초등교사의 문제 해결력 수준에 따른 과학수업에서 불일치 상황의 사용 방향 탐색
Exploring the Use of Inconsistent Situations in Science Class by the Level of Problem-Solving Ability in Elementary School Teachers
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This study aimed to investigate problem- solving abilities of elementary school teachers and explore directions for anomalous situations in science class, particularly on ‘What Stems Do’ from Chapter ‘Structures and Functions of Plants’. Elementary school teachers with upper levels of problem-solving ability mostly had a viewpoint that anomalous situations be used for effects in the cognitive aspect, further more likely connecting to the affective aspect. On the contrary, elementary school teachers with lower levels of problem-solving ability saw that anomalous situations be used for effects in the affective aspect most of all, further leading to the cognitive aspect. When analyzing the teaching process on anomalous situations, this study discovered that elementary school teachers with upper levels of problem-solving ability used anomalous situations in order to induce students to get discontented with their preconceptions, which were one of the conditions for conceptual change, and even suggested additional activities and relevant concepts in order to help them have a new concept and an impression that they were right. On the other hand, elementary school teachers with lower levels of problem- solving ability suggested anomalous situations in order to induce students to get dissatisfied with their preconceptions, but applied strategies not good enough to help students understand the new concept and have an impression that they were right because they failed to suggest sufficient additional activities and relevant concepts. When analyzing strategies to cope with anomalous situations, this study found out that adopting strategies of suggesting similar experiments and conducting experiments with students as teammates, elementary school teachers with upper levels of problem-solving ability tried to make constructive approaches and help students take the initiative in the inquiry class. On the contrary, elementary school teachers with lower levels of problem-solving ability were found to adopt so-called ‘encouraging strategy’, through which they seemed to believe that it was not an important role as teachers to participate in experiments with students, but watch them conducting experiments.
Abstract
This study aimed to investigate problem- solving abilities of elementary school teachers and explore directions for anomalous situations in science class, particularly on ‘What Stems Do’ from Chapter ‘Structures and Functions of Plants’. Elementary school teachers with upper levels of problem-solving ability mostly had a viewpoint that anomalous situations be used for effects in the cognitive aspect, further more likely connecting to the affective aspect. On the contrary, elementary school teachers with lower levels of problem-solving ability saw that anomalous situations be used for effects in the affective aspect most of all, further leading to the cognitive aspect. When analyzing the teaching process on anomalous situations, this study discovered that elementary school teachers with upper levels of problem-solving ability used anomalous situations in order to induce students to get discontented with their preconceptions, which were one of the conditions for conceptual change, and even suggested additional activities and relevant concepts in order to help them have a new concept and an impression that they were right. On the other hand, elementary school teachers with lower levels of problem- solving ability suggested anomalous situations in order to induce students to get dissatisfied with their preconceptions, but applied strategies not good enough to help students understand the new concept and have an impression that they were right because they failed to suggest sufficient additional activities and relevant concepts. When analyzing strategies to cope with anomalous situations, this study found out that adopting strategies of suggesting similar experiments and conducting experiments with students as teammates, elementary school teachers with upper levels of problem-solving ability tried to make constructive approaches and help students take the initiative in the inquiry class. On the contrary, elementary school teachers with lower levels of problem-solving ability were found to adopt so-called ‘encouraging strategy’, through which they seemed to believe that it was not an important role as teachers to participate in experiments with students, but watch them conducting experiments.
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