경기도 과학 교사들의 개념 체계도에 대한 인식 및 활용 실태 조사
Science Teachers' Recognition of Concept Mapping and Opinions on Their Uses in Their Teaching in Gyeonggi Province
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Abstract
The aim of this study was to investigate science teachers' recognition of concept mapping and opinions on their uses in their teaching for the purpose of obtaining a strategy that enables teachers to apply concept map to their science teaching. Out of a total of 2,926 secondary science teachers in Gyeonggi province, 609 teachers were selected by cluster sampling and 456 teachers (74.9%) answered questionnaires. The survey showed that many teachers (85.6%) felt that concept mapping was an effective tool in science teaching. However, only 33.3 percent of the teachers were actually able to apply the concept map to their teaching of science. The following two conclusions are crucial to successful uses of concept map in teaching: first, it is highly recommended that science teachers lacking knowledge in concept map should participate in training programs. Second, in the case of teachers who already have acquired ability to use concept map, the development of reference books that provide teachers with teaching materials for concept map in each unit of lesson is required.
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