초등학교 교사들의 과학 수업에 대한 관심도와 곤란도
The Degree of Concern and Difficult of Elementary School Teachers about Science Lesson
1
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
The aim of this current study is to survey and analyze the degree of concern and difficult of elementary school teachers in elementary school science classes, and providing the results to teachers as a basic reference to improve their scientific specialties. As a result, firstly, the degree of concern of elementary school teacher in science class is more than normal level. Secondly, the degree of concern in science class differs dependent on environmental factors. Next, the degree of difficulty about science class was under normal level. Among area surveyed, physical and psychological environment were lower compared with other areas, and the difficulty in evaluation of class result was comparably higher than others. At fourth, teacher’s degree of difficulty in science class was dependent on environment factors, but not on gender. Finally,there was reverse correlation between degree of concern and the degree of difficulty of elementary school teachers in science class. Further, the degree of concern in student knowledge showed more significant reverse correlation with all of area tested.
Abstract
The aim of this current study is to survey and analyze the degree of concern and difficult of elementary school teachers in elementary school science classes, and providing the results to teachers as a basic reference to improve their scientific specialties. As a result, firstly, the degree of concern of elementary school teacher in science class is more than normal level. Secondly, the degree of concern in science class differs dependent on environmental factors. Next, the degree of difficulty about science class was under normal level. Among area surveyed, physical and psychological environment were lower compared with other areas, and the difficulty in evaluation of class result was comparably higher than others. At fourth, teacher’s degree of difficulty in science class was dependent on environment factors, but not on gender. Finally,there was reverse correlation between degree of concern and the degree of difficulty of elementary school teachers in science class. Further, the degree of concern in student knowledge showed more significant reverse correlation with all of area tested.
참고문헌 (20)
- 고은정, "초등교사의 과학교과 자기평가", 석사, pp.2007
- 김상윤, "과학과 물질영역에서 초등교사의 교수 곤란도 연구", 석사, pp.2008
- 김현정, "초등 과학 수업의 실제에 대한 교사와 학생의 인식", 초등과학교육, 29(4), pp.451~464 (2010), 한국초등과학교육학회
- 박성혜, "교사들의 과학 교과교육학 지식 측정도구 개발", 한국교원교육연구, 20(1), pp.105~134 (2003), 한국교원교육학회
- 박현주, "초임 중등과학 교사의 과학교수에 대한 인식과 전문성 발달", 한국과학교육학회지, 25(3), pp.421~430 (2005), 한국과학교육학회
- 박홍희, "교사의 발달 단계에 기초한 연수를 통한 경력개발", 교육연구논총, 26(2), pp.1~19 (2005)
- 송지영, "초등교사의 과학 교과교육학지식과 과학 교수 곤란 요인의 관계", 석사, pp.2008
- 오필석, "“채워지지 않는 잔(盞)”: 초등 교사들에게 있어 과학 수업의 의미", 한국과학교육학회지, 31(2), pp.271~294 (2011), 한국과학교육학회
- 이수아, "초등 교사들이 과학 수업에서 겪는 어려움 분석", 초등과학교육, 26(1), pp.97~107 (2007), 한국초등과학교육학회
- 이재천, "초등학교 교사들의 자연과 교수지도에 대한 과학 불안도 및 태도 인식 조사", 초등과학교육, 16(2), pp.257~275 (1997)
- 임재근, "초등 교사의 전문성 발달 과정 연구", 초등과학교육, 27(2), pp.93~101 (2008), 한국초등과학교육학회
- 임찬빈, "수업평가 매뉴얼 : 과학과 수업 평가 기준" (2006), 한국교육과정평가원
- 임청환, "초등교사의 과학 교과교육학 지식의 발달이 과학 교수 실제와 교수 효능감에 미치는 영향", 한국지구과학학회지, 24(4), pp.258~272 (2003)
- 장수미, "교사의 관심도에 기초한 초등 과학과 수행 평가의 실태분석", 석사, pp.2002
- 정영미, "과학 교과교육학지식 수준에 따른 과학교수 실제에 관한 연구", 청람과학교육연구논총, 14(1), pp.102~124 (2004)
- 정효해, "초등교사와 학생의 과학과 교수학습에 대한 곤란도 연구", 석사, pp.2003
- Barnett, J., "Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know", Science Education, 85(4), pp.426~453 (2001)
- Mcdevitt, D. J., "Evaluation of the Preparation of Teachers in Science and Mathematics : Assessment of Preservice Teachers' Attitutes and Beliefs", Science Education, 77(6), pp.593~610 (1993)
- Pomeroy, D, "Implications of teachers’' beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers", Science Education, 77(3), pp.261~278 (1993)
- Zeichner,K, "Research on teacher thinking and different views of reflective practice in teaching and teacher education in Teachers' minds and actions: research on teachers' thinking and practice", pp.9~27 (1994), Falmer Press