기본교육과정 과학과 교사용지도서 내용에 대한 정신지체학교 과학 담당 교사의 인식 특성

Abstract

This study examines the recognition characteristics of science teachers in the school for the mentally retarded about teachers’ guideline of basic curriculum and aims to provide references to organize the future guideline for science teachers. It surveyed 150 science teachers worked in the schools for mentally retarded children all parts of the country, and collected 105 questionnaires was calculated average and standard deviation by each sub-sector, its significance was verified by independent sample t test and One-way ANOVA to check the difference by background variable. The result from analysis are as follows:Firstly, in the recognition characteristics of science teachers about the introduction of guideline for science teachers, there are lots of opinions that it helps to understand the nature, direction, aim and contents of science education Secondly, science teachers usually considered that they understood the objectives of unit and development plans in the guideline and it was helpful. In the contents suggested in units and topic, science teachers with special education certification understood it more than science teachers with general education certification, and the awareness of teachers giving lessons for 20-18 hours was higher than others. Thirdly, many science teachers answered that the contents suggested by step in the guidebook for science teachers were helpful for lesson, while many of them thought the formative evaluation was not suitable to assess the research ability of mentally retarded children.