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경력 교사의 모형 활용 생물 수업에서 나타나는 수업 전문성

Experienced Teachers' Teaching Professionalism of Using Instructional Models in Biology Class

김희백|강희정
한국생물교육학회 (The Korean Society of Biology Education)|2009.03|생물교육 (BIOLOGY EDUCATION)|제37권 제1호|pp. 1-20|DOI 10.15717/bioedu.2009.37.1.1

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참고문헌

주제분류교육학

초록

Abstract

The purposes of this study were to explore the experienced teachers' teaching professionalism of using models in biology class. All three biology teachers participating in this research have got masters degree in science education, and have used instructional model for enhancing students' understanding of abstract concepts in biology. Teacher's pedagogical content knowledge was identified in the following categories; understanding the students, instructional strategies for using instructional models, the ways of assessing students' comprehension, and cognition about the goals of using instructional models. At the stage of planning the lesson, three experienced teachers recognized students' misconceptions through their prior teaching experiences, and have selected and modified instructional models according to the revealed students' difficulties in learning the topics. Instructional strategies which the three teachers used for the lessons were analyzed with multidimensional framework. From the epistemological perspective, the visible models were used for improving students' intelligibility of scientific concepts, and explanatory models linking observed phenomena to the scientific concepts were used for increasing the plausibility. Three teachers understood the ontological feature of the scientific concepts, and tried to express it as instructional models. From the social/affective perspective, they tried to introduce practical activities to increase students' interest and to motivate students to study by enhancing their understanding. Students' comprehension was assessed by teacher's monitoring and feedback of the expressed mental models. Teachers' teaching practice above mentioned was revealed to reflect their relativist view and instrumentalist view on instructional models.

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