예비 생물교사의 과학 탐구 교수 실행 및 반성
Preservice Biology Teachers’ Practices and Reflection on Science Inquiry-based Teaching
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This study explored the preservice biology teachers’ science inquiry-based teaching practices and their reflection. Three to four preservice teachers, as a group, designed and implemented a science inquiry-based lesson as simulated teaching. After the science inquiry-based lessons, the preservice teachers had opportunities of peer evaluation and reflection. The first and second group of preservice teachers designed the structured inquiry lesson by providing a question and a procedure. The third and fourth group planned the guided inquiry lesson by requiring students to use their own methods for investigating a prescribed problem. The final group of preservice teachers prepared the open inquiry lesson, and they provided students with an opportunity of their own questions and methods for finding answers. In the reflective journals, the preservice teachers mentioned the necessity of increasing student involvement by providing students with opportunities of setting up a hypothesis, methods, and discussions on results and conclusions. Through having the experiences of the inquiry-based teaching and reflections, these preservice teachers develop ideas of how to implement inquiry-based teaching within secondary biology context. Teacher preparation program need to provide pre-service teachers with context-specific instructional practices of inquiry and support scientific inquiry in the classroom.
Abstract
This study explored the preservice biology teachers’ science inquiry-based teaching practices and their reflection. Three to four preservice teachers, as a group, designed and implemented a science inquiry-based lesson as simulated teaching. After the science inquiry-based lessons, the preservice teachers had opportunities of peer evaluation and reflection. The first and second group of preservice teachers designed the structured inquiry lesson by providing a question and a procedure. The third and fourth group planned the guided inquiry lesson by requiring students to use their own methods for investigating a prescribed problem. The final group of preservice teachers prepared the open inquiry lesson, and they provided students with an opportunity of their own questions and methods for finding answers. In the reflective journals, the preservice teachers mentioned the necessity of increasing student involvement by providing students with opportunities of setting up a hypothesis, methods, and discussions on results and conclusions. Through having the experiences of the inquiry-based teaching and reflections, these preservice teachers develop ideas of how to implement inquiry-based teaching within secondary biology context. Teacher preparation program need to provide pre-service teachers with context-specific instructional practices of inquiry and support scientific inquiry in the classroom.
참고문헌 (29)
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