre-service biology teachers responded to the questionnaire in Korean translated from the original VASI (Views About Scientific Inquiry; Lederman et al.) before and after completion of the course. A rubric for scoring the responses of VASI questionnaire was developed and refined by comparing the original rubric (Lederman et al.). The data collected were coded according to the rubric. The pre- service biology teachers in the study showed that the average ratio of understanding levels for eight views on NOSI was 12.0% for naive, 40.6% for transitional, and 47.4% for informed. They did not show balanced understandings of NOSI, and understanding levels of some views showed opposite characteristics from each other. After completing the course, ‘Theories of Biology Education’, their understanding levels in one or more views of NOSI were increased. It is suggested to include specific contents and implement explicitly learning activities about NOSI in a course such as ‘Theories of Biology Education’. Science teacher education programs should develop and implement more challenging activities for better understandings of NOSI.
Abstract
This study aimed to investigate what extent pre-service biology teachers understand the nature of scientific inquiry (NOSI) and how a course, ‘Theories of Biology Education’ influences on their understanding levels. For this end, 24 pre-service biology teachers responded to the questionnaire in Korean translated from the original VASI (Views About Scientific Inquiry; Lederman et al.) before and after completion of the course. A rubric for scoring the responses of VASI questionnaire was developed and refined by comparing the original rubric (Lederman et al.). The data collected were coded according to the rubric. The pre- service biology teachers in the study showed that the average ratio of understanding levels for eight views on NOSI was 12.0% for naive, 40.6% for transitional, and 47.4% for informed. They did not show balanced understandings of NOSI, and understanding levels of some views showed opposite characteristics from each other. After completing the course, ‘Theories of Biology Education’, their understanding levels in one or more views of NOSI were increased. It is suggested to include specific contents and implement explicitly learning activities about NOSI in a course such as ‘Theories of Biology Education’. Science teacher education programs should develop and implement more challenging activities for better understandings of NOSI.
참고문헌 (22)
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