협력적 문제해결 중심(CoProC) 교수모델이 중등 과학 교사의 인성 교육에 대한 인식과 인성 중심 수업 실행 수준에 미치는 영향 분석
The Analysis of the Effect of Collaborative Problem-Solving for Character Competence (CoProC) Instruction Model on Secondary Science Teachers’ Perception of Character Education and the Level of Implementation of Character-Centered Classes
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The purpose of this study was to examine the changes in the perception of secondary science teachers about character education and the levels of teaching practice in the implementation of the Collaborative Problem-Solving for Character competence (CoProC) Instruction Model. We conducted a survey of three secondary science teachers on their perceptions of character education. The science classes that applied the CoProC instruction model were analyzed by CoProC teaching practice level assessment framework, and examined the perception of character education and changes in teaching practice level. The survey on perceptions of character education was carried out based on 7 selective and descriptive question items. Analysis of the science classes was conducted using the CoProC teaching practice level assessment framework. Through interviews we analyzed changes in teachers perception of character education and teaching practice levels. The study found that teachers perceptions of character education improved after science classes applied the CoProC instruction model. Through analysis of the science classes, we found out that the more science classes applied the CoProC instruction model the better the level of teaching practice.
Abstract
The purpose of this study was to examine the changes in the perception of secondary science teachers about character education and the levels of teaching practice in the implementation of the Collaborative Problem-Solving for Character competence (CoProC) Instruction Model. We conducted a survey of three secondary science teachers on their perceptions of character education. The science classes that applied the CoProC instruction model were analyzed by CoProC teaching practice level assessment framework, and examined the perception of character education and changes in teaching practice level. The survey on perceptions of character education was carried out based on 7 selective and descriptive question items. Analysis of the science classes was conducted using the CoProC teaching practice level assessment framework. Through interviews we analyzed changes in teachers perception of character education and teaching practice levels. The study found that teachers perceptions of character education improved after science classes applied the CoProC instruction model. Through analysis of the science classes, we found out that the more science classes applied the CoProC instruction model the better the level of teaching practice.
참고문헌 (43)
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