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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.38 no.4, 2018년, pp.505 - 518
이재원 (서울대학교) , 류고운 (서울대학교) , 강석진 (전주교육대학교) , 노태희 (서울대학교) , 강훈식 (서울교육대학교)
In this study, we investigated the characteristics of the pedagogical content knowledge (PCK) components and their integrations in the processes of developing performance assessment tasks of pre-service chemistry teachers who participated in the constructive performance assessment workshop. Eight pr...
핵심어 | 질문 | 논문에서 추출한 답변 |
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교과교육학지식에 대한 연구에는 무엇이 있는가? | 이러한 맥락에서 현직 교사들을 대상으로 협력적 수행평가 워크숍 활동의 효과(Falk, 2012)나 학교 현장의 수행평가 상황에서 나타나는 교사의 PCK에 대한 연구(Min, 2012)가 이루어졌다. 또한 교사의 평가 전문성은 단기간에 향상되기 어려우므로 예비교사 단계에서부터 지속적인 교육이 이루어져야 한다는 관점에서 예비 화학교사의 수행평가 과제 개발 과정에서 나타난 PCK 구성 요소의 특징을 분석한 연구(Noh et al., 2017)도 진행되었다. 선행연구 결과, 예비교사들이 수행평가 과제 개발 과정에서 고려하는 PCK 구성 요소는 과학 평가에 관한 지식에 편중되어 있었고 PCK 구성 요소 사이의 연계도 거의 이루어지지 않은 것으로 나타났다. | |
교과교육학지식이란 무엇인가? | 과학교사의 전문성 함양은 지식 기반 사회의 도래에 따른 과학교육의 변화와 혁신에서 핵심 요소이다(Lim, 2003; van Driel, Beijard, & Verloop, 2001). 교사의 전문적 지식 체계를 나타내는 교과교육학지식(pedagogical content knowledge, PCK)은 교사의 전문성 수준을 대표하는 지표이므로(Kim et al., 2011; Noh et al. | |
연구 참여자로 3학년을 선정한 이유는 무엇인가? | 충청북도 소재의 1개 대학교에서 과학과 교재연구 및 지도법 강좌를 수강 중인 화학교육과 3학년 예비교사 8명(남학생 3명, 여학생5명)이 연구에 참여하였다. 연구 참여자로 3학년을 선정한 이유는 이들이 사범대학에 재학 중인 일반적인 예비교사의 수준과 큰 차이가 없다고 볼 수 있으며, 2년 동안 다양한 교육학 강의를 수강하여 기초적인 교육학적 지식을 갖추고 있는 상태이므로 예비교사의 PCK 계발 및 수행평가 전문성 향상을 위한 이 연구의 목적에 적합하였기 때문이다. 연구 참여자 중 7명은 지난 학기 다른 강좌에서 수행평가의 개념과 방법 등 기초적인 수행평가 이론을 학습한 상태였고, 다른1명의 연구 참여자는 이번 학기에 과학과 교재연구 및 지도법과 교육평가 강좌를 동시에 수강중인 상태였다. |
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