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과학교육 강의 과정에 나타난 초등 예비교사의 과학수업 전문성 자기 인식 변화 분석
An Analysis of Changes in Science Teaching Professionalism Self-Perception of Pre-Service Elementary Teacher as Shown in Science Education Lesson Course 원문보기

과학교육연구지 : 경북대학교 과학교육연구소 = Journal of science education, v.46 no.3, 2022년, pp.237 - 254  

성승민 (화접초등학교) ,  여상인 (경인교육대학교)

초록
AI-Helper 아이콘AI-Helper

본 연구에서는 과학교육 강의 과정에 나타난 초등 예비교사의 과학수업 전문성 자기 인식 변화를 살펴보고자 하였다. 연구 대상은 G교육대학교 2학년에 재학 중인 초등 예비교사 25명이고, 선행연구의 검사 도구를 수정·보완하여 본 연구의 검사 도구로 도출 및 적용하였다. 본 연구 결과, 초등 예비교사의 과학수업 전문성 자기 인식은 향상되고 있음을 알 수 있었다. 즉, 하위범주인 전문성 계발 노력, 교육내용, 교육방법, 교육환경 및 분위기, 평가와 과학수업 선호도에서 모두 사전·사후에 유의한 변화가 있는 것으로 나타났다. 관련 내용을 연소 관련 과학수업 지도안, Padlet 작성 내용, 사후 검사 서술형 문항 응답과 함께 세부적으로 살펴본 결과, 양호한 하위범주도 있었고, 일부 보완이 필요한 하위범주도 있었다. 이런 결과를 바탕으로 초등 예비교사의 과학수업 전문성 신장을 위한 방안을 고찰하였다.

Abstract ▼ AI-Helper 아이콘AI-Helper

The purpose of this study is to examine the changes in the science teaching professionalism self-perception of pre-service elementary teacher as shown in science education lesson course. The subjects of this study were 25 pre-service elementary teachers enrolled in the second year at G National univ...

주제어

#초등 예비교사   #과학수업 전문성   #자기 인식   #과학교육 강의  

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