최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.34 no.5, 2014년, pp.449 - 457
Recent studies have shown that teachers should have be aware of and understand students' misconceptions, which is one of the major components of PCK. However, teachers often have difficulties in understanding misconceptions and in applying appropriate instructional strategies to change misconception...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
예비교사들이 관점의 이동을 위해 어떤 경험이 필요한가? | 따라서, 이론에 대한 학습만으로는 학습자의 관점으로부터 교사로의 관점으로 이동하기 어려우며 (Frederik et al., 1999), 관점의 이동을 위해서는 실제 학생들을 가르치는 현장과 유사한 상황에서 본인의 생각과 반대되는 순간을 경험하는 것이 필요하다. 즉, 예비교사들은 학생들이 드러내는 오개념을 실제로 관찰함으로써, 학생들이 과학을 이해 하는 방식과 오개념을 표현하는 방법에 대한 보다 실제적인 지식을 갖추어야한다. 그러나 예비교사가 한 달 간의 교육실습과 일정 시간의 교육봉사를 통해 이러한 지식을 갖추는 것은 쉽지 않다. | |
예비교사은 어떤 관점 전환이 요구되는가? | 특히 예비교사들은 학습자에서 교사로 전환되는 과도기에 위치하기 때문에 배우는 사람에서 가르치는 사람으로의 관점 전환이 요구된다. 따라서, 이론에 대한 학습만으로는 학습자의 관점으로부터 교사로의 관점으로 이동하기 어려우며 (Frederik et al. | |
중 고등학생의 물리 오개념에 대한 예비 과학교사의 이해를 높이기 위하여 예비 과학교사들에게 학생들이 갖는 오개념을 직접 조사하고 분석하는 연구를 수행한 결과는? | 연구 결과는 다음과 같다. 첫째, 연구 경험은 예비교사들에게 학생들에게서 나타나는 물리 오개념의 종류와 양상, 형성 원인을 확인하는 계기가 되었으며, 둘째, 연구경험은 예비교사들에게 학생들의 오개념을 교정하기 위한 적절한 교수전략에 대한 지식을 정교화하는 계기가 되었다. 셋째, 문항을 개발하고 과학적 개념을 설명하는 과정에서 본인의 물리 내용 지식을 재점검 하였으며, 넷째, 본인 스스로를 되돌아봄으로써 연구자로서의 교사 역할의 필요성을 깨닫게 되었다. |
Anderson, R. D., & Mitchener, C. P. (1994). Research on science teacher education. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 3-44). New York, NY: Macmillan.
Berg. T., & Brouwer. W. (1991). Teacher awareness of student alternate conception about rotational motion and gravity. Journal of Research in Science Teaching, 28(1), 3-18.
Bisard, W., Aron, R., Francek, M., & Nelson, B. (1994). Assessing selected physical science and earth science misconceptions of middle school through university preservice teachers: Breaking the science misconception cycle. Journal of College Science Teaching, 24(1), 38-42.
Churcher, K. (2007). From the bottom up: Researching in the classroom. Education Canada, 47(3), 64-66.
Cochran-Smith, M., & Lytle, S. (1993). Inside/outside: Teacher research and knowledge. New York, NY: Teachers College Press.
Diaz, M. R., Trujillo, L. A. G., & Rodriguez, M. (2013). Misconceptions of mexican teachers in the solution of simple pendulum. European Journal of Physics Education, 4(3), 17-27.
Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science: Research into children's ideas. New York, NY: Routledge.
Duit, R. (1993). Research on students' conceptions-developments and trends. Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Ithaca, NY: Cornell University Press.
Fosnot, C. (1996). Constructivism: Theory, perspective and practice. New York, NY:: Teachers College Press.
Frederik, I., Der Valk, T. V., Leite, L., & Thoren, I. (1999). Pre-service physics teachers and conceptual difficulties on temperature and heat. European Journal of Teacher Education, 22(1), 61-74.
Gomez-Zwiep, S. (2008). Elementary teachers' understanding of students' science misconceptions: Implications for practice and teacher education. Journal of Science Teacher Education, 19(5), 437-454.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press.
Guzzetti, B. J. (2000). Learning counter-intuitive science concepts: What have we learned from over a decade of research? Reading & Writing Quarterly, 16(2), 89-98.
Halim. L., & Meerah, S. M. (2002). Science trainee teachers' pedagogical content knowledge and its influence on physics teaching. Research in Science and Technological Education, 20(2), 215-225.
Hammer, D. (1996). More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research. American Journal of Physics, 64, 1316-1325.
Hamza, K. M., & Wickman, P. O. (2008). Describing and analyzing learning in action: An empirical study of the importance of misconceptions in learning science. Science Education, 92(1), 141-164.
Han, S., Kang, S., & Noh, T. (2010). Preservice elementary school teachers' awareness of students' misconceptions about science topics. Journal of Korean Elementary Science Education, 29(4), 474-483.
Hashweh, M. Z. (1986). Toward an explanation of conceptual change. European Journal of Science Education, 8(3), 229-249.
Jang, M. (2009). Elementary teachers' understandings and instructional strategies on students' science misconceptions. Journal of Korean Elementary Science Education, 28(4), 425-439.
Jang, M. (2010). Preservice elementary teachers' understandings of children's science misconceptions. Journal of Korean Elementary Science Education, 29(1), 32-46.
Kim, B., & Kwon, J. (1995). The Influence of the types of scientific concepts and the patterns of cognitive conflict on the change of students conceptions. Journal of the Korean Association for Science Education, 15(4), 472-486.
Lee, I., Choi, K., Hahn, I., Kim, S., & Lee, H. (2009). The effect of pre-service science teachers' experiences in nuclear physics research on their understanding of scientific inquiry process and career planning. Journal of the Korean Association for Science Education, 29(5), 541-551.
Liston, D. P., & Zeichner, K. M. (1990). Reflective teaching and action research in preservice teacher education. British Journal of Teacher Education, 16(3), 235-254.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95-132). Dordrecht, The Netherlands: Kluwer.
Meyer, H. (2004). Novice and expert teachers' conceptions of learners' prior knowledge. Science Education, 88(6), 970-983.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
Park, J., Han, S., & Noh, T. (2010). Secondary science teachers' awareness and perceptions of students' misconceptions about the particulate nature of matter. Journal of the Korean Association for Science Education, 30(1), 42-53.
Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284.
Park, Y. (2012). Pre-service chemistry teachers' awareness of middle school students' misconceptions and their perceived educational needs. (Unpublished master's thesis). Seoul National University, Korea.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.
Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.
Smith, K., & Sela, O. (2005). Action research as a bridge between pre-service teacher education and in-service professional development for students and teacher educators. European Journal of Teacher Education, 28(3), 293-310.
Song, J., Kim, I., Kim, Y., Kwon, S., Oh, W., & Park, J. (2004). A map of students' misconceptions in Physics. Seoul, Korea: Bookshill.
Stengel, B. S. (1997). "Academic discipline" and "school subject": Contestable curricular concepts. Journal of Curriculum Studies, 29(5), 585-602.
Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99-110.
van Zee, E. H. (1998). Preparing teachers as researchers in courses on methods of teaching science. Journal of Research in Science Teaching, 35, 791-809.
Yoon, H. (2011). Pre-service elementary teachers' exploration of children's science ideas. Journal of the Korean Association for Science Education, 31(2), 164-180.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
Free Access. 출판사/학술단체 등이 허락한 무료 공개 사이트를 통해 자유로운 이용이 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.