예비 생물교사들의 상호비평 활동을 통한 과학과 교수 ․ 학습 모형의 인식 분석
An Analysis of Pre-service Biology Teachers’ Perception about Science Teaching Models by Mutual Review Process
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The aim of this study is to examine the preservice biology teachers’ perception about four science teaching models. Sixteen pre-service biology teachers attending biology teaching methods participated in the study. The survey about the teaching models was conducted after they implemented four teaching models and criticized mutually and then had interviews. The results are as follows. First, the pre-service biology teachers found it more difficult to understand and apply the Cognitive Conflict Teaching Model (CCTM) and Discovery Teaching Model(DTM) than Hypothesis-Testing Model(HTM) and Cooperative Learning Model (CLM). In CCTM, they had difficulty in identifying and uncovering the students’ preconception, and using the proper materials in conflict-provoking stage. Also, they were not confident whether cognitive conflict were provoked. Second, they felt inquiry and situation-presentation stage was challenging and posed a question about using what was already found as teaching materials. Third, they relatively understood well HTM and CLM, but had difficulty in developing testing items considering the achievement standard in CLM. Lastly, the pre-service teachers expected that applying these teaching models in actual class could not be easy because of various obstacles such as students’ attitude familiar with knowledge-centered lesson, education climate mainly for examination, and teachers’ difficulties in teaching with consideration on students’ developmental stage.
Abstract
The aim of this study is to examine the preservice biology teachers’ perception about four science teaching models. Sixteen pre-service biology teachers attending biology teaching methods participated in the study. The survey about the teaching models was conducted after they implemented four teaching models and criticized mutually and then had interviews. The results are as follows. First, the pre-service biology teachers found it more difficult to understand and apply the Cognitive Conflict Teaching Model (CCTM) and Discovery Teaching Model(DTM) than Hypothesis-Testing Model(HTM) and Cooperative Learning Model (CLM). In CCTM, they had difficulty in identifying and uncovering the students’ preconception, and using the proper materials in conflict-provoking stage. Also, they were not confident whether cognitive conflict were provoked. Second, they felt inquiry and situation-presentation stage was challenging and posed a question about using what was already found as teaching materials. Third, they relatively understood well HTM and CLM, but had difficulty in developing testing items considering the achievement standard in CLM. Lastly, the pre-service teachers expected that applying these teaching models in actual class could not be easy because of various obstacles such as students’ attitude familiar with knowledge-centered lesson, education climate mainly for examination, and teachers’ difficulties in teaching with consideration on students’ developmental stage.
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