Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지

Two Case Studies of the Development of Beginning Science Teachers' Pedagogical Content Knowledge

신임 과학교사의 교과교육학 지식(PCK)의 발달에 관한 사례 연구

  • Published : 2009.02.28
Download PDF
⟨ Previous Next ⟩

Abstract

This study dealt with two case studies of the development of beginning science teachers' pedagogical content knowledge (PCK). This study was grounded on the idea that teacher thinking and classroom behavior are related to each other in a reciprocal way. Teachers' PCK influences teaching practices, while in a reverse way teaching activities influence teachers' practical knowledge. Two beginning science teachers participated in this study. Data collection consisted of classroom observation, interviews, reflective journals and lesson plans. For data analysis, we conceptualize pedagogical content knowledge for science teaching as consisting of four components: (a) knowledge about science matter, (b) knowledge about students' understanding of science topics, (c) knowledge about instructional strategies for teaching science, (d) knowledge about assessment in science. The outcomes of this study revealed that there was a large gap between beginning science teachers' intentions for teaching science and their practice. To give beginning teachers more opportunities to incorporate their knowledge base for teaching, we propose that they need to be involved in a real teaching situation at schools rather than in the university.

이 연구는 교사들이 가진 교과교육학 지식은 교사의 수업 계획과 실행에 영향을 주며 그와 동시에 교수 활동과 그에 대한 반성 또한 교사들의 교과교육학 지식의 형성에 영향을 준다는 전제 하에 신임 과학교사들의 교과교육학 지식의 변화를 알아보고, 교사교육에 대한 시사점을 제공하고자 하였다. 이를 위해 교과교육학 지식과 관련된 참고문헌을 조사하여 수업분석준거를 설정하였으며, 2명의 신임 과학교사들의 수업 20 차시를 관찰 및 녹화하였으며 교사와 면담을 실시하였다. 그리고 교사들이 작성한 반성적 보고서 그리고 수업지도 계획안을 분석하였다. 연구 자료의 분석 결과 연구 참여자들은 자신들이 가진 교수에 대한 인식과 실제 수업에서 상당한 차이를 보이고 있었다. 이는 교사교육과정에서 습득한 지식들을 실제 수업에 적절하게 적용하지 못하기 때문에 나타나는 현상으로 추정된다. 그러나 연구기간 동안 연구 참여자들은 수업경험을 쌓음으로써 교과교육학 지식에 많은 영화를 보였다. 이러한 변화에 긍정적인 영향을 준 계기는 자신의 수업을 반성적으로 고찰할 수 있는 반성적 보고서 작성과 단지간의 심도 있는 연수 참여, 그리고 면담과정에서 자신의 경험을 반추할 수 있는 기회를 가지는 것 등이었다. 또한 연구 참여자들의 교과교육학 지식의 변화 양상은 각 지식 요소들이 독립적으로 변화하기보다는 요소들 간의 상호작용적으로 변화하는 것으로 생각된다.

Keywords

References

  1. 곽영순 (2006). 중등 과학교사들이 말하는 교과교육학지식의 의마와 교직 전문성 제고 방안. 한국과학교육학회지, 26(4), 527-536
  2. 곽영순 (2003). 질적연구로서 과학수업 비평-수업비평의 이론과 실제-. 서울: 교육과학사
  3. 김인식, 최호성, 최병옥(2000). 수업설계의 원리와 모형적용. 서울:교육과학사
  4. 남정희, 최준환, 고문숙, 김재홍, 강순민, 임재항, 공영태 (2004). 형성평가를 이용한 교수-학습 전략이 중학교 학생들의 과학개념 이해. 학습동기, 메타인지 능력에 미치는 영향, 대한화학회지, 49(3), 311-320
  5. 박성혜 (2003a). 교사들의 과학 교과교육학지식과 예측변인. 한국과학교육학회지. 23(6), 671-683
  6. 박성혜 (2003b). 교사들의 과학 교과교육학 지식 측정도구 개발. 한국교원교육연구, 20(1), 105-134
  7. 박승재, 강순희, 김영수, 김익균, 김찬종, 김희백, 박종윤, 송진웅, 이원식, 정병훈, 허명(1993). 중등 과학교사 관계 사항에 대한 실태 분석과 질적향상을 위한 정책방안 연구. 교육부 연구보고서
  8. 박윤배 (1992). 현직 교사들이 바라는 중등과학교사의 특성과 사전교사교육과정. 한국과학교육학회지, 12(1), 103-117
  9. 신경림 역, Strauss A., Corbin J. (2001). 근거이론의 단계. 서울: 현문사
  10. 신경림 역, Strauss A., Corbin J. (2001). 근거이론의 단계. 서울: 현문사
  11. 안유민, 김찬종, 최승언 (2006). 초임중등과학교사의 수업에서 과학내용의 전개 방식과 내용 이해 전략. 한국과학교육학회지, 26(6), 691-702
  12. 이선경, 오필석, 김찬종 (2007). 지식 공유의 관점에서 본 과학 교식 담화의 사례. 한국과학교육학회지, 27(4), 297-308
  13. 임청환 (2003a). 과학 교과교육학 지식의 본질과 발달. 한국지구과학회지, 24(4), 235-249
  14. 임청환 (2003b). 초등교사의 과학 교과교육학 지식의 발달이 과학 교수 실제와 교수 효능감에 미치는 영향. 한국지구과학학회지, 24(4), 258-272
  15. Ball, D., & McDiarmid, G., (1990). The subject matter preparation of teachers. In W. Houston, M Haberman, & J. Sikula (Eds), Handbook of research on teacher education, New York: MacMillan, 437-449
  16. Baxter J. A. & Lederman N. G. (1999). Assessment and Measurement of Pedagogical Knowledge In J. Gress-Newsome & N.G. Ledreman (Eds.), Examination Pedagogical content Knowledge(pp. 147-161). Dordrecht/Boston: Kluwer Academic Publishers
  17. Carlsen, W. S. (1987). Why do you ask? The effects of science teacher subject-matter Knowledge on teacher questioning and classroom discourse. Presented at Annual Meeting of the American Educational Research Association. (ERIC Document Reproduction Service NO. ED 293 181)
  18. Carlsen W. S. (1999). Domains of Teacher Knowledge In J. Gess-Newsome & N.G Ledreman (Eds.), Examination Pedagogical content Knowledge(pp. 133-144). Dordrecht/ Boston: Kluwer Academic Publishers
  19. Carpenter, T., Fennema, E., Peterson, P., Chiang, P., & Loef, M. (1989). Using Knowledge of children's mathematics thinking in classroom teaching: An Experimental study. American Educational Research Journal, 26, 499-531 https://doi.org/10.3102/00028312026004499
  20. Cochran, K. F., deRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: an integratice model for teacher preparation. Journal of Teacher Education, 44, 263-272 https://doi.org/10.1177/0022487193044004004
  21. Clark, C., & Peterson. P. (1989). Teachers' thought process. In Wittrock, M.(Ed.), handbook of research on teaching pp. 256-596, New York; Macmillan
  22. Clemont, C. P., Krajcik, J. S., & Borko, H, (1993). The Influence of an intensive in- service workshop on pedagogical content Knowledge growth among novice chemical demonstrators. Journal of Research in Science Teaching, 30(1), 21-43 https://doi.org/10.1002/tea.3660300104
  23. Clemont, C. P., Borko, H., & Krajcik, J. S. (1994). Comparative study of Pedagogical content Knowledge of experienced and novice chemical demonstrators. Journal of Reserch in Science Teaching 34(4), 419-441 https://doi.org/10.1002/tea.3660310409
  24. Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314 https://doi.org/10.1177/0022487105285962
  25. Dewey (1993). How we think. Boston : D. C. Health and company
  26. De Jong O., Van Driel J. H., Verloop N. (2005). Preservice teachers' pedagogical knowledge of using particle models in teaching chemistry. Journal of research in science teaching, 42, 947-964 https://doi.org/10.1002/tea.20078
  27. De Jong O., Veal W. R., Van Driel J. H., (2002). Chemical Education: Towards research-based practice. Dordrecht: Kluwer Academic Publishers
  28. De Jong O. & van der Valk (2007). Science teachers' PCK and teaching practice: learning to scaffold students' open-inquiry learning. Contributions from Science Education, 107-118, Springer
  29. Doyle, W. (1990). Themes in teacher education research. In W. Houston, M. Haverman, & J. Sikula Eda.), Handbook of research on teacher education (pp. 3-24), NY: Macmillan.
  30. Feiman-Nemser, S. (2001). Helping novices learn to Skill of Teaching Journal of Educational Psychology, 78(2), 75-95 https://doi.org/10.1037/0022-0663.78.2.75
  31. Loughran, J.J., Milroy, P., Berry, A., Gunstone, R., & Mulhall, P. (2001). Documenting science teachers' pedagogical knowledge through PaP-eRs. Journal of Research in Science Teaching, 31, 281-307 https://doi.org/10.1023/A:1013124409567
  32. Loughran, J.J., Mulhall, P.,& Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of artculating and documenting professinonal practice. Journal of Research in Science Teaching, 41, 370-391 https://doi.org/10.1002/tea.20007
  33. Loughran, J.J., Mulhall, P., & Berry, A. (2006). Understanding and Developing Science Teachers' pedagogical Content Knowledge. Rotterdam: Sense Publishers
  34. Marks, R. (1990). Pedagogical Content Knowledge: From a Mathematical case to modified conception. Journal of Teacher Education, 41, 3-11 https://doi.org/10.1177/002248719004100302
  35. Meyer H. (2004). Novice and expert teachers' conceptions of learners' prior Knowledge. Science Education, 88, 970-983 https://doi.org/10.1002/sce.20006
  36. Magnusson, S., Krajcik, J. & Borko, H. (1999). Nature, source, and development of pedagogical content Knowledge. In J. Gess-Newsome & N.G. Ledreman (Eds.), Examination Pedagogical Content Knowledge(pp. 95-132). Dordrecht/Boston: Kluwer Academic Pubilshers
  37. Mcdiarmid, G. W., Ball, D. B& Anderson, C. W., (1989). Why staying one chapter ahead doesn't really work: Subject-specific pedagogy. im M. C. Renolds(Ed)., Knowledge for beginning teacher, New York, Pegamon, 193-205
  38. Mulholland J., & Wallace J. (2005). Growing the treeteacher Knowledge: ten years of learning to teach elementary science. Journal of Research in Teaching, 42 767-790 https://doi.org/10.1002/tea.20073
  39. Resnick, L. B. (1987). Education and learning to think. Wachington, D. C.: Natonal Academy Press
  40. Rovegno, I.(1992). Learning to teach in a filed-based methods course; The development of pedagogical content knowledge. Teaching and Teacher Education, 8(1), 69-82 https://doi.org/10.1016/0742-051X(92)90041-Z
  41. Schon (1983). The reflective practitioner : How professionals theink in action. NY: Basic books
  42. Schon (1987). Educating the reflective practitioner. Toward a new design for teaching and learning in the professions. Jossey-base publishers, San Francisco, CA
  43. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14 https://doi.org/10.3102/0013189X015002004
  44. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22 https://doi.org/10.17763/haer.57.1.j463w79r56455411
  45. Shulman, L. S. (1996). Just in case : Reflections on learning from experience. In K. T. J. Colbert, P. Desberg, & K. Trimble(Eds.), The case for education: Contemporary approaches for using case methods(pp. 197-217). Boston: Allyn & Bacon
  46. Smith, D. C., & Neale, D. (1989). The constuction of subject matter knowledge in primary science teaching. Teaching and Teacher Education, 5, 1-20 https://doi.org/10.1016/0742-051X(89)90015-2
  47. Smith, D. C. and Neale, D. C. (1991) The construction of subject-matter knowledge in primary science teachers. Teaching and Teacher Education, 5(1), 1-20 https://doi.org/10.1016/0742-051X(89)90015-2
  48. Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99-110 https://doi.org/10.1016/0742-051X(88)90011-X
  49. Tuan, H., Chang, H., Wang, K., & Treagust, D. (2000). The development of an instrument for assessing studengs' perceptions of teachers' knowledge. International Jouranal of Science Education, 22(4), 385-398 https://doi.org/10.1080/095006900289804
  50. Turner-Bisset, R. (1999). The Knowledge bases of the expert teacher. British Educational Research Journal, 25, 39-55 https://doi.org/10.1080/0141192990250104
  51. Turner-Bisset, R. (2001). Expert teaching: Knowledge and teaching to lead the progession, London: Fulton
  52. van Driel, J. H., Verloop, N., & de Vos, W. (1998). Development science teachers' pedagogical knowledge. Journal of Research in Science Teaching, 35, 673-695 https://doi.org/10.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J
  53. Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, M. A: Harvard University Press
  54. Wilson, W. M., Shulman, L. S.,& Richert, E. R., (1988). '150 different ways; fo Knowing: Representations of Knowledge in teaching in(de) J. Calderhead Exploring Teachers' thinking. New York, Taylor and Francis
  55. Wilson, S., & Wineburg, S.(1988). Peering at history through different lessons: The role of disciplinary perspectives in teaching history. Teachers College Record, 89, 525-539
  56. Yager, R., (1992). Viewpoint: What we did not learn from the 60s about science curriculum reform. Journal of Research in Science Teaching, 29(8), 905-910 https://doi.org/10.1002/tea.3660290810