예비 생물교사의 수업지도안에 나타난 수업 참여 촉진 유형 분석
Analysis on Types of Class Participation Promotion Presented in the Lesson Plan of Pre-Service
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This study analyzed the types of class participation promotion shown in the lesson plan of pre-service biology teachers. For this purpose, we analyzed 112 lesson plans by dividing them into five types of class participation. As a result of the analysis, among the class participation promotion types, the ‘depth of knowledge’ type showed the highest level, followed by ‘higher-order thinking’, ‘substantive conversation’, and ‘connectedness to the world beyond the classroom’. In comparison, ‘social support for student achievement’ showed the lowest level. The fact that class participation promotion types related to cognitive areas such as ‘depth of knowledge’ and ‘higher- order thinking’ showed the highest level suggests that there are limitations in the ability of pre-service biology teachers to utilize various class participation promotion types. Additionally, the Kruskai-Wallis test was conducted to examine whether there was a difference in the type of class participation used depending on the instruction models. As a result of the analysis, the types of ‘depth of knowledge’, ‘higher-order thinking’, ‘connectedness to the world beyond the classroom’, and ‘substantive conversation’ showed significant differences depending on the instruction model. This indicates that pre-service biology teachers are unable to relate and utilize class participation promotion types. Therefore, there is a need to provide learning experiences that can increase understanding of class participation in the teacher training curriculum.
Abstract
This study analyzed the types of class participation promotion shown in the lesson plan of pre-service biology teachers. For this purpose, we analyzed 112 lesson plans by dividing them into five types of class participation. As a result of the analysis, among the class participation promotion types, the ‘depth of knowledge’ type showed the highest level, followed by ‘higher-order thinking’, ‘substantive conversation’, and ‘connectedness to the world beyond the classroom’. In comparison, ‘social support for student achievement’ showed the lowest level. The fact that class participation promotion types related to cognitive areas such as ‘depth of knowledge’ and ‘higher- order thinking’ showed the highest level suggests that there are limitations in the ability of pre-service biology teachers to utilize various class participation promotion types. Additionally, the Kruskai-Wallis test was conducted to examine whether there was a difference in the type of class participation used depending on the instruction models. As a result of the analysis, the types of ‘depth of knowledge’, ‘higher-order thinking’, ‘connectedness to the world beyond the classroom’, and ‘substantive conversation’ showed significant differences depending on the instruction model. This indicates that pre-service biology teachers are unable to relate and utilize class participation promotion types. Therefore, there is a need to provide learning experiences that can increase understanding of class participation in the teacher training curriculum.
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