예비교사들의 스마트 학습 환경에 대한 이미지
Exploring Pre-service Science Teachers’ Images in Smart Learning Environment
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In this study, we examined the pre-service teachers' perception of smart learning environments by their image of science classes. To this end, 18 pre-service teachers with experience in smart device environment participated in data collection. We collected the images and descriptions of science classes using smart tools and self-reporting questionnaires on science and science education. The collected data were compiled and the images of pre-service teachers were sorted out by the type of student participation and resource approach, and the type was named. The study found that pre-service teachers’ images could be categorized into four types by individual participation and guided access to resources, individual participation and exploratory resource access, group participation and exploratory resource access, group participation and structured resource access. Each type showed a difference in how to use a smart tool environment. This classification of image types was based on pre-service teachers’ perception of science and science education, revealing images of science classes. In order to strengthen the capabilities of pre-service teachers, it is necessary to provide a practical experience of using smart tools based on their function and characteristics. In addition, we need to provide the understanding and perception of correct science and science learning. Image analysis may also serve as a good tool for pre-service teachers to look at their perceptions.
Abstract
In this study, we examined the pre-service teachers' perception of smart learning environments by their image of science classes. To this end, 18 pre-service teachers with experience in smart device environment participated in data collection. We collected the images and descriptions of science classes using smart tools and self-reporting questionnaires on science and science education. The collected data were compiled and the images of pre-service teachers were sorted out by the type of student participation and resource approach, and the type was named. The study found that pre-service teachers’ images could be categorized into four types by individual participation and guided access to resources, individual participation and exploratory resource access, group participation and exploratory resource access, group participation and structured resource access. Each type showed a difference in how to use a smart tool environment. This classification of image types was based on pre-service teachers’ perception of science and science education, revealing images of science classes. In order to strengthen the capabilities of pre-service teachers, it is necessary to provide a practical experience of using smart tools based on their function and characteristics. In addition, we need to provide the understanding and perception of correct science and science learning. Image analysis may also serve as a good tool for pre-service teachers to look at their perceptions.
참고문헌 (16)
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