소집단 실험 수업에서 나타난 예비교사-고등학생의 상호작용의 특징
Characteristics of Interaction between Pre-service Teachers andHigh School Students during Small Group Practical Work
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The purpose of this study was to address pre-service science teachers’ competency for practical work-based instruction by analyzing the features of interaction between pre-service teachers and high school students. To do this, classroom data was collected including two groups consisting of two mentors and four mentees during the small group work phase of two instructions. The result shows that interaction sustained longer during the discussion phase than the hands-work phase, suggesting the influence of the subject who initiated the interaction by asking questions. During the discussion phase, both traditional and inquiry-oriented modes of interaction were evenly identified with an emphasis of cognitive aspects, whereas traditional mode with an emphasis of practical skills prevailed over during the hands-work phase. The factors which influenced such interactional features included the features of the phase, students’ participation, mentor’s competence, and instructional plans and preparations. Although the pre-service teachers in this study were aware that practical work should be inquiry-based, in their actual practice, traditional mode of interaction was prevalent. This suggests further that they focused on the success of practical work itself as it was designed, and as a result, less attention was paid to the purpose or meanings of the work. Also, pre-service teachers need to have actual experiences of what might be more inquiring mode of interaction.
Abstract
The purpose of this study was to address pre-service science teachers’ competency for practical work-based instruction by analyzing the features of interaction between pre-service teachers and high school students. To do this, classroom data was collected including two groups consisting of two mentors and four mentees during the small group work phase of two instructions. The result shows that interaction sustained longer during the discussion phase than the hands-work phase, suggesting the influence of the subject who initiated the interaction by asking questions. During the discussion phase, both traditional and inquiry-oriented modes of interaction were evenly identified with an emphasis of cognitive aspects, whereas traditional mode with an emphasis of practical skills prevailed over during the hands-work phase. The factors which influenced such interactional features included the features of the phase, students’ participation, mentor’s competence, and instructional plans and preparations. Although the pre-service teachers in this study were aware that practical work should be inquiry-based, in their actual practice, traditional mode of interaction was prevalent. This suggests further that they focused on the success of practical work itself as it was designed, and as a result, less attention was paid to the purpose or meanings of the work. Also, pre-service teachers need to have actual experiences of what might be more inquiring mode of interaction.
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