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초등학생의 과학적 의사소통 능력 함양을 위해 예비 초등교사들이 작성한 수업과정안의 특징

The Characteristics of Lesson Planning of Pre-service Elementary Teachers to Develop Scientific Communication Skillsfor Elementary School Students

장병기|나지연
한국초등과학교육학회 (The Korean Elementary Science Education Society)|2018.02|초등과학교육 (Journal of Korean Elementary Science Education)|제37권 제1호|pp. 54-65|DOI http://dx.doi.org/10.15267/keses.2018.37.1.054

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키워드

lesson planpre-service elementary teachersscientific communication skills
주제분류교육학

초록

The purpose of this study was to investigate the characteristics of lesson planning of pre-service elementary teachers to develop scientific communication skills for elementary school students. For this purpose, lesson plans and lesson planning journals written by the 53 pre-service teachers were collected and analyzed. The results of the research were as follows. The pre-service elementary teachers used an implicit and contextual approach to develop scientific communication skills. Teaching and learning activities for enhancing scientific communication were mainly conducted in words or in writing. There were many activities expressing elementary school students’ thoughts and presenting the results of experiments in the lesson plan. There were many cases in which the pre-service teachers’ lesson plans did not include the evaluation of scientific communication skills. In their lesson plans, there are a lot of mutual activities between teachers and students, team and whole students, and inter-students within teams together, and students’ individual activities from requests of teachers. We found that the pre-service teachers had various difficulties when they planned the science lesson to develop scientific communication skills. The pre-service teachers were less likely to refer to specialized materials related to science education when planning their classes.

Abstract

The purpose of this study was to investigate the characteristics of lesson planning of pre-service elementary teachers to develop scientific communication skills for elementary school students. For this purpose, lesson plans and lesson planning journals written by the 53 pre-service teachers were collected and analyzed. The results of the research were as follows. The pre-service elementary teachers used an implicit and contextual approach to develop scientific communication skills. Teaching and learning activities for enhancing scientific communication were mainly conducted in words or in writing. There were many activities expressing elementary school students’ thoughts and presenting the results of experiments in the lesson plan. There were many cases in which the pre-service teachers’ lesson plans did not include the evaluation of scientific communication skills. In their lesson plans, there are a lot of mutual activities between teachers and students, team and whole students, and inter-students within teams together, and students’ individual activities from requests of teachers. We found that the pre-service teachers had various difficulties when they planned the science lesson to develop scientific communication skills. The pre-service teachers were less likely to refer to specialized materials related to science education when planning their classes.

참고문헌 (34)

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