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예비 생물교사의 과학 탐구 교수 학습의 효과성 탐색 - 과학 탐구 교수 효능감을 중심으로 -

Exploration of Effects of Preservice Biology Teachers’Learning to Teach Inquiry-based Science Teaching - Focused on Self-efficacy of Teaching Science as Inquiry -

김선영
한국생물교육학회 (The Korean Society of Biology Education)|2017.03|생물교육 (BIOLOGY EDUCATION)|제45권 제1호|pp. 16-29|DOI 10.15717/bioedu.2017.45.1.16

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키워드

reflectionself-efficacypreservice biology teacherinquiryscience teaching
주제분류교육학

초록

This study examined the preservice biology teachers’ changes of self-efficacy on the teaching of science as inquiry, science inquiry-based teaching planning and practices, and their reflection through science methods courses during two consecutive semesters. The instructional intervention followed the four stages of the intellectualization, operationalization, actualization, and internalization for two consecutive semesters. During the first semester through science teaching methods course I, the preservice science teachers experienced the intellectualization stage by learning about scientific inquiry, as well as the operationalization stage by having a chance of creating inquiry lesson plans. Then the next semester through science teaching methods course II, a group of three to four preservice teachers implemented an inquiry lesson through the simulated teaching within the secondary biology textbook as the actualization stage. Finally, the preservice teachers reflected on their implementation of inquiry teaching as the internalization stage. These preservice biology teachers improved inquiry-based science teaching efficacy and expanded ideas of inquiry-based science teaching within secondary biology context. Teacher preparation program needs to provide opportunities of learning inquiry as students by experiencing of a method of investigation and teaching inquiry as teachers by planning and implementing inquiry-based instruction in order to support inquiry-based science teaching in the classroom.

Abstract

This study examined the preservice biology teachers’ changes of self-efficacy on the teaching of science as inquiry, science inquiry-based teaching planning and practices, and their reflection through science methods courses during two consecutive semesters. The instructional intervention followed the four stages of the intellectualization, operationalization, actualization, and internalization for two consecutive semesters. During the first semester through science teaching methods course I, the preservice science teachers experienced the intellectualization stage by learning about scientific inquiry, as well as the operationalization stage by having a chance of creating inquiry lesson plans. Then the next semester through science teaching methods course II, a group of three to four preservice teachers implemented an inquiry lesson through the simulated teaching within the secondary biology textbook as the actualization stage. Finally, the preservice teachers reflected on their implementation of inquiry teaching as the internalization stage. These preservice biology teachers improved inquiry-based science teaching efficacy and expanded ideas of inquiry-based science teaching within secondary biology context. Teacher preparation program needs to provide opportunities of learning inquiry as students by experiencing of a method of investigation and teaching inquiry as teachers by planning and implementing inquiry-based instruction in order to support inquiry-based science teaching in the classroom.

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