Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Analysis of Pre-service Secondary Chemistry Teachers' Uses of Teacher's Guide in Planning Lessons

중등 예비화학교사의 수업 계획에서 교사용 지도서의 활용 방식 분석

  • Received : 2016.07.24
  • Accepted : 2016.08.23
  • Published : 2016.08.31
Download PDF
⟨ Previous Next ⟩

Abstract

In this study, we investigated pre-service secondary chemistry teachers' use of teacher's guide in planning lessons. Eleven pre-service teachers at a college of education in Seoul participated in this study. Textbooks and teacher's guide books including various teaching materials were provided. Pre-service teachers used teacher's guide while they planned two lessons, which were a lecture and an instruction using science teaching model. A semi-structured interview was conducted. All of the teaching-learning materials and interviews were analyzed. The analyses of the results revealed that most pre-service teachers followed each lesson presented in teacher's guide, but they did not consider the structure of the whole unit and science curriculum. There were some cases that the exemplary lesson planning in teacher's guide helped them to select science teaching model. They modified the questions of textbook activity in planning their lecture. On the other hand, they modified the activity to fit each stage of the model in planning their instruction using science teaching models. Most pre-service teachers constructed their own worksheets by applying the materials of the teacher's guide. They recognized the components of assessment by considering exemplary lesson planning from the teacher's guide, and created questions by modifying the content of textbooks and teacher's guide books including various teaching materials. However, the questions which they made were limited in context of knowledge. They evaluated that introductory questions were not of interest to students, and modified or added new materials. Educational implications of these findings are discussed.

이 연구에서는 중등 예비화학교사의 수업 계획에서 교사용 지도서의 활용 방식을 분석하였다. 서울 소재 사범대학에 재학 중인 11명의 예비교사가 연구에 참여하였다. 예비교사들에게 교과서와 교사용 지도서 및 부속자료를 제공하고 이를 활용하여 일반적인 수업과 과학 교수학습 모형을 활용한 수업을 계획하도록 하였다. 예비교사들이 작성한 교수학습 지도안과 활동지, 면담 결과를 분석하였다. 연구 결과, 대부분의 예비교사들은 교사용 지도서의 차시 구분을 그대로 따랐으나, 전체 대단원의 차시 구성이나 교육과정 상의 내용 간 연계에 대한 고려는 부족하였다. 또한, 수업에 적용할 모형을 선정할 때 제시된 예시 지도안의 도움을 받는 경우도 있었다. 교수학습 활동 측면에서 일반적인 수업에서는 교과서의 탐구 활동에 제시된 질문을 변형하였고, 모형을 적용한 수업에서는 모형의 각 단계에 맞춰 교과서의 탐구 활동을 변형하였다. 대부분의 예비교사들이 부속자료로 제공된 활동지를 활용하지 않고 교사용 지도서와 부속자료를 응용하여 활동지를 제작하였다. 예비교사들은 예시 지도안에 제시된 평가 단계를 보고 교수학습 평가 요소를 인식하였으나, 교과서나 교사용 지도서, 부속자료를 응용하여 주로 내용 지식을 평가하기 위한 지필평가를 계획하였다. 예비교사들은 교사용 지도서에 제시된 소단원 도입 질문이 학생의 흥미 유발에 효과적이지 않다고 평가하여, 이를 변형하거나 새로운 내용을 추가하였다. 이러한 연구 결과를 바탕으로 예비교사 교육과정에서 예비교사의 PDC 향상을 위한 교사용 지도서의 효과적인 활용 방안과 교사용 지도서의 개선 방향에 대해 논의하였다.

Keywords

References

  1. Arzi, H. J., & White, R. T. (2008). Change in teachers' knowledge of subject matter: A 17-year longitudinal study. Science Education, 92(2), 221-251. https://doi.org/10.1002/sce.20239
  2. Barab, S. A., & Luehmann, A. L. (2003). Building sustainable science curriculum: Acknowledging and accommodating local adaptation. Science Education, 87(4), 454-467. https://doi.org/10.1002/sce.10083
  3. Beyer, C. J. (2009). Using reform-based criteria to support the development of preservice elementary teachers' pedagogical design capacity for analyzing science curriculum materials. (Doctoral dissertation). The University of Michigan.
  4. Beyer, C. J., & Davis, E. A. (2009). Using educative curriculum materials to support preservice elementary teachers' curricular planning: A comparison between two different forms of support. Curriculum Inquiry, 39(5), 679-703. https://doi.org/10.1111/j.1467-873X.2009.00464.x
  5. Beyer, C. J., Delgado, C., Davis, E. A., & Krajcik, J. (2009). Investigating teacher learning supports in high school biology curricular programs to inform the design of educative curriculum materials. Journal of Research in Science Teaching, 46(9), 977-998. https://doi.org/10.1002/tea.20293
  6. Bismack, A. S., Arias, A. M., Davis, E. A., & Palincsar, A. S. (2014). Connecting curriculum materials and teachers: Elementary science teachers' enactment of a reform-based curricular unit. Journal of Science Teacher Education, 25(4), 489-512. https://doi.org/10.1007/s10972-013-9372-x
  7. Bogdan, R. C., & Biklen, S. (2006). Qualitative research for education: An introduction to theory and methods. Needham Heights, MA: Allyn & Bacon.
  8. Brown, M. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17-36). NY: Routledge.
  9. Cho, H.-H., & Ko, Y.-J. (2008). Exploration of pedagogical content knowledge(PCK)-based curricular model in biology teacher education and analysis of subjects required in curriculum of biology education. Biology Education, 36(3), 325-341. https://doi.org/10.15717/bioedu.2008.36.3.325
  10. Choi, J.-Y. (2006). An qualitative case study of pre-service teacher's planning for the practical arts instruction in the elementary school. The Journal of Elementary Education, 19(1), 477-499.
  11. Choi, S., Lee, J., & Noh, T. (2015). A case study of preservice secondary science teachers' demonstration of STEAM lessons. Journal of the Korean Association for Science Education, 35(4), 665-676. https://doi.org/10.14697/jkase.2015.35.4.0665
  12. Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3-14.
  13. Davis, E. A., Palincsar, A. S., Arias, A. M., Bismack, A. S., Marulis, L., & Iwashyna, S. (2014). Designing educative curriculum materials: A theoretically and empirically driven process. Harvard Educational Review, 84(1), 24-52. https://doi.org/10.17763/haer.84.1.g48488u230616264
  14. Dietz, C. M., & Davis, E. A. (2009). Preservice elementary teachers' reflection on narrative images of inquiry. Journal of Science Teacher Education, 20(3), 219-243. https://doi.org/10.1007/s10972-009-9132-0
  15. Drake, C., & Sherin, M. G. (2006). Practicing change: Curriculum adaptation and teacher narrative in the context of mathematics education reform. Curriculum Inquiry, 36(2), 153-187. https://doi.org/10.1111/j.1467-873X.2006.00351.x
  16. Drake, C., Land, T. J., & Tyminski, A. M. (2014). Using educative curriculum materials to support the development of prospective teachers' knowledge. Educational Researcher, 43(3), 154-162. https://doi.org/10.3102/0013189X14528039
  17. Forbes, C. T., & Davis, E. A. (2008). The development of preservice elementary teachers' curricular role identity for science teaching. Science Education, 92(5), 909-940. https://doi.org/10.1002/sce.20265
  18. Grossman, P., & Thompson, C. (2004). Curriculum Materials: Scaffolds for New Teacher Learning? (A Research Report No. R-04-1). Seattle, WA:
  19. Center for the Study of Teaching and Policy. Grossman, P., & Thompson, C. (2008). Learning from curriculum materials: Scaffolds for new teachers? Teaching and Teacher Education, 24(8), 2014-2026. https://doi.org/10.1016/j.tate.2008.05.002
  20. Han, K.-A., & Noh, S.-G. (2003). An analysis on the utilization of teacher's guides for science in elementary school. Journal of Korean Elementary Science Education, 22(1), 51-64.
  21. Jang, M. D. (2006). Anlysis of pre-service teachers' lesson planing strategies in elementary school science. Journal of Korean Elementary Science Education, 25(2), 191-205.
  22. Jang, M.-D., Joung, Y.-J., & Kim, H.-J. (2011). The elementary school teachers' conceptions and utilization on the general remarks in the science teacher's guide. Journal of Korean Elementary Science Education, 30(4), 535-552.
  23. Kang, S., Lim, H., Yeo, S.-I., Choi, S.-Y., Shin, M.-K., Joung, Y. J. (2011). Elementary school teachers' needs about teachers' manual for science instruction. Journal of Korean Elementary Science Education, 30(3), 296-304.
  24. Kauffman, D., Johnson, S. M., Kardos, S. M., Liu, E., & Peske, H. (2002). "Lost at sea": New teachers' experiences with curriculum and assessment. Teachers College Record, 104(2), 273-300. https://doi.org/10.1111/1467-9620.00163
  25. Kim, K., Yoon, J., Park, J., & Noh, T. (2011). The components of pedagogical content knowledge considered by secondary pre-service teachers in planning and implementing teaching demonstrations. Journal of the Korean Association for Science Education, 31(1), 99-114.
  26. Ko, M., Nam, J., & Lim, J. (2009). Two case studies of the development of beginning science teachers' pedagogical content knowledge. Journal of the Korean Association for Science Education, 29(1), 54-67.
  27. Kwak, Y. (2008). Pedagogical content knowledge(PCK) and instructional consulting for beginning teachers in secondary school science (Research Report ORM 2008-29-3). Seoul: Korea Institute for Curriculum and Evaluation.
  28. Kweon, J.-M., Chung, W.-H., & Kim, Y.-S. (2001). Teachers' perception and improvement on the elementary science teacher's guide. Journal of Korean Elementary Science Education, 20(1), 75-89.
  29. Kwon, C. S., & Park, B. T. (2010). The teacher's recognition and utilization for subject of new science teacher's guide in the elementary School. The Journal of Korea Elementary Education, 21(2), 247-260. https://doi.org/10.20972/kjee.21.2.201010.247
  30. Min, H. J., Park, C. Y., & Paik, S. H. (2010). An analysis of beginning science teachers' pedagogical content knowledge through the teaching practice. Journal of the Korean Association for Science Education, 30(4), 437-451.
  31. Mulholland, J., & Wallace, J. (2005). Growing the tree of teacher knowledge: Ten years of learning to teach elementary science. Journal of Research in Science Teaching, 42(7), 767-790. https://doi.org/10.1002/tea.20073
  32. Noh, T., Lee, J., Kang, S., & Kang, H. (2015). Secondary school science teachers' actual and preferred types of assessment. Journal of the Korean Association for Science Education, 35(4), 725-733. https://doi.org/10.14697/jkase.2015.35.4.0725
  33. Nowicki, B. L., Sullivan-Watts, B., Shim, M. K., Young, B., & Pockalny, R. (2013). Factors influencing science content accuracy in elementary inquiry science lessons. Research in Science Education, 43(3), 1135-1154. https://doi.org/10.1007/s11165-012-9303-4
  34. Park, C. Y., Min, H. J., & Paik, S. H. (2008). An analysis of pre-service science teachers' pedagogical content knowledge through the student-teacher practice. Journal of the Korean Association for Science Education, 28(6), 641-648.
  35. Park, K. (2008). A case study on instructional planning process of teachers. The Journal of Korean Teacher Education, 25(3), 379-405. https://doi.org/10.24211/tjkte.2008.25.3.379
  36. Park, K. (2010). Development of descriptive instructional design model based on the expert teacher's instructional planning. Journal of Educational Technology, 26(3), 21-52. https://doi.org/10.17232/KSET.26.3.21
  37. Park, K.-Y., Bae, Y.-G., & Kang, E.-C. (2009). A case study on instructional design process of pre-service teachers in practice teaching. The Journal of Korean Teacher Education, 26(3), 169-197.
  38. Park, S. (2008). Development of prospective teachers' pedagogical content knowledge during student teaching in a secondary teacher education program. Journal of Learner-Centered Curriculum and Instruction, 8(1), 169-189.
  39. Porter, A. C., & Smithson, J. L. (2001). Defining, developing, and using curriculum indicators (CPRE Research Report Series No. RR-048). Philadelphia, PA: Consortium for Policy Research in Education.
  40. Remillard, J. T., & Bryans, M. B. (2004). Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning. Journal for Research in Mathematics Education, 35(5), 352-388. https://doi.org/10.2307/30034820
  41. Remillard, J. T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75(2), 211-246. https://doi.org/10.3102/00346543075002211
  42. Schwarz, C. V., Gunckel, K. L., Smith, E. L., Covitt, B. A., Bae, M., Enfield, M., & Tsurusaki, B. (2008). Helping elementary preservice teachers learn to use curriculum materials for effective science teaching. Science Education, 92(2), 345-377. https://doi.org/10.1002/sce.20243
  43. Seo, K.-H. (2009). Teachers' experience of reconstructing national curriculum. The Journal of Curriculum Studies, 27(3), 159-189. https://doi.org/10.15708/kscs.27.3.200909.007
  44. Sherin, M. G., & Drake, C. (2009). Curriuclum strategy framework: Investigating patterns in teachers' use of a reform-based elementary mathematics curriculum. Journal of Curriculum Studies, 41(4), 467-500. https://doi.org/10.1080/00220270802696115
  45. Squire, K. D., MaKinster, J. G., Barnett, M., Luehmann, A. L., & Barab, S. L. (2003). Designed curriculum and local culture: Acknowledging the primacy of classroom culture. Science Education, 87(4), 468-489. https://doi.org/10.1002/sce.10084
  46. Yang, C., Bae, Y., & Noh, T. (2013). Analysis of pre-service secondary science teachers' uses of curriculum materials in curriculum design. Journal of the Korean Association for Science Education, 33(7), 1312-1328. https://doi.org/10.14697/jkase.2013.33.7.1312
  47. Yang, C., Lee, J., & Noh, T. (2014). The characteristics of lesson planning of pre-service secondary science teachers. Journal of the Korean Association for Science Education, 34(2), 187-195. https://doi.org/10.14697/jkase.2014.34.2.0187
  48. Yoon, J., Kang, S., & Noh, T. (2010). The study on the perceptions of pre-service elementary school teachers toward constructivist science assessment. Journal of Korean Elementary Science Education, 29(1), 86-92.

Cited by

  1. 예비과학교사가 계획한 비유 사용 수업의 특징 vol.62, pp.2, 2016, https://doi.org/10.5012/jkcs.2018.62.2.148
  2. 예비과학교사가 수업을 위한 비유를 생성하는 과정에서 나타나는 특징 vol.38, pp.3, 2018, https://doi.org/10.14697/jkase.2018.38.3.369
  3. 2009 개정 교육과정에 따른 중학교 과학 교사용 지도서에 나타난 교과교육학 지식(PCK) 요소 분석 vol.62, pp.5, 2018, https://doi.org/10.5012/jkcs.2018.62.5.386