생물 예비 교사의 수업 시연에서 나타난 과학 수업 모형 적용 과정 분석- 마이크로티칭 기법을 활용하여 -

Abstract

The purpose of this study was to find out the possible difficulties that may exist for pre-service biology teachers (17 fourth years in the College of Education) to apply 5 science instructional models into actual biology class demonstration: learning cycle, discovery learning, inquiry learning, STS, conceptual change model. Microteaching implemented in this study was progressed in the order of teaching material analysis→ lecture plan→ first class trial (video-taping)→ feedback: evaluation (self-evaluation and peer evaluation), discussion session about the recorded class situation→ second class trial (video-taping)→ second feedback, interview, and adjustment. Through this process, the difficulties that the pre-service biology teachers in the reserve face when executing a certain phase of each teaching model in the biology classroom have been analyzed with respect to the application of the aforementioned five models of science class teaching in the actual classroom situation. Furthermore, what has also been analyzed in-depth was about the unimproved phase of the classroom teaching and its possible causes even when performing a second class trial after providing feedback (and evaluation) to enhance the difficulties. The result from the current research entails useful practicality in search of the plans for biology teacher training to increase the teaching efficiency that can fabricate a biology class model while investigating the significance about the microteaching technique suggested as a recommending method to improve the teaching performance and teaching capability of the pre-service teachers on the reserve, and further intersecting it with the theory and practice about the science teaching method by the pre-service biology teachers in the reserve.