한국초등과학교육학회지:초등과학교육 (Journal of Korean Elementary Science Education)

  • 제38권2호
  • /
  • Pages.287-304
  • /
  • 2019
  • /
  • 1598-3099(pISSN)
  • /
  • 2733-8436(eISSN)
한국초등과학교육학회 (The Korean Elementary Science Education Society)
권호 표지
DOI QR코드

DOI QR Code

예비 초등교사의 테크놀로지 교수학적 내용지식을 향상하기 위한 프로그램의 개발 및 적용

Designing and Implementing Integrated Lessons for Pre-service Elementary Teachers' Technological Pedagogical Content Knowledge Development

  • 투고 : 2019.05.08
  • 심사 : 2019.05.29
  • 발행 : 2019.05.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

Teaching with technology has been widespread in practical classroom settings, and increased the needs to enhance pre-service teachers' capability with a variety of technologies. The purpose of this study is focused on designing and implementing a training program to develop pre-service teachers' Technological Pedagogical Content Knowledge(TPACK) which promotes them use technologies tactically in integrated science classes. Based on the theoretical framework of TPACK and Practitioner's Guide to TPACK, the authors developed ten periods of lessons comprised instructional skills in elementary science education. Subsequently, the program was applied into a teacher trainee course in Korea. The results of this study indicate that the TPACK training program for pre-service teachers significantly influenced on attitude toward convergence, TPACK, and science teaching efficacy of the engaged participants. The developed program, meanwhile, caused a significant TPACK improvement of female participants of the teachers college more effectively. Furthermore, it mitigated the gap between science and humanity tracks coming from their high schools. Consequently, there are possibilities to improve pre-service teachers' teaching strategies for integrated classes, if they have opportunities to review the comprehensibility of technological, pedagogical, content knowledge, and intersected areas with metacognitive perspectives.

키워드

CDRHBB_2019_v38n2_287_f0001.png 이미지

Fig. 1. The components of the technological pedagogical content knowledge framework(Mishra & Koehler, 2006).

CDRHBB_2019_v38n2_287_f0002.png 이미지

Fig. 2. The process of this study.

Table 1. Background information of the subject

CDRHBB_2019_v38n2_287_t0001.png 이미지

Table 2. The overview of the program to enhance pre-service teachers’ TPACK in this study

CDRHBB_2019_v38n2_287_t0002.png 이미지

Table 3. The results of t-test on attitude toward convergence

CDRHBB_2019_v38n2_287_t0009.png 이미지

Table 4. The comparison of t-test results on attitude toward convergence with group variables

CDRHBB_2019_v38n2_287_t0010.png 이미지

Table 5. The results of t-test on pre-service teachers’ TPACK

CDRHBB_2019_v38n2_287_t0011.png 이미지

Table 6. The comparison of t-test results on TPACK with group variables

CDRHBB_2019_v38n2_287_t0012.png 이미지

Table 7. The results of t-test on STEBI-B

CDRHBB_2019_v38n2_287_t0013.png 이미지

Table 8. The comparison of t-test results on STEBI-B with group variables

CDRHBB_2019_v38n2_287_t0014.png 이미지

참고문헌

  1. Archambault, L. & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Comtemporary Issues in Technology and Teacher Education, 9(1), 71-88.
  2. Blazar, D. & Kraft, M. A. (2017). Teacher and teaching effects on students' attitudes and behaviors. Educational Evaluation and Policy Analysis, 39(1), 146-170. https://doi.org/10.3102/0162373716670260
  3. Chai, C. S., Koh, J. H. L. & Tsai, C.-C. (2010). Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63-73.
  4. Choi, E., Lee, Y. & Paik, S. (2017). The effects of programming-based lessons on science teachers' perceptions related to TPACK. Journal of the Korean Association for Science Education, 37(4), 693-703. https://doi.org/10.14697/JKASE.2017.37.4.693
  5. Choi, S., Lee, J. & Noh, T. (2015). A case study of preservice secondary science teachers' demonstration of STEAM lessons. Journal of the Korean Association for Science Education, 35(4), 665-676. https://doi.org/10.14697/jkase.2015.35.4.0665
  6. Choi, Y. & Hong, S. (2013). The development and application effects of STEAM program about 'World of small organisms' unit in elementary science. Journal of Korean Elementary Science Education, 32(3), 361-377. https://doi.org/10.15267/keses.2013.32.3.361
  7. Deehan, J. (2017). The science teaching efficacy belief instruments (STEBI A and B): A comprehensive review of methods and findings from 25 years of science education research. SpringerBriefs in Education. Retrieved February 9, 2018, from http://www.springer.com/978-3-319-42464-4.
  8. Di Petta, T. (2008). The emperor's new computer: ICT, teachers and teaching. Rotterdam: Sense Publishers.
  9. Enochs, L. G. & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706. https://doi.org/10.1111/j.1949-8594.1990.tb12048.x
  10. Ertmer, P. A. & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
  11. Foulger, T. S. & Slykhuis, D. A. (2013). TPACK as a tool for teacher professional learning. Learning & Laeding with Technology, 41(1), 20-22.
  12. Hofer, M. J., Bell, L., Bull, G. L., Barry, III, R. Q., Cohen, J. D., Garcia, N., George, M. A., Harris, J., Jacoby, III, A. H., Kim, R., Kjellstrom, W., Koehler, M. J., Lee, J. K., Mann, L., Mishra, P., Patel, Y., Shoffner, M., Slykhuis, D. A., Strutchens, M. E., & Zellner, A. L. (2015). Practitioner's guide to technology, pedagogy, and content knowledge(TPACK): Rich media cases of teacher knowledge. NC: W&M Publish.
  13. Hofer, M. & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary M.A.Ed. Program. Journal of Research on Technology in Education, 45(1), 83-106. https://doi.org/10.1080/15391523.2012.10782598
  14. Hofer, M. & Harris, J. (2010). Differentiating TPACK development: Using learning activity types with inservice and preservice teachers. In Maddux, C. D., Gibson, D. & Dodge, B. (eds.), Research highlights in technology and teacher education. Chesapeake, VA: Society for Information Technology and Teacher Education.
  15. Hong, J. (2007). The effects of project learning on science related attitude in 'The diversity of life and environment'. Biology Education, 34(5), 566-574. https://doi.org/10.15717/bioedu.2007.34.5.566
  16. Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259-1269. https://doi.org/10.1016/j.compedu.2010.05.022
  17. Kang, S., Lee, H., Kim, Y. & Kim, K. (2008). The perception of in-service and pre-service science teachers of the training program, and the practical use of advanced science laboratory equipment. Journal of the Korean Association for Science Education, 28(8), 880-889.
  18. Khaddage, F., Lattemann, C. & Acosta-Diaz, R. (2014). Mobile gamification in education engage, educate and entertain via gamified mobile apps. In Searson, M. & Ochoa, M. (eds.), Proceedings of SITE 2014-Society for Information Technology & Teacher Education International Conference (pp. 1654-1660). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2019 from https://www.learntechlib.org/primary/p/131010/
  19. Kim, D. & Choi, S. (2018). An analysis of mathematics pre-service teachers' characteristics of TPACK in each stage of developing a technology-integrated curriculum. Korean Journal of Teacher Education, 34(4), 161-191. https://doi.org/10.14333/KJTE.2018.34.4.161
  20. Kim, K., Yoon, J., Park, J. & Noh, T. (2011). The components of pedagogical content knowledge considered by secondary science pre-service teachers in planning and implementing teaching demonstrations. Journal of the Korean Association for Science Education, 31(1), 99-114. https://doi.org/10.14697/JKASE.2011.31.1.099
  21. Kim, S. Y. & Jeon, J. H. (2016). The effects of STEAM education program on preservice biology teachers' attitude toward convergence, problem solving ability, and pedagogical knowledge. Biology Education, 44(1), 100-113. https://doi.org/10.15717/bioedu.2016.44.1.100
  22. Kulo, V. & Bodzin, A. (2013). The impact of a geospatial technolgy-supported energy curriculum on middle school students' science achievement. Journal of Science Education and Technology, 22(1), 25-36. https://doi.org/10.1007/s10956-012-9373-0
  23. Lee, H. (2007). Comparison of general teaching efficacy and science teaching efficacy of preservice elementary teachers. Journal of Korean Elementary Science Education, 26(1), 131-139.
  24. Lee, J., Park, H., Jung, Y. & Noh, J. (2015). Research trends of web-based inquiry learning effectiveness in science education: A review of publications in selected journals from 2000 to 2014. Journal of the Korean Association for Science Education, 35(4), 565-572. https://doi.org/10.14697/jkase.2015.35.4.0565
  25. Lee, J., Shin, S., Rachmatullah, A. & Ha, M. (2017). The relationship of engineering education accreditation program, gender, and academic year with attitude towards convergence among engineering students: Application of latent class analysis. Journal of the Korean Association for Science Education, 37(1), 113-123. https://doi.org/10.14697/jkase.2017.37.1.0113
  26. Lee, S. & Lee, H. C. (2013). The effects of science lesson applying STEAM education on the creativity and science related attitudes of elementary school students. Journal of Korean Elementary Science Education, 32(1), 60-70. https://doi.org/10.15267/KESES.2013.32.1.060
  27. Lim, H. (2007). Comparison of general teaching efficacy and science teaching efficacy of preservice elementary teachers. Journal of Korean Elementary Science Education, 26(1), 131-139.
  28. Lumpe, A. T., Haney, J. & Czerniak, C. (2000). Assessing teachers' beliefs about their science teaching context. Journal of Research in Science Teaching, 37(3), 123-145.
  29. Milner-Bolotin, Marina. (2015). Techonolgy-enhanced teacher education for 21st century: Challenges and possibilities. In Ge, X., Ifenthaler, D. & Spector, J. M. (eds.), Emerging technologies for STEAM education, educational communications and technology: Issues and innovations. Basel: Springer International Publishing.
  30. Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers' knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  31. Mosely, C. & Utley, J. (2006). The effect of an integrated science and mathematics content-based course on science and mathematics teaching efficacy of preservice elementary teachers. Journal of Elementary Science Education, 18(2), 1-12. https://doi.org/10.1007/BF03174684
  32. Mulholland, J., Dorman, J. P. & Odgers, B. M. (2004), Assessment of science teaching efficacy of preservice teachers in an Australian university. Journal of Science Teacher Education, 15(4), 313-331. https://doi.org/10.1023/B:JSTE.0000048334.44537.86
  33. Na, J. & Jang, B. (2016). The difficulties and needs of pre-service elementary teachers in the science class utilizing smart technologies in teaching practice. Journal of Korean Elementary Science Education, 35(1), 98-110. https://doi.org/10.15267/keses.2016.35.1.098
  34. Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523. https://doi.org/10.1016/j.tate.2005.03.006
  35. Park, C. Y., Min, H. J. & Paik, S. H. (2008). An analysis of pre-service science teachers' pedagogical content knowledge through the student-teacher practice. Journal of the Korean Association for Science Education, 28(6), 641-648.
  36. Park, S. (2013). The effects of STEAM program using storyline on elementary students' creative personality and science-related attitude. Journal of the Korean Association of Information Education, 17(4), 487-496. https://doi.org/10.14352/jkaie.2013.17.4.487
  37. Park, T., Shin, H., Kim, K., Kim, J., Seo, J., Song, W., Jeong, Y., Choi, K. & Han, S. (2016). Learner centered PCK-based instructional designs of master teachers in secondary schools. Seoul: Academypress.
  38. Rim, H. & Choi, I. (2012). A case study on the effect of designing instruction according to the ASSURE model to mathematics teacher's TPACK and teaching efficacy. Journal of Educational Research in Mathematics, 22(2), 179-202.
  39. Rosenberg, J. (2012). Developing TPACK. Retrieved Febr uary 22, 2018, from matt-koehler.com/tpack2/developing-tpack-2/
  40. Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J. & Shin, T. S. (2009) Technological Pedagogical Content Knowledge (TPCK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
  41. Scrabis-Fletcher, K., Juniu, S. & Zullo, E. (2016). Preservice physical education teachers' technological pedagogical content knowledge. The Physical Educator, 73(4), 704-718. https://doi.org/10.18666/TPE-2016-V73-I4-6818
  42. Shen, J., Jiang, S. & Liu, O. L. (2015). Reconceptualizing a college science learning experience in the new digital era: A review of literature. In Ge, X., Ifenthaler, D. & Spector, J. M. (eds.), Emerging technologies for STEAM education, educational communications and technology: Issues and innovations. Basel: Springer International Publishing.
  43. Shim, K., Kim, H. & Park, Y. (2001). Comparative study on the attitudes toward science of middle school, high school, and university students. Journal of the Korean Association for Science Education, 21(3), 558-565.
  44. Shin, S., Ha, M., Lee, J., Park, H., Chung, D. & Lim, J. (2014). The development and validation of instrument for measuring high school students' attitude toward convergence. Journal of the Korean Association for Science Education, 34(2), 123-134. https://doi.org/10.14697/jkase.2014.34.2.0123
  45. Shin, T. S. (2013). A relation between pre-service teachers' fixed mindsets regarding their abilities to teach with technology and their perceived TPACK. Journal of Educational Studies, 44(2), 21-45.
  46. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.2307/1175860
  47. Yang, C., Jo, M. & Noh, T. (2015). Investigation of teaching practices using smart technologies and science teachers' opinion on their application in science education. Journal of the Korean Association for Science Education, 35(5), 829-840. https://doi.org/10.14697/jkase.2015.35.5.0829
  48. Yang, E., Anderson, K. L. & Burke, B. (2014). The impact of service-learning on teacher candidates' self-efficacy in teaching STEM content to diverse learners. International Journal of Research on Service-Learning in Teacher Education, 2(1), 1-46.