과학 글쓰기 유형별 평가 루브릭을 적용한 예비 생물교사의 글쓰기 분석
Analysis on Pre-Service Biology Teachers’ Writing Using the Evaluation Rubrics by Science Writing Types
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
The purpose of this study was to evaluate and analyze pre-service biology teacher’s writing using the evaluation rubrics by science writing types. Evaluation rubric is an evaluation scale that allows students to clearly perform tasks by presenting the evaluation criteria required by the tasks. In this study, the rubric used for the evaluation of science writing was revised and supplemented of the existing evaluation rubric according to categories by dividing them into explanatory and editorial types, and applied to the pre- service biology teachers after performing science writing. Through four writing activities, the pre-service biology teachers were more and more aware of the presentation materials among the evaluation categories of rubric, so they actively utilized the presentation materials for their writing, and applied the contents of learning about the basic structure of writing by type. The science and content categories, which can be said to be the core of science writing, showed a gradual improvement as the writing task progressed. In particular, four of the 13 pre-service biology teachers showed a gradual improvement in writing evaluation results. Above all, the results of explanatory science writing twice improved the evaluation results of eight pre-service biology teachers. Although it is meaningful in that it was able to evaluate various writing types by developing evaluation rubrics as explanatory and editorial types and applying them to writing tasks, there is a limit that pre-service biology teachers did not have enough time to learn the characteristics of the structure by writing types as writing education and writing activities were carried out for a short period of time. If various types of writing learning are done through continuous science writing education, evaluation rubrics will be presented in the future, and the task will be efficiently performed by gradually recognizing the evaluation factors and understanding the characteristics of science writing. In addition, if evaluation rubric is completed by reflecting the characteristics of writing by type, it will be used as effective data for performing science writing, evaluating and improving not only pre-service biology teachers but also school classes.
Abstract
The purpose of this study was to evaluate and analyze pre-service biology teacher’s writing using the evaluation rubrics by science writing types. Evaluation rubric is an evaluation scale that allows students to clearly perform tasks by presenting the evaluation criteria required by the tasks. In this study, the rubric used for the evaluation of science writing was revised and supplemented of the existing evaluation rubric according to categories by dividing them into explanatory and editorial types, and applied to the pre- service biology teachers after performing science writing. Through four writing activities, the pre-service biology teachers were more and more aware of the presentation materials among the evaluation categories of rubric, so they actively utilized the presentation materials for their writing, and applied the contents of learning about the basic structure of writing by type. The science and content categories, which can be said to be the core of science writing, showed a gradual improvement as the writing task progressed. In particular, four of the 13 pre-service biology teachers showed a gradual improvement in writing evaluation results. Above all, the results of explanatory science writing twice improved the evaluation results of eight pre-service biology teachers. Although it is meaningful in that it was able to evaluate various writing types by developing evaluation rubrics as explanatory and editorial types and applying them to writing tasks, there is a limit that pre-service biology teachers did not have enough time to learn the characteristics of the structure by writing types as writing education and writing activities were carried out for a short period of time. If various types of writing learning are done through continuous science writing education, evaluation rubrics will be presented in the future, and the task will be efficiently performed by gradually recognizing the evaluation factors and understanding the characteristics of science writing. In addition, if evaluation rubric is completed by reflecting the characteristics of writing by type, it will be used as effective data for performing science writing, evaluating and improving not only pre-service biology teachers but also school classes.
참고문헌 (25)
- Andrade, H. G., "Understanding rubrics", Educational Leadership, 54, pp.14~15 (1996)
- Andrade, H. G., "The effects of instructional rubrics on learning to write", Current Issues in Education, 4(4), pp.1~13 (2001)
- Andrade, H. G., "Role of rubricreferenced self-assessment in learning to write", The Journal of Educational Research, 97(1), pp.21~30 (2003)
- Bae, G. M., "Action research on the alignment with curriculum-instruction-evaluation-records for music teacher's based on TPACK", Doctor, pp.2019
- 차경미, "과학 글쓰기 유형 및 내용 구성 연구", 국어교육연구, (39), pp.225~260 (2017), 국어교육연구소[DOI]
- 최은영, "‘글쓰기’ 과목의 과정중심주의 평가 방법 연구", 순천향 인문과학논총, 37(3), pp.199~221 (2018), 인문학연구소[DOI]
- 황신영, "중학생의 과학창의성 신장을 위한 과학글쓰기 프로그램의 개발 및 적용", 한국과학교육학회지, 33(4), pp.751~762 (2013), 한국과학교육학회
- 홍소영, "교육과정-수업-평가의 일체화를 위한 통합교과 평가 루브릭 개발", 통합교육과정연구, 15(2), pp.113~141 (2021), 한국통합교육과정학회
- 임영태, "루브릭을 활용한 ‘교육과정-수업-평가-기술’ 일체화 초등 역사 수업 설계 방안", 사회과교육, 59(4), pp.83~96 (2020), 한국사회과교육연구학회
- 김형미, "2015 개정 교육과정 생명과학 I 교과서 글쓰기 문항 분석 및 교수-학습 자료 개발", 생물교육, 47(2), pp.171~186 (2019), 한국생물교육학회[DOI]
- 이현옥, "과학기술관련 사회쟁점에 대한 의사결정에서 나타나는 NOT 이해 수준의 평가를 위한 루브릭 개발 및 적용", 한국과학교육학회지, 37(2), pp.323~334 (2017), 한국과학교육학회[DOI]
- 이인영, "루브릭이 대학생들의 글쓰기 능력 신장에 미치는 효과", 우리말글, 48, pp.29~53 (2010), 우리말글학회
- High School Science Curriculum, "Ministry of Education & Human Resources Development", Ministry of Education & Human Resources Development, ~ (2007)
- High School Science Curriculum, "Ministry of Education and Science Technology", Ministry of Education and Science Technology, ~ (2009)
- Elementary School Curriculum, "Ministry of Education", Ministry of Education, ~ (2015)
- Mun, S. H., "The changes of elementary students’ science writing level by continuously providing rubric", Brain & Learning, 4(2), pp.25~45 (2014)
- Study of enhancing writing ability of primary and secondary school students through assessment (Ⅰ): Development of writing assessment framework and sample writing items, "Park, H. Y.", Korea Institute for Curriculum and Evaluation, ~ (2020)
- 박정희, "외국의 논술교육 사례연구", 동서철학연구, (44), pp.5~33 (2007), 한국동서철학회[DOI]
- Park, S. C., "Development and application of evaluation rubric by type of science writing", Master, pp.2015
- 박성주, "탐구적 과학 글쓰기 실험수업이중학생들의 창의적 사고와 비판적 사고에 미치는 영향", 한국과학교육학회지, 33(7), pp.1259~1272 (2013), 한국과학교육학회[DOI]
- Dictionary of Educational Terms, "Seoul National University Education Research Institute", Howdongseol, ~ (2011)
- 손진순, "초등학생의 과학 글쓰기 수행 안내를 위한 편지글 유형의 루브릭 개발 및 적용", 초등과학교육, 31(1), pp.25~39 (2012), 한국초등과학교육학회
- 손정우, "과학논술능력 향상을 위한 과학적 사고력에 근거한 과학글쓰기 교수법", 교육과정평가연구, 9(2), pp.333~355 (2006), 한국교육과정평가원
- Song, Y. M., "Development of rubric for assessing students’ science writing", Doctor, pp.2012
- 윤미영, "초등 과학 글쓰기 루브릭 개발 및 효과", 한국초등교육, 25(3), pp.35~52 (2014), 초등교육연구원[DOI]