한국초등과학교육학회지:초등과학교육 (Journal of Korean Elementary Science Education)

  • 제35권3호
  • /
  • Pages.277-287
  • /
  • 2016
  • /
  • 1598-3099(pISSN)
  • /
  • 2733-8436(eISSN)
한국초등과학교육학회 (The Korean Elementary Science Education Society)
권호 표지
DOI QR코드

DOI QR Code

나는 왜 그렇게 대처하였는가?: 초등 과학실험 수업 중 발생한 불일치 상황에서의 교사의 대처

Why did I Cope with so?: A Teacher's Strategy to Cope with Anomalous Situations in Primary Practical Science Lessons

  • 투고 : 2016.03.14
  • 심사 : 2016.07.18
  • 발행 : 2016.08.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

This study explores how a teacher copes with anomalous situation in primary practical science lesson and what factors affect teacher's strategy to cope with anomalous situations. The method of auto-ethnography was used in order to capture the inner experience of the individual teacher. For this, one of the researchers participated in this study as the teacher participant. Two science lessons that the researcher taught as a teacher were observed by a co-author and video-recorded. However, only one lesson which the teacher experienced the anomalous situation was analyzed. After the lesson, self-interviews were conducted with the co-author. Also the researcher wrote four reflective journals about anomalous situations that she experienced. What has emerged in this study is that anomalous situations were experienced by the teacher while students were doing practical work and while students were presenting their results of practical work. As each anomalous situation was experienced in different contexts, the strategies that the teacher used were different and were affected not only by the personal epistemological belief but also by the socio-cultural context that the teacher was surrounded by. This study has implications to help teachers who have difficulties in coping with anomalous situations.

키워드

참고문헌

  1. Abrahams, I. & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945-1969. https://doi.org/10.1080/09500690701749305
  2. Chang, H. (2008). Autoethnography as method. Walnut Creek, CA: Left Coast Press, Inc.
  3. Cho, H., Yang, I-h., Jeong, J-H., Shin A-K. & Sohn, J. (2008). Analysis of the elementary school students' views about lab-based science learning. Journal of Korean Elementary Science Education, 27(2), 117-133.
  4. Han, J. (2012). Autobiographic research on the life of an assistant professor of science education at a college of education. Journal of Science Education, 36(1), 1-13. https://doi.org/10.21796/jse.2012.36.1.1
  5. Han, S., Lee, I., Kang, S. & Noh, T. (2011). An investigation of elementary school teachers' epistemological beliefs about science on the bases of their strategies for coping with critical incidents. Journal of Korean Elementary Science Education, 30(1), 61-70.
  6. Jho, H. & Song, J. (2011). The observation type of primary students and the effect of their views of science on observation activity in anomalous situation. Journal of Korean Elementary Science Education, 30(4), 405-414.
  7. Kang, H-s. & Jang, H-j. (2012). Analyses of elementary school students' epistemological beliefs through investigation of their coping strategy types for anomalous situations in science classes. Journal of the Korean Association for Science Education, 32(7), 1087-1098. https://doi.org/10.14697/jkase.2012.32.7.1087
  8. Kim, M. C. (2015). What made me decide to become a Doctor at Seoul National University? Anthropology of Education, 18(2), 163-195. https://doi.org/10.17318/jae.2015.18.2.005
  9. Kim, Y. & Lee, D. (2011) An inquiry on the theoretical perspectives and methodological characteristics of autoethnography. The Journal of Yeolin Education, 19(4), 1-27.
  10. Kwon, S. G., Lee, M. K. & Nam, I. K. (2009). How did elementary teachers handle critical experiments in science classroom? Journal of Korean Elementary Science Education, 28(2), 105-120.
  11. Lawson, A. E., Lewis, C. M. & Birk, J. P. (1999). Why do students "cook" lab data? A case study of the tenacity of misconceptions. Journal of College Science Teaching, 29(3), 191-198.
  12. Lee, S. A., Jhun, Y. S., Hong, J. E., Shin, Y. J., Choi, J. H. & Lee, I. H. (2007). Difficulties experienced by elementary school teachers in science classes. Journal of Korean Elementary Science Education, 26(1), 97-107.
  13. McNeill, K. L. & Pimentel, D. S. (2009). Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation. Science Education, 94(2), 203-229. https://doi.org/10.1002/sce.20364
  14. Nott, M. & Welington, J. (1995). Critical incidents in the science classroom and the nature of science. School Science Review, 76(276), 41-46.
  15. Nott, M. & Wellington, J. (1998). Eliciting, interpreting and developing teachers' understanding of the nature of science. Science & Education, 7(6), 579-594. https://doi.org/10.1023/A:1008631328479
  16. Oh, P. S. (2013). Secondary science teachers' thoughts on 'good' science teaching. Journal of the Korean Association for Science Education, 33(2), 405-424. https://doi.org/10.14697/jkase.2013.33.2.405
  17. Reed-Danahay, D. E. (1997). Auto/ethnography: Rewriting the self and the social. Oxford, New York: Berg
  18. Rigano, D. L. & Ritchie, S. M. (1995). Student disclosures of fraudulent practive in school laboratory. Research in Science Education, 25(4), 353-363. https://doi.org/10.1007/BF02357382
  19. Son, M. (2002). A reconsideration of demonstration of lessons in science classrooms: Understandings and misunderstandings of practical knowledge as school knowledge. The Journal of Curriculum Studies, 20(3), 243-269.
  20. Tsai, C. C. (2002). Nested epistemologies: Science teachers' belief of teaching, learning and science. International Journal of Science Education, 24(8), 771-783. https://doi.org/10.1080/09500690110049132
  21. Wellington, J. (1998). Practical work in science: Time for a reappraisal. In J. Wellington (Ed.), Practical work in school science. Which way now? (pp.3-15). London: Routledge.
  22. Yang, I-H., Jeong, J-W., Hur, M., Kim, Y-S., Kim, J-S., Cho, H-J. & Oh, C-H. (2006). An analysis of laboratory instructions in elementary school science. Journal of Korean Elementary Science Education, 25(3). 281-295.
  23. Yoon, H-G. (2004). Pre-service elementary teachers' difficulties in science lessons. Journal of Korean Elementary Science Education, 23(1), 74-84.
  24. Yoon, H-G. (2008). Elementary teachers' dilemmas of teaching science practical work. Journal of Korean Elementary Science Education, 27(2), 102-116.

피인용 문헌

  1. 모순 완화하기 -다양한 과학 수업 방법 사용을 위한 초등 담임교사들의 협력- vol.39, pp.2, 2016, https://doi.org/10.14697/jkase.2019.39.2.307
  2. 참여 촉진하기 - 초등학생들의 긍정적 정서 구성을 돕는 과학 전담 교사의 실천적 지식 - vol.38, pp.2, 2016, https://doi.org/10.15267/keses.2019.38.2.244
  3. 전자기 관련 실험 활동에서 초등 교사가 사용한 표상 패턴과 의미 형성 과정 분석 vol.39, pp.2, 2016, https://doi.org/10.15267/keses.2020.39.2.204