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학습 활동 유형 계획에서 내용 영역의 선택에 따라 과학 내용 중심의 통합 수업이 예비 초등교사의 테크놀로지 내용교수지식에 미치는 영향

The Effects of an Integrated Science Content-Based Course on the TPACK of Elementary Pre-Service Teachers according to Content Domain Choice in Learning Activity Type Planning

홍승호|최영미
한국생물교육학회 (The Korean Society of Biology Education)|2021.09|생물교육 (BIOLOGY EDUCATION)|제49권 제3호|pp. 362-379|DOI 10.15717/bioedu.2021.49.3.362

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키워드

pre-service teachercontent domaintechnologicalpedagogical & content knowledge (TPACK)learning activity type (LAT)
주제분류교육학

초록

The purpose of this study is to investigate the impact of an integrated science content-based course, focused on TPACK enhancement, on the knowledge of elementary teacher candidates in accordance to their content domain choice. The participants for this study include 194 elementary school teacher candidates enrolled to an integrated science content-based course for two semesters in the 2018 and 2019 academic years. The subjects were divided into three types: a) the entire participant group, which was part of the one-group pretest-posttest design, b) the intervention groups 1 and 2, formed based on a content domain choice, and c) the subgroups of the group 2 based on the selected content domain type. When the pre-service teacher of the group 2 planned a learning activity type guide based on their TPACK as a major activity in the program, they were given the choice to select a content domain from the national science curriculum for elementary school students in Korea. Quantitative data was collected from the pre- and post-test results concerning the TPACK questionnaire comprising 47 survey items. It was demonstrated that the integrated course enhanced the teacher candidate group in terms of their TPACK scores. We attributed this to the integration of digital technology in teacher education, which has helped teacher candidates to increase their knowledge of technology-integrated lessons and become deeply involved in reflecting on the convergence of knowledge. It was suggested that TPACK and its knowledge components could be improved regardless of there being an opportunity to choose the content domain.

Abstract

The purpose of this study is to investigate the impact of an integrated science content-based course, focused on TPACK enhancement, on the knowledge of elementary teacher candidates in accordance to their content domain choice. The participants for this study include 194 elementary school teacher candidates enrolled to an integrated science content-based course for two semesters in the 2018 and 2019 academic years. The subjects were divided into three types: a) the entire participant group, which was part of the one-group pretest-posttest design, b) the intervention groups 1 and 2, formed based on a content domain choice, and c) the subgroups of the group 2 based on the selected content domain type. When the pre-service teacher of the group 2 planned a learning activity type guide based on their TPACK as a major activity in the program, they were given the choice to select a content domain from the national science curriculum for elementary school students in Korea. Quantitative data was collected from the pre- and post-test results concerning the TPACK questionnaire comprising 47 survey items. It was demonstrated that the integrated course enhanced the teacher candidate group in terms of their TPACK scores. We attributed this to the integration of digital technology in teacher education, which has helped teacher candidates to increase their knowledge of technology-integrated lessons and become deeply involved in reflecting on the convergence of knowledge. It was suggested that TPACK and its knowledge components could be improved regardless of there being an opportunity to choose the content domain.

참고문헌 (48)

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