공동체단위의 연수를 통해 나타난 고등학교수학 중심 융합수업의 개발 및 적용 사례
A case study on the development and practice of lessons for mathematics-oriented convergence through the professional development of multi-tiered teacher community
0
조회
0
다운로드
7
인용
0
참고문헌
키워드
초록
This study analyzed the cases of three teacher communities participating in an innovative professionaldevelopment program and clarified the characteristics and the process of lessons for mathematics-orientedconvergence that were developed and applied during the program. Each of the teacher communities designedand implemented lessons according to the context of each community and the concept of lessons formathematics-oriented convergence were developed and refined. The lessons developed by the three teachercommunities were characterized as convergence problem posing lessons using technology, convergence ofvarious subject content focused on mathematical concepts through team teaching, and convergence lessonsaccording to students’ achievement levels. The program contributed to teacher community activities by provingsustainable professional development in the area of convergence education, a connection between the content oftheir professional development and the context of the field, and opportunities for active participation in theprocess of developing and implementing the convergence lessons.
Abstract
This study analyzed the cases of three teacher communities participating in an innovative professionaldevelopment program and clarified the characteristics and the process of lessons for mathematics-orientedconvergence that were developed and applied during the program. Each of the teacher communities designedand implemented lessons according to the context of each community and the concept of lessons formathematics-oriented convergence were developed and refined. The lessons developed by the three teachercommunities were characterized as convergence problem posing lessons using technology, convergence ofvarious subject content focused on mathematical concepts through team teaching, and convergence lessonsaccording to students’ achievement levels. The program contributed to teacher community activities by provingsustainable professional development in the area of convergence education, a connection between the content oftheir professional development and the context of the field, and opportunities for active participation in theprocess of developing and implementing the convergence lessons.
참고문헌 (32)
- 권오남, "공동체 단위 수학교사 연수 프로그램의 개발 및 효과-‘함께 만들어가는 수학교사 연수’를 중심으로-", 수학교육, 53(2), pp.201~217 (2014), 한국수학교육학회
- 권오남, "수학교사 연수 프로그램 개발" (2014), 한국과학창의재단
- 김성숙, "미술·과학교과가 융합된 교수학습방안", 석사, 초등미술교육, pp.2011
- 김진수, "STEAM 교육론" (2012), 양서원
- 김영천, "질적연구방법론Ⅰ:Bricoleur" (2013), 아카데미프레스
- "2012년 업무보고: 인재대국 진입으로 선진 일류국가 실현" (2011), 교육과학기술부[URL]
- 문종은, "융복합 수학수업에서 나타난 변화율 개념의 이해에 관한 연구", 박사, 수학교육학과, pp.2014
- 미)과 수학 통합 교수․학습자료개발, "예술(음", pp.2013, 박종률
- 박지현, "수학하는 마음을 나누는 수업", 14th MATH Festival 자료집 (2012)
- 박창균, "수학과 학문융합", 한국수학사학회지, 23(1), pp.67~78 (2010), 한국수학사학회
- 박혜숙, "사회(역사 포함)와 수학 통합 교수․학습자료 개발" (2012), 한국과학창의재단
- 배선아, "공업계열 전문계 고등학교 전기·전자·통신 분야의 활동 중심 STEM 교육프로그램 개발", 박사, 공업교육, pp.2009
- 신동희, "융합형 교사 교육 프로그램 개발 연구", 교과교육학연구, 16(1), pp.371~398 (2012), 교과교육연구소
- 신재한, "STEAM 융합교육의 이론과 실제" (2013), 교육과학사
- 융합인재교육 교수학습 자료 개발 및 적용, "윤미숙", ~, pp.서울교육 2012-11 (2012)
- 이혜숙, "STEM 기반 수학 교수-학습 프로그램의 효과에 관한 연구", 한국학교수학회논문집, 16(2), pp.337~362 (2013), 한국학교수학회
- 이혜숙, "수학과학통합교육의 설계 및 실행에 대한 연구", 수학교육, 49(2), pp.175~198 (2010), 한국수학교육학회
- 전재복, "체육과 수학 통합 교수․학습자료 개발" (2012), 한국과학창의재단
- 주미경, "중등 교사의 융복합교육 연수 만족도 및 요구 조사", 교과교육학연구, 17(2), pp.521~547 (2013), 교과교육연구소
- 주미경, "수학교과와 융복합교육: 담론과 과제", 학교수학, 14(1), pp.165~190 (2012), 대한수학교육학회[DOI]
- 최정훈, "융합을 기반으로 하는 STEAM 교육이란?", 월간 과학창의, 2, pp.4~7 (2011)
- 황선욱, "국어와 수학 통합 교수․학습자료 개발" (2013), 한국과학창의재단
- "Reflecting on ‘reflective practice’. Practice-Based Professional Learning Centre" (2008)[URL]
- Greeno, J. G., "Theories and practices of thinking and learning to think", American Journal of Education, 106, pp.85~126 (1997)
- Greeno, J. G., "Handbook of educational psychology", pp.15~46 (1996), Macmillan
- Huntley, M. A., "Theoretical and empirical investigations of integrated Mathematics and Science education in the middle school grades with implications for teacher education", Journal of Teacher Education, 50(1), pp.57~67 (1999)
- Johns, C., "Becoming a reflective practitioner" (2009), John Wiley & Sons
- Lederman, N. G., "Integrated, interdisciplinary, or thematics instruction? is this a question or is it questionable semantics?", School Science and Mathematics, 97(2), pp.57~58 (1997)
- Schön, D. A., "The reflective practitioner : How professionals think in action" (1983), Basic Books
- Schön, D. A., "Educating the reflective practitioner" (1987), Jossey-Bass Publishers
- Stake, R., "The art of case study research" (1995), Sage
- Wenger, E., "Cultivating community of practice : A guide to managing knowledge" (2002), Harvard Business School Press