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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.40 no.5, 2020년, pp.565 - 582
The purpose of this study is to investigate middle school science teachers' pedagogical content knowledge for science practice-based instruction developed by five middle school science teachers in a teacher learning community. Science teachers in this study collaborated to examine lesson plans and r...
핵심어 | 질문 | 논문에서 추출한 답변 |
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과학교사의 PCK는 어떤 요소로 이루어져 있는가? | PCK는 다양한 수준과 맥락에 있는 학생들에게 특정한 교과 내용을 효율적으로 가르치기 위해 교사가 가지고 있는 실천적 지식으로 수업에 관한 교사의 전문성을 평가하는 중요한 기준이다. 과학교사의 PCK는 과학 교수 지향, 과학 교육과정에 관한 지식, 과학 교수 전략에 관한 지식, 학생의 과학 학습에 관한 지식, 과학 학습 평가에 관한 지식 등 몇 가지의 요소로 이루어져 있다고 합의되어 왔다(Magnusson et al., 1999; Park & Oliver, 2008; Shulman, 1986; Tamir, 1988). | |
교사학습공동체가 교사의 전문성 개발에 효과적이라는 선행연구에는 어떤 것이 있는가? | 교사학습공동체는 현장 교사들이 중심이 되어 교사 전문성 신장과 학생의 학습 개선을 위해 비판적 탐구와 협력적 실천을 지속하는 결속체로 전문학습공동체(Professional Learning Community), 전문가공동체(Professional Community), 실천 공동체(Community of Practice) 등 다양한 모습으로 구현되고 있다(Seo, 2015). 교사들이 협력적 맥락에서 수업을 설계하고 실행한 뒤, 이에 대한 성찰을 반복하는 과정에 참여하는 것은 전문성 개발의 효율성을 높이는 것으로 보고되어왔다(Akerson et al., 2007; Lin et al., 2013; Louis et al., 1996). Richmond & Manokore(2011)는 교사들이 탐구 수업을 설계하고 체계적이고 깊이 있는 성찰을 반복하는 과정이 교사들의 전문성 신장에 영향을 미쳤다고 하였다. 교사학습공동체에 관한 선행 연구들은 교사학습공동체 운영에서 드러나는 핵심 요인이나 수업의 실질적 변화를 분석하여 교사학습공동체의 실효성을 입증하였으며(Hord, 1997; McLaughlin & Talbert, 2006; Stoll et al. | |
과학 실천은 어떤 활동으로 이루어져 있는가? | 미국국가연구회(National Research Council, 2012)는 과학 탐구 수업에 대한 오해를 타파하고 과학 탐구는 기능뿐만 아니라 수행을 위한 지식이 필요하다는 것을 강조하기 위해서 차세대과학교육표준(Next Generation Science Standards)에 기존의 ‘과학 탐구(scientific inquiry)’ 대신 ‘과학 실천(science practice)’이라는 용어를 도입하였다. 과학 실천은 탐구 문제 제기, 모델 구성과 사용, 탐구 계획 및 수행, 자료 분석 및 해석, 수학 및 컴퓨팅 사고 사용, 과학적 설명 구성, 증거 기반 논의, 정보 수집과 평가 및 의사소통의 8가지 활동으로 이루어져 있다. 그동안 현장에서 간과되어왔던 모델 구성과 사용, 수학 및 컴퓨팅 사고 사용, 증거 기반 논의, 정보 수집과 평가 및 의사소통을 포함하고 여러 과학 실천 간의 연관성을 강조하고 있다(NRC, 2012). |
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