Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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The Characteristics of the PCK Components of Pre-Service Secondary Chemistry Teachers Considered in Developing Performance Assessment

중등 예비 화학교사의 수행평가 개발 과정에서 나타나는 교과교육학 지식(PCK) 요소의 특징

  • Received : 2017.02.14
  • Accepted : 2017.03.21
  • Published : 2017.04.30
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Abstract

In this study, we investigated the characteristics of the PCK components of pre-service chemistry teachers considered in the processes of developing performance assessment. Eight pre-service teachers participated in this study. After the workshop for performance assessment, they developed performance assessment through the planning, embodying and small group discussion step. Their activities were recorded and videotaped. Semi-structured interviews were also conducted. It was found that the PCK component considered in developing performance assessment individually was mainly the knowledge of assessment in science. The proportions of knowledge of curriculum, instructional strategies and students were found to be relatively low. The feedback on students' performance was not considered at all. The orientation to traditional assessment which emphasized on the objectivity of assessment, was stronger in the embodying step rather than in the planning step. During the planning step, the integrations among the PCK components mainly appeared with the knowledge of instructional strategies. However, they hardly appeared in the embodying and discussion steps. The main characteristics of the PCK in small group discussion were similar with those in the embodying step. Some PCK components were considered more in small group discussion, but most discussions were in the traditional perspectives.

이 연구에서는 예비 화학교사의 수행평가 개발 과정에서 나타나는 교과교육학 지식(PCK) 요소의 특징을 분석하였다. 예비교사 8명이 연구에 참여하였고, 이들은 수행평가 워크숍 후 구상 단계, 구체화 단계와 조별 논의 단계를 거쳐 수행평가를 개발하였다. 활동 과정에 대한 녹음 및 녹화와 반구조화된 면담을 실시하였다. 분석 결과, 개별적인 개발 단계에서 나타난 PCK 요소는 과학 평가에 관한 지식에 편중되어 있었다. 교육과정, 교수 전략, 학생에 관한 지식의 비중은 낮았으며 학생에게 제공되는 피드백도 고려되지 않았다. 구상 단계보다 구체화 단계에서 평가의 공정성과 객관성을 중시하는 전통적 평가 지향이 강하게 나타났다. PCK 요소 사이의 연계는 구상 단계에서 과학 교수 전략에 관한 지식을 중심으로 이루어졌다. 구체화 및 조별 논의 단계에서 PCK 요소 사이의 연계는 거의 나타나지 않았다. 조별 논의에서 나타난 PCK 요소의 특징은 구체화 단계와 유사하였다. 조별 논의를 통하여 예비교사들이 고려하지 못했던 일부 PCK 요소가 보완되었으나 논의가 주로 전통적 관점에서 이루어졌다.

Keywords

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