[논문]미국 초등교사교육 과정 과학교육방법론 수업(Science Methods Course)의 과학적 탐구 활동을 통한 예비교사들의 과학교수학습에 대한 자기 효능감 및 PCK 이해의 향상

최상희; 이영희

doi:10.15267/keses.2015.34.4.406

미국 초등교사교육 과정 과학교육방법론 수업(Science Methods Course)의 과학적 탐구 활동을 통한 예비교사들의 과학교수학습에 대한 자기 효능감 및 PCK 이해의 향상
Enhancing Preservice Teachers' Science Self-Efficacy Beliefs and Pedagogical Content Knowledge (PCK) through Scientific Investigations 원문보기

초등과학교육 = Journal of Korean elementary science education, v.34 no.4, 2015년, pp.406 - 418

최상희 (북조지아대학교) , 이영희 (단국대학교)

초록
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본 연구는 현 과학교육의 개혁 운동에 기초하여 예비 교사들의 자기 효능감과 교과교육지식(PCK) 이해의 향상을 위하여 과학적 탐구를 실행하였다. 이를 위하여 과학교육 방법론 수업(Science Method Course)은 초등학교 교실에서 실행할 수 있는 효과적인 과학 탐구 모델링 수업과 과학적 실천 교수학습을 포함하도록 수정하였다(RSMC). 본 연구에서는 다음과 같은 연구 문제를 조사하였다: (1) 수정된 과학교육 방법론 수업(RSMC)의 처치 전후 예비교사들의 PCK 정도는 어떠한가?: (2) RSMC 이수 후 과학 교수학습에서 예비교사들의 자기 효능감의 정도는 어떻게 변화하였는가?: (3) 예비교사들의 자기 효능감과 PCK 수준의 변화는 어떤 상관관계가 있는가? 연구에 참여한 예비교사들은 미국 중부의 중간정도 규모의 대학의 교사교육 과정에서 제공하는 과학교육 방법론 수업에 등록한 76명이며, 분석을 위해서 STEBI-B 설문지와 PCK 평가지를 이용하였다. 본 연구의 결과로는 예비교사들이 RSMC 이수 후 개인적 과학교수 효능감(PSTE: Personal Science Teaching Efficacy)이 확실히 향상된 결과를 볼 수 있었다. 또한 PCK 평가지에 근거하면, RSMC 전과 후의 PCK 수준은 평균값이 현저히 상승하였으며, 예비 교사들의 자기 효능감과 PCK 수준의 변화 사이의 상관관계 분석에서는 긍정적인 상관관계를 보여주었다. 따라서 본 연구에서는 과학교육개혁 운동에 근거하여 설계된 과학교육방법론 수업(RSMC)은 예비 교사들의 오개념의 수정, PCK 수준의 향상 증진, 그리고 현장 학교에서 탐구수업의 모델링 등을 통하여 과학교수학습에서 자기 효능감의 향상에 긍정적인 영향을 미친다고 결론 내릴 수 있다.

Abstract ▼ AI-Helper

This study was designed to enhance preservice teachers' self-efficacy beliefs and pedagogical content knowledge (PCK) through scientific investigations based on current science education reforms. To do so, a science methods course was revised to include modeling effective scientific inquiry practices as well as designing and teaching scientific investigations in the K-5 practicum classrooms (Revised Science Methods Course). This study assessed the following research questions: (1) What level of PCK do preservice teachers have before and after the completion of RSMC; (2) To what extent do participants change their self-efficacy in science teaching after completing RSMC; and (3) Is there any correlation between participants' changes in self-efficacy and the level of PCK. Participants were 76 preservice teachers enrolled in a science methods course offered at a medium-sized university in the midwestern United States. This study employed the STEBI-B survey and the PCK rubric. There result of the study indicated that there was significant increase in Personal Science Teaching Efficacy (PSTE) of the participant preservice teachers after the completion of the course. Based on the PCK rubric analysis, there was a significant increase in mean scores of the post-RSMC lesson compared to those of the pre-RSMC lesson. The correlational analysis of participants showed a positive correlation between changes in self-efficacy and the level of PCK. Thus, it may be concluded that the reform-based science methods course had a positive impact on participants' self-efficacy in science teaching through correcting misconceptions, developing higher level of PCK, and modeling scientific investigation in their practicum schools.

주제어

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문제 정의

This will eventually impact their teaching effectiveness. The findings of this study provide teacher educators and teacher preparation programs important information to better prepare future elementary teachers.
This course was aimed at a major goal, improving preservice teachers’ pedagogical content knowledge in order for participants to enhance their confidence in teaching science.
This study was designed to enhance preservice teachers’ self-efficacy beliefs and PCK through scientific investigations based on current science education reforms.

제안 방법

This study was designed to enhance preservice teachers’ self-efficacy beliefs and PCK through scientific investigations based on current science education reforms. A revised science methods course (RSMC) was developed for this study. The results of the study indicated that there was significant increase in PTSE for the participant preservice teachers after the completion of the course.
The core framework of this revised science methods course (RSMC) was based on a constructivist idea of teaching and learning and was also a model for scientific inquiry practices for elementary preservice teachers. This course was aimed at a major goal, improving preservice teachers’ pedagogical content knowledge in order for participants to enhance their confidence in teaching science.
The purpose of the study was to enhance pre-service teachers’ self-efficacy beliefs and PCK through scientific investigations based on current science education reforms.
The topics which participants taught for pre and post RSMC lessons included a physical science domain (matter, changes, force and motion, magnets), a life science domain (animal and plant life cycles and cells, classifications), and an earth science domain (water cycle, weather, moon phases). All chosen topics were aligned with the national and state curriculum standards for each grade level.
This course consisted of three phases; modeling effective scientific practices, designing two lessons, and teaching two lessons that emphasized scientific investigations in the participants’ practicum classrooms.
This study assessed the following research questions: (1) What level of PCK do pre-service teachers have before and after the completion of a revised science methods course (RSMC); (2) To what extent do these participants change their self-efficacy in science teaching after completing RSMC; and (3) Is there any correlation between participants’ changes on self-efficacy and the level of PCK.

대상 데이터

Participants in this study were 76 preservice teachers enrolled in a science methods course offered at a medium-sized university in the Midwestern United States. All participants except one were women (75 of 76). Of the 76 preservice teachers, 68 were Caucasian and 8 were African American.
Participants in this study were 76 preservice teachers enrolled in a science methods course offered at a medium-sized university in the Midwestern United States. All participants except one were women (75 of 76).

데이터처리

Mean scores, standard deviations, and a dependent, two-tailed t-test for paired samples were applied to the STEBI-B subscales (Table 1). Table 1 shows a significant difference between the mean scores of the pretest and posttest.
01). The STEBI-B data was analyzed using SPSS (version PASW 18) to conduct a comparison of means between the pretest and posttest employing a two-tailed dependent t-test for paired samples. To measure the correlations between the selfefficacy and level of PCK, a Canonical Correlation was calculated.
The STEBI-B data was analyzed using SPSS (version PASW 18) to conduct a comparison of means between the pretest and posttest employing a two-tailed dependent t-test for paired samples. To measure the correlations between the selfefficacy and level of PCK, a Canonical Correlation was calculated. This analysis allows investigating between variables (Afifi et al.

이론/모형

The instrument used for this study was the Science Teaching Efficacy Belief Instrument Form B (STEBI-B; Enochs & Riggs, 1990) for use with preservice elementary teachers.
The study employed one-group, pretest-posttest design and used a mixed-methods design involving both quantitative and qualitative research methodologies (Gall et al., 2003; Merriam, 1998). The instrument used for this study was the Science Teaching Efficacy Belief Instrument Form B (STEBI-B; Enochs & Riggs, 1990) for use with preservice elementary teachers.

성능/효과

However, there was no significant change in STOE. Based on the analysis of PCK rubric, there was a significant increase in mean scores of the post-RSMC lesson compared to those of the pre-RSMC lesson. In the pre-RSMC lesson, more than 50% of participants exhibited a low level of PCK, but in the post-RSMC lesson, the majority of participants (84%) demonstrated medium to high levels of PCK.
Based on the analysis of participants’ PCK scores (Table 3), there was a significant increase the mean scores for the post-RSMC lesson compared to those of the pre-RSMC lesson (p<.05).
Based on the analysis of PCK rubric, there was a significant increase in mean scores of the post-RSMC lesson compared to those of the pre-RSMC lesson. In the pre-RSMC lesson, more than 50% of participants exhibited a low level of PCK, but in the post-RSMC lesson, the majority of participants (84%) demonstrated medium to high levels of PCK.
The results of a correlational analysis for this study indicated the participants increased their science teaching self-efficacy by improving their content knowledge (PCK-CK), pedagogical knowledge (PCK-PK), and understanding of students (PCK-CxK) through the course. These participants exhibited a strong positive correlation between self-efficacy and PCK-Total in science teaching as well as its sub-categories.
A revised science methods course (RSMC) was developed for this study. The results of the study indicated that there was significant increase in PTSE for the participant preservice teachers after the completion of the course. However, there was no significant change in STOE.

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