과학 탐구 수업 프로토콜을 활용한 단위 학교 교사학습공동체 사례 연구
A Case Study of School-Level Professional Learning Community using Protocol for Science Inquiry Class
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The goal of this study is to explore the practicality and effectiveness of ‘the science inquiry class protocol’ by applying it to a school-level PLC with one facilitator and two participants. The science inquiry class protocol, developed in the previous study, features 'discussion and argumentation based on evidence'. After experiencing all the 6-step protocols at the PLC level, a group interview was conducted. With the protocol, the PLC shared their awareness and understanding of the science inquiry class under the leadership of the facilitator. In protocols 5 and 6, science inquiry class with discussion and argumentation activities was designed and implemented, and reflection on the class was conducted at the PLC level. The class topic was 'Measuring of coverage in plant community' in Life Science I, and students actively participated in argumentative discussion activities, which was possible because PLC members designed a topic with open-ended answers through shared deliberation about the class. By applying the science inquiry class protocol to the school-level PLC, science teachers' awareness of science inquiry class as well as their teaching expertise can be developed.
Abstract
The goal of this study is to explore the practicality and effectiveness of ‘the science inquiry class protocol’ by applying it to a school-level PLC with one facilitator and two participants. The science inquiry class protocol, developed in the previous study, features 'discussion and argumentation based on evidence'. After experiencing all the 6-step protocols at the PLC level, a group interview was conducted. With the protocol, the PLC shared their awareness and understanding of the science inquiry class under the leadership of the facilitator. In protocols 5 and 6, science inquiry class with discussion and argumentation activities was designed and implemented, and reflection on the class was conducted at the PLC level. The class topic was 'Measuring of coverage in plant community' in Life Science I, and students actively participated in argumentative discussion activities, which was possible because PLC members designed a topic with open-ended answers through shared deliberation about the class. By applying the science inquiry class protocol to the school-level PLC, science teachers' awareness of science inquiry class as well as their teaching expertise can be developed.
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