중등 생물 초임 교사의 과학과 교수･학습 모형의 수업 적용에 대한 인식

Abstract

The purpose of this study is to investigate the extent to which early-career secondary biology teachers utilize various science teaching and learning models in their classes, as well as to explore their perceptions of these models and the challenges they face in implementing them. To achieve this, a survey and interviews were conducted with 29 secondary biology teachers who participated in the Certified Teacher training program. The findings revealed that lecture-based instruction was the predominant teaching method among secondary biology teachers. Aside from lecture-based instruction, cooperative learning models, inquiry-based instructional models, and learning cycle models were used to some extent, while other models were rarely utilized. This indicates that teachers predominantly relied on a limited number of science teaching and learning models while rarely utilizing others. While the teachers held relatively positive perceptions regarding the effectiveness and value of science teaching and learning models, they encountered difficulties in implementing them due to factors such as difficulties in developing teaching materials using various teaching and learning models, the burden of lesson preparation, insufficient class time, challenges in engaging students, and pressures related to assessment and college entrance exams. Therefore, removing the barriers that hinder the implementation of diverse science teaching and learning models is essential to help teachers integrate them more actively into their teaching practices.