중등 예비 과학 교사의 자유 탐구 활동 중에 겪은 어려움과 인식 조사
Investigation on the Difficulties during Pre-service Science Teachers’Free-inquiry Activities and Perception about Free-inquiry
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Pre-service science teachers need to develop their free-inquiry abilities and recognize about the intention and the effect of free-inquiry to conduct it effectively in secondary school science class. In this study, the difficulties during pre-service science teachers’ free-inquiry activities and their perception about free-inquiry was investigated by questionnaire and interview. 80 pre-service teachers performed free-inquiry at biology education course of college of education in second semester of 2012∼2015. They replied to the questionnaire and 16 pre-service teachers who took a biology education course in 2015 were interviewed. They have suffered from preparing material, place, time schedule, inquiry process, and topic selection. When they selected the topic, they attempted to choose the interesting one with group members using the internet and related books. It was difficult for them to select the topic which was available in fixed period. They had difficulties in preparing material and controlling variables at ‘performing’ stage, and writing and presenting a report at ‘presentation’ stage. Pre-service teachers gave responses that they had a chance of self-directed learning and their scientific knowledge has improved. Also they expanded understanding of free-inquiry. They gave positive responses that free-inquiry was a activity for secondary school students because of enhancing their interest of science and inquiry skill. Also pre-service teachers said that they would consider selecting the topic, interest, and cooperation during teaching free-inquiry. In conclusion, it is suggested that pre-service science teachers should have an experience doing free-inquiry in order to have competency to teach free-inquiry in secondary school.
Abstract
Pre-service science teachers need to develop their free-inquiry abilities and recognize about the intention and the effect of free-inquiry to conduct it effectively in secondary school science class. In this study, the difficulties during pre-service science teachers’ free-inquiry activities and their perception about free-inquiry was investigated by questionnaire and interview. 80 pre-service teachers performed free-inquiry at biology education course of college of education in second semester of 2012∼2015. They replied to the questionnaire and 16 pre-service teachers who took a biology education course in 2015 were interviewed. They have suffered from preparing material, place, time schedule, inquiry process, and topic selection. When they selected the topic, they attempted to choose the interesting one with group members using the internet and related books. It was difficult for them to select the topic which was available in fixed period. They had difficulties in preparing material and controlling variables at ‘performing’ stage, and writing and presenting a report at ‘presentation’ stage. Pre-service teachers gave responses that they had a chance of self-directed learning and their scientific knowledge has improved. Also they expanded understanding of free-inquiry. They gave positive responses that free-inquiry was a activity for secondary school students because of enhancing their interest of science and inquiry skill. Also pre-service teachers said that they would consider selecting the topic, interest, and cooperation during teaching free-inquiry. In conclusion, it is suggested that pre-service science teachers should have an experience doing free-inquiry in order to have competency to teach free-inquiry in secondary school.
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