본문 바로가기
KERD
논문KCI 등재

개선된 합의 모델(RCM)의 지식 교환을 통한 초등교사의 모델링 pPCK 변화 탐색

Exploring the Changes in Elementary Teachers’ Modeling pPCK for Science Modeling Instructions Through Knowledge Exchange of the Refined Consensus Model

이기영|임채성|김현주
한국과학교육학회 (The Korean Association for Science Education)|2024.02|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제44권 제1호|pp. 105-117|DOI http://dx.doi.org/10.14697/jkase.2024.44.1.105

0

조회

0

다운로드

1

인용

0

참고문헌

키워드

knowledge exchangePCK지식 교환모델링 PCK개선된 합의 모델modeling PCKrefined consensus model
주제분류교육학

초록

본 연구는 개선된 합의 모델(RCM)의 세 가지 PCK 영역 간 지식교환을 통해 초등교사의 모델링 pPCK(개인적 PCK)가 어떻게 변화되는지 탐색하였다. 이를 위해 초등교사 3인을 대상으로 한 전문적 학습공동체(PLC)에서 과학 모델링 수업에 관한 지식 교환이 이루어지도록 촉진한 뒤, 연구참여자가 두 차례 작성한 CoRe(내용 표상)를 분석하여 모델링 pPCK 변화 양상을 탐색하였다. 또한 PLC에서 연구참여자들이 나눈 담화, 심층 면담 자료를 근거 이론적 연구 방법을 활용하여 분석하였다. 연구 결과, 지식 교환으로 인해 초등교사의 모델링pPCK 중 교육과정 지식에 있어서는 두드러진 변화가 없었으나 과학교수 지향, 학생 이해에 대한 지식, 과학 수업 전략 지식 및 과학평가에 대한 지식에 변화가 있었다. 또한 PLC 담화 및 심층 면담분석을 통해 교사들의 이러한 모델링 pPCK 변화에는 모델링 수업사례 성찰(ePCKR)과 교육 연구 기반 모델링 cPCK(집단적 PCK)가영향을 미쳤음을 알 수 있었다. 연구 결과를 바탕으로 본 연구에서는효과적인 교사의 모델링 PCK 개발을 위한 교육적 방법에 대해 논의하였다.

Abstract

The purpose of this study was to explore changes in elementary teachers’ modeling pPCK (personal PCK) resulting from knowledge exchange within the realms of PCK described in the Refined Consensus Model (hereafter RCM). For this purpose, a professional learning community (hereafter PLC) was established for three elementary school teachers to facilitate knowledge exchange specifically focused on science modeling instructions. The study then analyzed the CoRe (content representations) written by the research participants twice to explore any changes in modeling pPCK (personal PCK). In addition, the discourse shared by the participants in the PLC and the data from the in-depth interviews were also analyzed using grounded theory research methods. The results of the study showed that there was no significant change in knowledge of the science curriculum in elementary teachers’ modeling pPCK, but there were changes in orientations toward teaching science, knowledge of students’ understanding in science, knowledge of instructional strategies and representations, and knowledge of assessment of science learning. Furthermore, the analysis of PLC discourse and in-depth interviews showed that modeling instructions reflection (ePCK; enacted PCK) and educational research-based modeling cPCK (collective PCK) influenced these changes in teachers’ modeling pPCK. Accordingly, this study suggests recommendations for pedagogical approaches aimed at improving teachers’ modeling PCK.

참고문헌 (75)

  1. Abd-El-Khalick, F., "Inquiry in science education : International perspectives", Science Education, 88(3), pp.397~419 (2004)
  2. Abell, S., "Handbook of research on science education", pp.1105~1149 (2007), Lawrence Erlbaum
  3. Acher, A., "Modeling as a teaching learning process for understanding materials : A case study in primary education", Science Education, 91(3), pp.398~418 (2007)
  4. Akerson, V. L., "Scientific modeling for inquiring teachers network(SMIT’N) : The influence on elementary teachers’ views of nature of science, inquiry, and modeling", Journal of Science Teacher Education, 20(1), pp.21~40 (2009)
  5. Alonzo, A. C., "Repositioning pedagogical content knowledge in teachers’ professional knowledge" (2018), Springer
  6. Alonzo, A. C., "Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science", pp.273~288 (2019)
  7. Barendsen, E., "Relating teacher PCK and teacher practice using classroom observation", Research in Science Education, 49, pp.1141~1175 (2019)
  8. Campbell, T., "Approaches and strategies in next generation science learning", pp.106~126 (2013), IGI Global
  9. Carlson, J., "Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science", pp.77~94 (2019)
  10. Chan, K. K. H., "Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science", pp.3~76 (2019)
  11. Cho, E., "An investigation into the secondary science teachers’ perception on scientific models and modeling", Journal of the Korean Association for Science Education, 37(5), pp.859~877 (2017)
  12. Cho, H., "Analysis of trends of model and modeling-related research in science education in korea", Journal of the Korean Association for Science Education, 37(4), pp.539~552 (2017)
  13. Cho, H., "A review of model and modeling in science education : Focus on the metamodeling knowledge", Journal of the Korean Association for Science Education, 37(2), pp.239~252 (2017)
  14. Clement, J. J., "Handbook of creativity:Assessment, theory and research", pp.341~381 (1989), Plenum
  15. Corbin, J. M., "Grounded theory research : Procedures, canons, and evaluative criteria", Qualitative Sociology, 13(1), pp.3~21 (1990)
  16. Creswell, J. W., "Qualitative inquiry and research design: Choosing among five approaches" (2016), Sage publications
  17. Davis, E. A., "Knowledge integration in science teaching : analysing teachers’ knowledge development", Research in Science Education, 34(1), pp.21~53 (2004)
  18. Deng, Z., "Transforming the subject matter : examining the intellectual roots of pedagogical content knowledge", Curriculum Inquiry, 37(3), pp.279~295 (2007)
  19. Dogan, S., "The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: A review" (2015), Professional Development in Education
  20. Duschl, R., "Science education in three-part harmony : Balancing conceptual, epistemic, and social learning goals", Review of Research in Education, 32(1), pp.268~291 (2008)
  21. Fulmer, G. W., "Measuring model-based high school science instruction : Development and application of a student survey", Journal of Science Education and Technology, 22(1), pp.37~46 (2013)
  22. Gess-Newsome, J., "Examining pedagogical content knowledge: The construct and its implications for science education", pp.3~20 (1999), Kluwer Academic
  23. Gess-Newsome, J., "Re-examining pedagogical content knowledge in science education", pp.28~42 (2015), Routledge
  24. Gilbert, J. K., "Models in explanations, Part 1 : Horses for courses?", International Journal of Science Education, 20(1), pp.83~97 (1998)
  25. Glaser, B., "The discovery of grounded theory: Strategies for qualitative research" (1967), Aldine de Gruyter
  26. Grossman, P. L., "The making of a teacher: Teacher knowledge and teacher education" (1990), Teachers College Press
  27. Halloun, I. A., "Mediated modeling in science education", Science &Education, 16(7-8), pp.653~697 (2007)
  28. Harrison, A. G., "Learning about atoms, molecules, and chemical bonds : A case study of multiple-model use in grade 11chemistry", Science Education, 84(3), pp.352~381 (2000)
  29. Henze, I., "Development of experienced science teachers’ pedagogical content knowledge of models of the solar system and the universe", International Journal of Science Education, 30(10), pp.1321~1342 (2008)
  30. Hume, A., "Constructing CoRes-a strategy for building PCK in pre-service science teacher education", Research in Science Education, 41(3), pp.341~355 (2011)
  31. Ingham, A. I., "The use of analogue models by students of chemistry at higher education level", International Journal of Science Education, 13, pp.203~215 (1991)
  32. Jeong, E., "A case study of school-level professional learning community using protocol for science inquiry class", The Korean Society of Biology Education, 51(2), pp.220~235 (2023)
  33. Johnson, S. K., "Revising and assessing explanatory models in a high school genetics class : A comparison of unsuccessful and successful performance", Science Education, 86(4), pp.463~480 (2002)
  34. Justi, R. S., "Modelling, teachers’ views on the nature of modelling, and implications for the education of modellers", International Journal of Science Education, 24(4), pp.369~387 (2002)
  35. Justi, R., "A case study of the development of a beginning chemistry teacher’s knowledge about models and modelling", Research in Science Education, 35(2-3), pp.197~219 (2005)
  36. Khan, S., "Model-based inquiries in chemistry", Science Education, 91(6), pp.877~905 (2007)
  37. Kim, H., "Composition and attributes of modeling instructions and factors of teacher competence in elementary science classes : A qualitative meta-analysis", Journal of Korean Elementary Science Education, 42(3), pp.434~454 (2023)
  38. Kind, V., "Pedagogical content knowledge in science education : perspectives and potential for progress", Studies in science education, 45(2), pp.169~204 (2009)
  39. Kind, V., "Development of evidence-based, student-learning-oriented rubrics for pre-service science teachers’ pedagogical content knowledge", International Journal of Science Education, pp.1~33 (2017)
  40. Koponen, I., "Models and modelling in physics education: a critical re-analysis of philosophical underpinnings and suggestions for revisions", Science and Education, 16(7-8), pp.751~773 (2007)
  41. Krauss, S., "Pedagogical content knowledge and content knowledge of secondary mathematics teachers", Journal of educational psychology, 100(3), pp.716~725 (2008)
  42. Kwak, Y., "Teacher and qualitative research: Episteme and Phronesis" (2022), Kyoyookgwahaksa
  43. Lee, K., "Exploring the applicability of PLC protocol for enhancing science teachers’ teaching expertise on inquiry class", Journal of the Korean Association for Science Education, 42(4), pp.439~448 (2022)
  44. Loughran, J. J., "In search of pedagogical content knowledge in science : Developing ways of articulating and documenting professional practice", Journal of Research in Science Teaching, 41(4), pp.370~391 (2004)
  45. Loughran, J., "Understanding and developing science teachers’ pedagogical content knowledge" (2006), Sense Publishers
  46. Loughran, J., "Documenting science teachers’ pedagogical content knowledge through PaP-eRs", Reserch in Science Education, 31(2), pp.289~307 (2001)
  47. Magnusson, S., "Examining pedagogical content knowledge: The construct and its implications for science education", pp.95~132 (1999), Kluwer Academic
  48. Marshall, C., "Designing qualitative research" (2014), Sage publications
  49. Miller, E., "Addressing the epistemic elephant in the room : Epistemic agency and the next generation science standards", Journal of Research in Science Teaching, 55(7), pp.1053~1075 (2018)
  50. Science curriculum, "Ministry of Education", Ministry of Education, ~, pp.notification No. 2015-74 (2015)
  51. Science curriculum, "Ministry of Education", Ministry of Education, ~, pp.notification No. 2022-33 (2022)
  52. Mulholland, J., "Growing the tree of teacher knowledge : Ten years of learning to teach elementary science", Journal of Research in Science Teaching, 42(7), pp.767~790 (2005)
  53. National Research Council, "A framework for K-12 science education : Practices, crosscutting concepts, and core ideas" (2012), National Academies Press
  54. Nelson, M. M., "Preservice elementary teachers’evaluations of elementary students’ scientific models : an aspect of pedagogical content knowledge for scientific modeling", International Journal of Science Education, 34(12), pp.1931~1959 (2012)
  55. NGSS Lead States, "Next generation science standards : For states, by states" (2013), National Academies Press
  56. Nilsson, P., "Exploring the development of pre-service elementary teachers’ pedagogical content knowledge", Journal of Science Teacher Education, 23(7), pp.699~721 (2012)
  57. Oh, P., "Preservice elementary teachers’ perceptions on models used in science and science education", Journal of Korean Elementary Science Education, 28(4), pp.450~466 (2009)
  58. Park, S., "Mapping out the integration of the components of pedagogical content knowledge(PCK) : Examples from high school biology classrooms", Journal of Research in Science Teaching, 49(7), pp.922~941 (2012)
  59. Park, S., "National Board Certification(NBC)as a catalyst for teachers’ learning about teaching : The effects of the NBC process on candidate teachers’ PCK development", Journal of Research in Science Teaching, 45(7), pp.812~834 (2008)
  60. Park, S., "Revisiting the conceptualisation of pedagogical content knowledge(PCK) : PCK as a conceptual tool to understand teachers as professionals", Research in Science Education, 38(3), pp.261~284 (2008)
  61. Park, Y., "A study on the development and applicability of the curriculum literacy protocol for the professional learning community", Journal of Education & Culture, 24(5), pp.31~56 (2018)
  62. Rosenkranzer, F., "Student teachers’ pedagogical content knowledge for teaching systems thinking: Effects of different interventions", International Journal of Science Education, pp.1~20 (2017)
  63. Roth, K. J., "Videobased lesson analysis : Effective science PD for teacher and student learning", Journal of Research in Science Teaching, 48(2), pp.117~148 (2011)
  64. Schwarz, C. V., "Is there a connection? The role of meta-modeling knowledge in learning with models", Keeping learning complex: The Proceedings of the Fifth International Conference of the Learning Sciences (ICLS) (2002), Erlbaum
  65. Schwarz, C. V., "Developing a learning progression for scientific modeling : Making scientific modeling accessible and meaningful for learners", Journal of Research in Science Teaching, 46(6), pp.632~654 (2009)
  66. Schwarz, C., "Using a guided inquiry and modeling instructional framework to support preservise K-8 science teaching", Science Education, 91(1), pp.158~186 (2007)
  67. Settlage, J., "On acknowledging PCK’s shortcomings", Journal of Science Teacher Education, 24(1), pp.1~12 (2013)
  68. Shulman, L. S., "Knowledge and teaching : Foundations of the new reform", Harvard Educational Review, 57(1), pp.1~22 (1987)
  69. Stylianidou, F., "Science teachers’transformations of the use of computer modeling in the classroom : Using research to inform training", Science Education, 89(1), pp.56~70 (2005)
  70. Suk, Y., "Analysis of elementary students modeling using the globe on the cause of seasonal change", Journal of Korean Elementary Science Education, 41(4), pp.673~689 (2022)
  71. Uhm, J., "Changes in teaching practices of elementary school teachers in scientific modeling classes : Focused on modeling pedagogical content knowledge(PCK)", Journal of the Korean Association for Science Education, 40(5), pp.543~563 (2020)
  72. Van Driel, J. H., "Topics and trends in current science education" (2014), Springer
  73. Windschitl M., "Beyond the scientific method : Model-Based Inquiry as a new paradigm of preference for school science investigations", Science Education, 92(5), pp.941~967 (2008)
  74. Yoon, H., "Pre-service elementary teachers’ inquiry on a model of magnetism and changes in their views of scientific models", Journal of Korean Elementary Science Education, 30(3), pp.353~366 (2011)
  75. Yu, H., "Model creation and model developing process of science gifted students in scientific model constructing class for phase change of the moon", Journal of Gifted, 2012, pp.22(2), 291~315

관련 논문AI추천

ePCK와 pPCK 간 지식 교환을 통한 초등교사의 pPCK 변화 탐색 -모델링 기반 과학 탐구 수업 사례-김현주, 이기영, 임채성한국과학교육학회 · 한국과학교육학회지2024 · 제44권 제5호과학 모델링 수업에서 나타난 초등 교사의 수업 실행 변화 -모델링 PCK를 중심으로-김희백, 엄장희한국과학교육학회 · 한국과학교육학회지2020 · 제40권 제5호초등교사의 과학 PCK 개념화를 위한 시론(試論)적 고찰 - 교사의 전문지식과 기능 모델(합의 모델) 및 수정된 합의 모델의 복합적 관점 -맹승호한국초등과학교육학회 · 초등과학교육2024 · 제43권 제1호교사학습공동체 과학 교사의 PCK 요소 간 상호작용최애란, Jungeun Yang대한화학회 · 대한화학회지2022 · 제66권 제1호교사학습공동체 교사들의 과학 실천 기반 수업을 위한 PCK 구성양정은, 최애란한국과학교육학회 · 한국과학교육학회지2020 · 제40권 제5호교사학습공동체에 참여한 한 고등학교 교사의 과학적 모델링에 대한 이해 및 수업 실행 변화 탐색 -프레임 분석을 중심으로-심수연한국과학교육학회 · 한국과학교육학회지2020 · 제40권 제1호

이 간행물의 다른 논문 (9건)

중학교 학생의 환경적 세계관 조사 연구심규철pp. 1-9학생들의 생산적 과학 참여에서 발현되는 과학공감의 특성과 변화 분석양희선, 강성주pp. 11-27실험의 의미 재고를 통한 현상중심의 실험교육의 필요성 제안 -이언 해킹(Ian Hacking)의 현상의 창조를 중심으로-최진현, 전상학pp. 29-38과학교육 분야 자연어 처리 기법의 연구동향 분석유선아, 전철홍pp. 39-55중등 과학교사들이 생각하는 과학기술 관련 위험교육 실태와 교육 요구김진희, 나지연, 정용욱pp. 57-75
원문 보기