Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Interactions among PCK Components of Pre-service Secondary Chemistry Teachers Considered in Processes of Making Written Test Items

중등 예비 화학교사의 지필평가 문항 제작 과정에서 고려된 교과교육학 지식(PCK) 구성 요소 사이의 상호작용

  • Received : 2016.09.07
  • Accepted : 2016.10.27
  • Published : 2016.10.31
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Abstract

This study investigated the interactions among the PCK components of pre-service secondary chemistry teachers considered in the processes of making written test items individually and in small groups. The processes of making written test items individually for 8 pre-service teachers was studied through the think-aloud method. The analysis of the results revealed that the 'assessment in science education' of the five PCK components was most frequently used in making test items. 'Curriculum for science education,' 'subject matter knowledge,' and 'students' were also frequently used although fewer than the previous component. However, 'instructional strategies and instruction for science education' was hardly used. The integrations between two or three components with various types were frequently found. However, integrations among four to five components were not found. The processes of making written test items in two small groups consisting of four pre-service teachers were observed. The analysis of the results revealed that the PCK components used in small groups were similar to those in the individual processes. However, 'curriculum for science education' was less frequently used, and the numbers of subcategories used at a relatively high frequency increased from other four components in small groups. In the aspects of integration, the proportion of the integrations between two components decreased and that for three components increased compared with those in the individual processes. The integrations among four or five components were also newly found. However, the integrations of 'curriculum for science education' with the other components were less frequently found. The integrations of 'instructional strategies and instruction for science education' with other components were still hardly found.

이 연구에서는 중등 예비 화학교사가 지필평가 문항을 개별 및 소집단별로 제작하는 과정에서 고려된 교과교육학 지식(PCK) 구성 요소 사이의 상호작용을 분석하였다. 예비교사 8명의 개별 지필평가 문항 제작 활동에 대한 발성사고 과정을 분석한 결과, PCK 구성 요소 중에서는 과학 평가에 관한 지식 측면이 가장 많이 고려되었으며, 과학 교육과정에 관한 지식과 과학 내용에 관한 지식, 학생에 관한 지식 측면도 비교적 많이 고려되었다. 그러나 과학 교수 전략에 관한 지식 측면은 거의 고려되지 않았다. PCK 구성 요소 중 2가지 측면 또는 3가지 측면의 통합이 다양한 유형으로 자주 나타났으나, 4가지 이상의 측면이 통합된 경우는 없었다. 한편 각 4명의 예비교사로 구성된 2개 소집단의 지필평가 문항 제작 과정을 분석한 결과, 고려된 PCK 구성 요소의 경우 개별 지필평가 문항 제작 과정과 비교하여 전반적인 양상은 유사하였다. 그러나 과학 교육과정에 관한 지식 측면은 약간 적게 고려되었고, 나머지 4가지 측면에서는 비교적 높은 빈도로 고려된 하위 항목의 개수가 증가하였다. PCK 구성 요소 사이의 통합 수준에서는 2가지 측면의 통합의 발생 비율은 감소하고 3가지 측면의 통합의 발생 비율이 증가하였으며, 특히 4가지 및 5가지 측면의 통합이 새롭게 나타났다. 그러나 과학 교육과정에 관한 지식을 포함한 통합은 감소하였고, 과학 교수 전략에 관한 지식 측면을 포함한 통합은 여전히 거의 나타나지 않았다.

Keywords

References

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