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과학 수업에서 나타난 예비교사들의 교수 전략 지식과 수업 실행 사이의 차이: ARCS 동기 모형 적용을 중심으로

The Gap between Pre-Service Teachers' Knowledge of the Pedagogical Strategies and Their Practice in Science Classrooms: Focusing on the ARCS Model of Motivation

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주제분류교육학

초록

This study explored the gap between pre-service teachers' knowledge and their practice based on John Keller's ARCS model of motivation (Attention, Relevance, Confidence, Satisfaction) (Keller,1987) and the barriers against achieving desired teaching goals. Three pre-service science teachers who taught 'The Human Reproductive Organ' in middle school during their teacher internship program were observed. Data included classroom observations, video-taping, and a questionnaire followed by an interview. Results showed that participants tried to apply almost every strategy of the ARCS model of motivation even though they did not express the knowledge explicitly at the interview, and that some cases of their practice for motivating students were not successful. It was found that their failure to motivate students was caused by a lack of understanding students, a limited knowledge on science curriculum, and inappropriate application of the ARCS model. Discussions are based on the correlation between teachers' implicit knowledge on practice and their practical knowledge on teaching strategies.

Abstract

This study explored the gap between pre-service teachers' knowledge and their practice based on John Keller's ARCS model of motivation (Attention, Relevance, Confidence, Satisfaction) (Keller,1987) and the barriers against achieving desired teaching goals. Three pre-service science teachers who taught 'The Human Reproductive Organ' in middle school during their teacher internship program were observed. Data included classroom observations, video-taping, and a questionnaire followed by an interview. Results showed that participants tried to apply almost every strategy of the ARCS model of motivation even though they did not express the knowledge explicitly at the interview, and that some cases of their practice for motivating students were not successful. It was found that their failure to motivate students was caused by a lack of understanding students, a limited knowledge on science curriculum, and inappropriate application of the ARCS model. Discussions are based on the correlation between teachers' implicit knowledge on practice and their practical knowledge on teaching strategies.

참고문헌 (46)

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