[논문]미국 초등교사의 과학교수에 대한 스토리라인 탐색

김동렬

doi:10.15267/keses.2018.37.4.402

미국 초등교사의 과학교수에 대한 스토리라인 탐색
An Inquiry into the U. S. Elementary School Teachers' Science Teaching Storylines 원문보기

초등과학교육 = Journal of Korean elementary science education, v.37 no.4, 2018년, pp.402 - 415

Abstract ▼ AI-Helper

This study aims to inquire into the U. S. elementary school teachers' storylines for science teaching methods, scientific knowledge and interactions with students. As research subjects, two American elementary school teachers, named Christina and Melissa, were selected. As test tools, this study adopted Storyline Test and semi-structured interviews. Firstly, in regard to the science teaching method, Christina evaluated that she gradually improved her science teaching skills up to positive 6 points, starting from 2 points in the first year of teaching career, while Melissa sustained a stable state with 5 points in the 9th year of teaching career, starting from 1 point in the first year of teaching career. It was found that both the teachers had more confidence in their science teaching methods by participating in various training programs. Secondly, Christina evaluated her scientific knowledge in the first year of teaching career as 4 points, but evaluated her present scientific knowledge as stable as 6 points since she started studying teaching materials actively, discussing with other teachers and having more ability of application through science class integrated with other school subjects, in the 7th year of her teaching career. On the other hand, Melissa evaluated her scientific knowledge in the first year of teaching career as 1 point since she did not exactly know what to teach elementary school students, but in the 6th year of teaching career, she sustained a stable state with points through joint-activities with other teachers. It was found that chances to research with other teachers had important effect on both the teachers' confidence in scientific knowledge. Thirdly, in regard to interactions with students in science class, Christina said that she did not have any interaction with students when instructing inquiry activities in the first year of teaching career, but since the 10th year of her teaching career, she had sustained a stable state with 6 points through active interaction with students, by leading learning projects and science competitive exhibitions, etc. On the other hand, Melissa evaluated her interaction with students in the first year of teaching career as 1 point because her class was reading-oriented, but since the 9th year of teaching career, she had sustained a stable state with 6 points so far, by developing inquiry activity strategies to improve interaction with students. Overall, it was found that inquiry activities played a central role in improving both the teachers' interaction with students.

주제어

표/그림 (6)

표 Table 1. The characteristics of the participants
그림 Fig. 1. Storyline form (Beijaard et al., 1999).
그림 Fig. 2. The storyline test about ‘science teaching methods’ - ‘Korean version’.
그림 Fig. 3. Two teacher’s storyline on science teaching methods.
그림 Fig. 4. Two teacher’s storyline on scientific knowledge.
그림 Fig. 5. Two teacher’s storyline on interactions with students.

질의응답

핵심어	질문	논문에서 추출한 답변
	교사의 실용적 지식이란?	교사의 실용적 지식(practical knowledge)은 교육 현장에서의 경험들을 통해 축적된 통합된 지식으로 정의될 수 있다(Shalem & Slonimsky, 2014). 이 지식은 교사의 교수행동들의 토대가 된다.
	어떤 지식이 교사의 교수행동들의 토대가 되는가?	교사의 실용적 지식(practical knowledge)은 교육 현장에서의 경험들을 통해 축적된 통합된 지식으로 정의될 수 있다(Shalem & Slonimsky, 2014). 이 지식은 교사의 교수행동들의 토대가 된다.
	스토리라인 분석은 무엇에 기반을 두고 있는가?	스토리라인 분석은 교사의 교수에 대한 불확실성(uncertainty)에 기반을 두고 있다. 교수 불확실성은 교사가 가르치는 과정에서 생각지도 못한 교사의 교수 상황, 지식 부족에 따른 갈등, 학생들과의 소통에서 복잡성으로 교사의 교수에 대한 전반적인 의문이나 불명료한 상태로 정의할 수 있다(Ku et al.

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