Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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A Comparison of Viewpoints on the Good Lesson between Elementary School Pre-service Teachers and Experienced Teachers

초등 예비교사와 경력교사의 좋은 수업 관점 비교

  • Received : 2018.10.16
  • Accepted : 2019.01.16
  • Published : 2019.02.28
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Abstract

Through the criticism and evaluation of different classes teaching the same lesson topic, this study compared the viewpoints by two ways between two groups including pre-service and experienced teachers. Through free-style criticism, this study analyzed the differences between pre-service and experienced teachers' areas of attention. Through criteria-based analysis, the study analyzed the judgement of each area and the criteria of each judgement. The results of the study found that pre-service teachers criticised more limited areas, but somewhat more positive than their experienced teacher counterparts. Also, pre-service teachers did not observe thoroughly whether or not the teacher was well-informed of the science content, the sequence of curriculum, and whether or not meaningful interaction had occurred. As well as, pre-service teachers were not actually feel importance of student-oriented lessons, and they could not look room and materials are useful to students on students' sides. Additionally, pre-service teachers thought highly of lessons which were connected to other subjects rather than connected to daily life. Therefore, to notice diverse areas in the class, pre-service teachers need to criticise lessons using a diverse criterion. Also, pre-service teachers realized simple questions and that mechanical group activities are not always effective and that they need to think how to improve meaningful interaction. Moreover, they have to perceive that an inquiry-oriented student-lead approach is very important. Lastly, pre-service teachers have to closely consider the room efficiency and materials available to the students, and they must internalize that science class has to be connected with daily life.

Keywords

Table 1. Background of experienced teachers

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Table 2. The number of analyzed criticism: free criticism and criteria referenced criticism

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Table 3. Science class evaluation criteria of Korea Institute for Curriculum and Evaluation (2006)

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Table 3. Continued

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Table 4. Modified criteria based on science class evaluation criteria of Korea Institute for Curriculum and Evaluation (2006)

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Table 5. Degree of attention of pre-service teachers and experienced teachers toward areas (%)

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Table 6. Average of reaction type of pre-service teachers and experienced teachers about area I (%)

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Table 7. Average of reaction type of pre-service teachers and experienced teachers about area II (%)

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Table 8. Average of reaction type of pre-service teachers and experienced teachers about area III (%)

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Table 9. Average of reaction type of pre-service teachers and experienced teachers about area IV (%)

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Table 10. Average of reaction type of pre-service teachers and experienced teachers about area V (%)

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Table 11. Average of reaction type of pre-service teachers and experienced teachers about area VI (%)

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Table 12. Average of reaction type of pre-service teachers and experienced teachers about area VII (%)

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