모의수업에서 나타난 예비 생물교사들의 NOS 교수 실행 과정의 특성
The characteristics of preservice teachers' NOS teaching practices in the stimulated teaching
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This study examined the characteristics of the preservice biology teachers’ teaching NOS within the context of the secondary biology curriculum. A group of four preservice teachers had a chance of the simulated teaching incorporating NOS elements. Before the simulated teaching, the preservice teachers represented the informed views of NOS such as relativism, deductivism, contextualism, instrumentalism, and process. During the simulated teaching, the preservice teachers used the inquiry activities and the episodes of history of science in order to teach the certain aspect of the NOS, such as the invented and creativity reality of science, the role of social negotiation on science, the theory-laden exploration of science, the social·cultural impact on science, and the changing and tentative features of science. The preservice teachers reflected that teachers’ intentional questioning on NOS aspects and diverse teaching materials regarding NOS are crucial to internalize NOS understanding for secondary students. Furthermore, the preservice teachers mentioned that NOS teaching is necessary in the secondary biology classes.
Abstract
This study examined the characteristics of the preservice biology teachers’ teaching NOS within the context of the secondary biology curriculum. A group of four preservice teachers had a chance of the simulated teaching incorporating NOS elements. Before the simulated teaching, the preservice teachers represented the informed views of NOS such as relativism, deductivism, contextualism, instrumentalism, and process. During the simulated teaching, the preservice teachers used the inquiry activities and the episodes of history of science in order to teach the certain aspect of the NOS, such as the invented and creativity reality of science, the role of social negotiation on science, the theory-laden exploration of science, the social·cultural impact on science, and the changing and tentative features of science. The preservice teachers reflected that teachers’ intentional questioning on NOS aspects and diverse teaching materials regarding NOS are crucial to internalize NOS understanding for secondary students. Furthermore, the preservice teachers mentioned that NOS teaching is necessary in the secondary biology classes.
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