Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Exploring Elementary Teachers' pPCK Change through the Knowledge Exchange between ePCK and pPCK: The Case of Modeling-based Science Inquiry Instruction

ePCK와 pPCK 간 지식 교환을 통한 초등교사의 pPCK 변화 탐색 -모델링 기반 과학 탐구 수업 사례-

  • Hyun-Ju Kim (Seoul Aju Elementary School) ;
  • Chae-Seong Lim (Seoul National University of Education) ;
  • Ki-Young Lee (Kangwon National University)
  • 김현주 (서울아주초등학교) ;
  • 임채성 (서울교육대학교) ;
  • 이기영 (강원대학교)
  • Received : 2024.04.03
  • Accepted : 2024.09.24
  • Published : 2024.10.31
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Abstract

This study explores elementary teachers' PCK change through the knowledge exchange between ePCK (enacted PCK) and pPCK (personal PCK) during modeling-based science inquiry instruction. For this purpose, three elementary school teachers were selected as research participants, and the CoRes(content representations) written by the participants before and after the lessons. The CoRes were, then, analyzed using qualitative content analysis to explore changes in pPCK, and the data related to the modeling-based science inquiry instruction (such as lesson plan, lesson videos, in-depth interviews) were analyzed using grounded theory research methods. The research indicated that the pPCK of elementary teachers who enacted modeling-based science inquiry instruction changed in regard to curricular knowledge, knowledge of students, pedagogical knowledge, and assessment knowledge. The data from the modeling-based science inquiry instruction showed that the changes of the teachers' pPCK was influenced by the knowledge exchange between ePCK and pPCK during the process of planning, teaching, and reflecting on the lessons. Based on the findings, this study discussed the need to identify personal factors that influence elementary teachers' knowledge exchange between PCK realms and suggested the need to develop effective modeling-based science inquiry teaching methods.

이 연구는 모델링 기반 과학 탐구 수업 실행 과정에서 ePCK(실행된 PCK)와 pPCK(개인적 PCK) 간 지식 교환을 통해 초등교사의 pPCK가 어떻게 변화하는지 탐색하였다. 이를 위해 초등교사 3인을 연구참여자로 선정한 뒤 연구참여자가 수업 실행 전⋅후로 두 차례 작성한 CoRe(내용 표상)를 질적 내용 분석하여 pPCK 변화를 포착하고, 연구참여자들이 실행한 모델링 기반 과학 탐구 수업 관련 자료(교수 학습 과정안, 수업 영상, 심층 면담 등)를 근거 이론적 연구 방법으로 분석하였다. 연구 결과, 모델링 기반 과학 탐구 수업 실행 과정에서 ePCK와 pPCK 간 지식 교환으로 초등교사의 pPCK는 교육과정 지식, 학생에 대한 지식, 교수적 지식, 평가 지식 측면에서 변화하였다. 또한 모델링 기반 과학 탐구 수업을 실행한 교사들의 pPCK 변화에는 수업을 계획하고(ePCKP) 수행하며(ePCKT) 성찰하는(ePCKR) ePCK와 pPCK 간 지식 교환이 영향을 미쳤음을 수업 관련 자료 분석을 통해 알 수 있었다. 이러한 연구 결과를 토대로 초등교사의 PCK 영역 간 지식 교환에 영향을 미치는 개인적 요인 규명의 필요성과 효과적인 모델링 기반 과학 탐구 수업 방식 개발의 필요성 등을 제언하였다.

Keywords

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