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과학 논변 활동 수업에서 교사의 반응성과 반응성 향상 맥락 탐색

Exploring the Teacher's Responsiveness and the Context for Improving Teacher's Responsiveness in the Scientific Argumentation-Based Lessons

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In this study, we explored how the teacher's responsiveness differs depending on how the teacher focuses on students' practice, and in what context the teacher shows the high-level responsive teaching. One science teacher and sixty students in middle school participated in the study. Seven argumentation tasks were developed in the photosynthesis lessons. The teacher's responsiveness was analyzed with class video recordings and transcripts of collaborative reflections between the teacher and researchers. From the results, when the teacher focused on the performance of students' activities, the teacher has shown the low-level responsiveness by noticing and analyzing the correctness of the students' responses, and executing lessons as planned without regarding the students' ideas. On the other hand, when the teacher focused on students' ideas, the teacher has shown high-level responsiveness by noticing and analyzing the students' opinions and revising the teaching strategy. In the two contexts, the teacher has shown the high-level responsive teaching; when the teacher recognized the cognitive difficulties of students and when the teacher reflected on the lesson in collaborative reflections. In these contexts, the teacher could notice the hidden meaning of students' utterances and analyze the reasons for students' cognitive difficulties. The results of this study will contribute to supporting a high-level of responsive teaching in science classrooms.

Abstract

In this study, we explored how the teacher's responsiveness differs depending on how the teacher focuses on students' practice, and in what context the teacher shows the high-level responsive teaching. One science teacher and sixty students in middle school participated in the study. Seven argumentation tasks were developed in the photosynthesis lessons. The teacher's responsiveness was analyzed with class video recordings and transcripts of collaborative reflections between the teacher and researchers. From the results, when the teacher focused on the performance of students' activities, the teacher has shown the low-level responsiveness by noticing and analyzing the correctness of the students' responses, and executing lessons as planned without regarding the students' ideas. On the other hand, when the teacher focused on students' ideas, the teacher has shown high-level responsiveness by noticing and analyzing the students' opinions and revising the teaching strategy. In the two contexts, the teacher has shown the high-level responsive teaching; when the teacher recognized the cognitive difficulties of students and when the teacher reflected on the lesson in collaborative reflections. In these contexts, the teacher could notice the hidden meaning of students' utterances and analyze the reasons for students' cognitive difficulties. The results of this study will contribute to supporting a high-level of responsive teaching in science classrooms.

참고문헌 (38)

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