예비 과학교사를 대상으로 과학탐구실험 맥락을 활용한PCK 기반 과학의 본성 프로그램 적용 효과 탐색
The Effect of PCK based NOS Program using the Context of Science Inquiry Experiment for Preservice Science Teachers
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초록
This study examined the effects of PCK based nature of science program for preservice science teachers within the context of scientific inquiry experiments. The PCK based NOS program consists of three stages: Leaning NOS within scientific inquiry experiment, teaching NOS within scientific inquiry experiment and reflection on their NOS instruction though adopting NOS PCK elements, such as NOS misconception, NOS teaching orientation, and instructional strategy. The preservice science teachers learned what NOS is, and how to teach NOS within context of scientific inquiry experiments by experiencing simulated teaching. Then they reflected on their teaching experiences focusing on how they implemented NOS teaching. The study results indicated that these preservice teachers most mentioned ‘hypothesis and prediction’, while least mentioned ‘science & certainty’ and ‘diversity of scientific thinking’ as an instructional objective. During the simulated teaching, the preservice science teachers selected NOS objectives related to scientific inquiry experiments, and developed and implemented NOS instructional strategy using the context of scientific inquiry experiment. These students represented the difficulty to teach ‘creativity’ within scientific inquiry experiment context. This study suggests that experiencing scientific inquiry experiments, connecting NOS themes to each experiment, and having NOS teaching experience within scientific inquiry experiment are valuable for preservice science teachers to develop NOS PCK and further teach NOS their science classes.
Abstract
This study examined the effects of PCK based nature of science program for preservice science teachers within the context of scientific inquiry experiments. The PCK based NOS program consists of three stages: Leaning NOS within scientific inquiry experiment, teaching NOS within scientific inquiry experiment and reflection on their NOS instruction though adopting NOS PCK elements, such as NOS misconception, NOS teaching orientation, and instructional strategy. The preservice science teachers learned what NOS is, and how to teach NOS within context of scientific inquiry experiments by experiencing simulated teaching. Then they reflected on their teaching experiences focusing on how they implemented NOS teaching. The study results indicated that these preservice teachers most mentioned ‘hypothesis and prediction’, while least mentioned ‘science & certainty’ and ‘diversity of scientific thinking’ as an instructional objective. During the simulated teaching, the preservice science teachers selected NOS objectives related to scientific inquiry experiments, and developed and implemented NOS instructional strategy using the context of scientific inquiry experiment. These students represented the difficulty to teach ‘creativity’ within scientific inquiry experiment context. This study suggests that experiencing scientific inquiry experiments, connecting NOS themes to each experiment, and having NOS teaching experience within scientific inquiry experiment are valuable for preservice science teachers to develop NOS PCK and further teach NOS their science classes.
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