과학 수업 중 초등교사의 시각적 주의집중에 대한 신념과 시선 이동 분석
An Analysis of Elementary School Teacher's Beliefs about Visual Attention and Gaze Distributions in Real Science Classes
1
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
The purpose of present study was to investigate the elementary school teachers' visual attention beliefs during the science teaching and to examine the relevance of beliefs and the actual eye movements. Eight teachers were interviewed about their beliefs of visual attention on the science class. And the eye movement data of teachers during real science class were collected using the wearable eye tracker, Tobii Pro Glasses 2. Collected data were analyzed using the Tobii Pro Lab program. The findings of this study were as follows. First, teachers responded that they had ambiguous thoughts about the visual attention beliefs in science class and they were not concrete. Second, as the result of analyzing teacher's gaze distribution in real science classes, teachers did not indicate the gaze distribution revealing all of their visual attention. There was no agreement between teachers' beliefs and gaze distribution. The results of this study suggest that there is no close relationship between the teacher's visual attention beliefs and the actual gaze distribution on science class.
Abstract
The purpose of present study was to investigate the elementary school teachers' visual attention beliefs during the science teaching and to examine the relevance of beliefs and the actual eye movements. Eight teachers were interviewed about their beliefs of visual attention on the science class. And the eye movement data of teachers during real science class were collected using the wearable eye tracker, Tobii Pro Glasses 2. Collected data were analyzed using the Tobii Pro Lab program. The findings of this study were as follows. First, teachers responded that they had ambiguous thoughts about the visual attention beliefs in science class and they were not concrete. Second, as the result of analyzing teacher's gaze distribution in real science classes, teachers did not indicate the gaze distribution revealing all of their visual attention. There was no agreement between teachers' beliefs and gaze distribution. The results of this study suggest that there is no close relationship between the teacher's visual attention beliefs and the actual gaze distribution on science class.
참고문헌 (40)
- Akcay, B, "Effectiveness of professional development program on a teacher’s learning to teach science as inquiry", Asia-Pacifi c Forum on Science Learning and Teaching, 8(2), pp.1~20 (2007)
- 안영돈, "초등 교사의 과학학습에 대한 신념과수업 내용, 방법, 환경 측면에서의 교수 실제에 관한 사례 연구", 과학교육연구지, 38(3), pp.555~568 (2014), 과학교육연구소[DOI]
- Bergstrom, J. R, "Eye tracking in user experience design" (2014), Elsevier
- Berliner, D. C, "De la teoria….a l'aula: Formacio del professorat ensenyament de las ciències socials, Departament de Didàctica de la Llengua de la Literatura I de les Ciències Socials", pp.13~28 (2004), Universitat Autònoma de Barcelona
- Blömeke, S, "The relation between content-specific and general teacher knowledge and skills", Teaching and Teacher Education, 56(1), pp.35~46 (2016)
- Brown, S. L, "Investigation of Secondary Science Teachers' Beliefs and Practices After Authentic Inquiry Based Experiences", Journal of Research in Science Teaching, 43(9), pp.938~962 (2006)
- Bryan, L. A, "Nestedness of beliefs: Examining a prospective elementary teacher's belief system about science teaching and learning", Journal of Research in Science Teaching, 40(9), pp.835~868 (2003)
- 변정호, "시선추적기(Eye-Tracker)를 활용한 시선집중 및 배분 교수행동 패턴의 컨설팅 사례연구", 학습자중심교과교육연구, 11(4), pp.173~199 (2011), 학습자중심교과교육학회
- Chun, S. J, "An examination of the relation among science teaching actions, beliefs, and knowledge of the nature of science", doctoral, pp.2000
- Doyle, W, "Handbook of classroom management. Research, practice, and contemporary issues", pp.97~126 (2006), Erlbaum
- Eraut, M, "Informal learning in the workplace", Studies in Continuing Education, 26(2), pp.247~273 (2004)
- Fives, H, "APA educational psychology handbook, 2", pp.471~499 (2012)
- Huang, C, "Achievement goals and achievement emotions: a meta-analysis", Educational Psychology Review, 23, pp.359~388 (2011)
- 정혜인, "A Kindergarten Teacher’s Beliefs and Practices in Science Education: Beliefs About the Goals and Values of Science Teaching", 학습자중심교과교육연구, 17(3), pp.197~215 (2017), 학습자중심교과교육학회[DOI]
- Johnson, R, "Lessons learned through our climate change professional development program for middle and high school teachers", Physical Geography, 29(6), pp.500~511 (2008)
- Kagan, D, "Implications of research on teacher belief", Educational Psychologist, 27, pp.65~90 (1992)
- 김정인, "초등 교사의 과학 교수, 과학 학습, 과학의 본성에 대한 신념", 과학교육연구지, 37(2), pp.389~404 (2013), 과학교육연구소[DOI]
- 김성하, "A Case Study of the Novice and Expert Teachers’ Eye Movement in Elementary Science Classes", 학습자중심교과교육연구, 16(12), pp.1149~1163 (2016), 학습자중심교과교육학회[DOI]
- 김원정, "Gaze Differences between Expert and Novice Teachers in Science Classes", 한국과학교육학회지, 32(9), pp.1443~1451 (2012), 한국과학교육학회
- 김영민, "잘 알려진 창의적 과학자들의 과학적 문제 발견 패턴 분석", 한국과학교육학회지, 33(7), pp.1285~1299 (2013), 한국과학교육학회[DOI]
- 고경진, "실험 수업에서 경력교사와 예비교사의 시선을 통한 공감의 특징 연구", 학습자중심교과교육연구, 17(8), pp.1~19 (2017), 학습자중심교과교육학회[DOI]
- Kunter, M, "Professional competence of teachers : Effects on instructional quality and student development", Journal of Educational Psychology, 105(3), pp.805~820 (2013)
- Lincoln, Y. S, "Naturalistic inquiry" (1985), Sage
- Meschede, N, "Teachers professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers", Teaching and Teacher Education, 66, pp.158~170 (2017)
- Ogan-Bekiroglu, F, "Preservice teachers' instructional beliefs and examination of consistency between beliefs and practices", International Journal of Science & Mathematics Education, 7(6), pp.1173~1199 (2009)
- Pajares, M. F, "Teachers’ beliefs and educational research: Cleaning up a messy construct", Review of Educational Research, 62(3), pp.307~332 (1992)
- Peterman, F. P, "Staff development and the process of changing: A teacher’s emerging constructivist beliefs about learning and teaching", The practice of Constructivism in Science Education, pp.227~245 (1993)
- Philipp, R. A, "Using eye-tracking technology to determine the best use of video with prospective and practicing teachers", Proceedings of the 26th annual meeting of the International Group for the Psychology of Mathematics Education, 4, pp.233~240 (2002)
- Richardson, V, "Handbook of research on teacher education", pp.102~119 (1996), Macmillan
- Roebers, C. M, "Encoding strategies in primary school children:Insights from an eye-tracking approach and the role of individual differences in attentional control", The Journal of Genetic Psychology, 171(1), pp.1~21 (2010)
- Sahin, C, "Teachers'beliefs and practices in relation to their beliefs about questioning at key stage 2", Educational Studies, 28(4), pp.371~384 (2002)
- Sherin, M. G, "Beyond classical pedagogy:Teaching elementary school mathematics" (2001), Erlbaum
- Shulman, L. S, "Knowledge and teaching:Foundations of the new reform", Harvard Educational Review, 57(1), pp.1~22 (1987)
- Steffensky, M, "Professional vision of classroom management and learning support in science classrooms – Does professional Vision differ across general and content-specific classroom interactions", International Journal of Science and Mathematics Education, 13(2), pp.351~368 (2015)
- van den Bogert, N, "First steps into understanding teachers’ visual perception of classroom events", Teaching and Teacher Education, 37, pp.208~216 (2014)
- Walker, D, "Grounded theory : An exploration of process and procedure", Qualitative health research, 16(4), pp.547~559 (2006)
- Yamamoto, S, "study of feedback as formative assessment: Analysis on Royce Sadler's theories", Annual Bulletin, Graduate School of Education, Tohoku University, 61(23), pp.113~127 (2013)
- 이기영, "학습자의 학업 성취도 상관관계 연구 - 교사의 시선 처리 관찰을 중심으로 -", 한국언어문화학, 9(2), pp.211~233 (2012), 국제한국언어문화학회
- Zeki, C. P, "The importance of non-verbal communication in classroom management", Procedia-Social and Behavioral Sciences, 1(1), pp.1443~1449 (2009)
- Zhang, Q, "A burning issue in Teaching: The impact of teacher burnout and nonverbal immediacy on student motivation and affective learning", Journal of Communication Studies, 1(2), pp.152~168 (2008)