생물 교육 실습생의 수업 전 개념 체계도 작성 활동이 수업에서 설명에 미치는 영향
The Influences of Pre-Instructional Concept Mapping on the Student Teacher's Conceptual Structure of Explanation in Biology Class
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Abstract
The purpose of this study was to analyze the influence of the student teachers' pre-instructional concept mapping on the student teachers' explanations in class. Six student teachers majoring in biology education participated in this study during the four weeks of teaching practice. Each two student teachers taught biology on the same learning subject in the 8th grade class. Then one student teacher did pre-instructional concept mapping while the other did not. The researcher videotaped the seven pairs of classes and analyzed the data using concept map templates. Also the researcher interviewed each student teacher individually and coded the data.The result indicated that the student teachers who did the pre-instructional concept mapping about their learning subject produced better explanations that included many valid propositions and concept hierarchies, and expressed few misconceptions. This group also explained concepts and propositions of the new subject by relating them to students' prior knowledge. Additionally, they demonstrated a better understanding of their biology text and curriculum content knowledge, instructional design and teaching methods relevant to the learning subject. Finally they could formulate a procedure to enable their students to learn new concepts. In conclusion, the student teachers who had done the pre-instructional concept mapping could provide more valid and relevant explanation to their biology class than those who had not. Additionally, the student teachers perceived it as a useful method for preparing for teaching. These research outcomes suggest that it is a useful and readily accessible strategy for in-service teacher's teaching improvement.
참고문헌 (24)
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