예비화학교사의 맥락적 NOS 수업 시연에서 나타난 교수전략 분석

Abstract

In this study, we deeply investigated the instructional strategies in preservice chemistry teachers’ contextualized NOS lesson demonstrations from the perspectives of explicit and reflective approaches. Two preservice teachers participated in the study. We observed and video-recorded their contextualized NOS lesson demonstrations, collected teaching and learning guidance and instructional materials, and conducted pre- and post-interviews. The collected data were analyzed using the constant comparative method. The analyses of the results revealed that both preservice teachers adjusted the number of NOS learning goals considering realistic time constraints during the lesson planning process. Although they explicitly addressed NOS content in their lessons, they differed in how clearly they presented the NOS learning goals at the outset of instruction, in their overall perception of the explicit approach, and in the method of NOS assessment. They incorporated historical context into their lessons; however, some shortcomings were noted, including insufficient historical background and a tendency to evaluate past scientific theories in an outcome-oriented manner. Moreover, when posing NOS-related questions, each displayed at least one of the following issues: failing to specify which NOS aspects were targeted, relying heavily on a single type of question, or sometimes not providing enough wait time or feedback for student responses. Based on these results, we discuss the implications for preservice teacher education to improve preservice teachers’ expertise in contextualized NOS instruction.