[논문]Research on the Characteristics of Science Subject Matter Knowledge (SMK) and Pedagogical Content Knowledge (PCK) of Primary School Teachers in Classroom Teaching

Kwak, Youngsun

doi:10.5467/jkess.2017.38.5.367

[국내논문] Research on the Characteristics of Science Subject Matter Knowledge (SMK) and Pedagogical Content Knowledge (PCK) of Primary School Teachers in Classroom Teaching 원문보기

한국지구과학회지 = Journal of the Korean Earth Science Society, v.38 no.5, 2017년, pp.367 - 377

Kwak, Youngsun (Korea Institute for Curriculum and Evaluation)

Abstract ▼ AI-Helper

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.

주제어

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문제 정의

In addition to observational field notes about the videotaped classroom teaching, we used multiple sources of data including transcribed interviews and instructional conferences as well as reviews of the participants on the analysis result of the instructional consulting team. In this research, we analyzed data on interviews and instructional conferences focused on the difference of PCK between primary and secondary schools. That is, we firstly analyzed the features of primary school teachers’ science teaching, and then analyzed ways to improve primary school teachers’ science teaching in light of PCK.
Other than random sampling process, these recommended five teachers were interested in this research, and wanted to experience how theories of instructional consulting put into practices based on their graduate studies. This research has some limitations due to these voluntary participants and therefore we need to be cautious not to overgeneralize the result of this study. In addition to the 5 primary school teachers, other teachers and experts also participated in the instructional conferences where all the participants watch and consult about the videotaped classes.

가설 설정

A: I couldn’t be good at teaching although I knew it well.
B: I think it is hard to teach primary school children for a person with only high-level professional literacy and content knowledge. Primary school needs someone who understands student guidance, developmental state and experiences.
C: How to teach children is more important than teaching contents well. Including reading instruction, we also teach how to write, how to split a paragraph, how to grasp a main topic and so on in March at the beginning of a semester.
E: In primary school, making children participate in classes are more important. Other than educational contents, children want to play with friends, get attention even in classes, which makes hard to manage classes.
First, CK is the foundation for PCK. That is, in a vacuum of content knowledge PCK cannot be expressed.
Z: This structure is imbalanced since pedagogy is much activated while content knowledge is poor in the primary school. First of all, there is the risk of collapse because of very weak foundations, which makes it impossible to teach students inquiry or knowledge properly.
Z: We can manage classes if we can control children without good teaching or high-level instructional strategies. We can teach classes by making students memorize English words or solve math problems, and so on, without content foundations.

제안 방법

The five primary school teachers were recruited and selected based on recommendations by other teachers and science educators. Other than random sampling process, these recommended five teachers were interested in this research, and wanted to experience how theories of instructional consulting put into practices based on their graduate studies. This research has some limitations due to these voluntary participants and therefore we need to be cautious not to overgeneralize the result of this study.
That is, we firstly analyzed the features of primary school teachers’ science teaching, and then analyzed ways to improve primary school teachers’ science teaching in light of PCK.
We need to be cautious when we interpret the result of this study since this study investigated the features of primary school teachers’ PCK with voluntary teachers who were willing to connect theory and practice in their teaching.

성능/효과

Third, PCK teacher training programs should be designed in the context of real science teaching in primary schools. Teacher training programs should provide primary school teachers with subject-specific programs.
Third, in primary school teaching ‘learning how to learn’ should be more emphasized.
Third, primary school PCK requires teaching methods that can be applied to various subjects, rather than high level content expertise. In primary school, “teaching methods in accordance with children’s level” is more important than content knowledge, and furthermore interdisciplinary approaches that can be applied over various subjects are more required than subject-specific PCK (Teacher D).

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표제어: PCR

동의어: Packet Collision Rate

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