Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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An Analysis of noticing patterns before and after science lesson demonstrations by pre-service elementary teachers

초등 예비교사의 과학수업 시연 전후에 따른 노티싱 양상 분석

  • Received : 2025.09.15
  • Accepted : 2025.10.19
  • Published : 2025.10.31
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Abstract

This study analyzed the noticing patterns of pre-service elementary teachers by examining their reflective journals written before and after science lesson demonstrations. Seventy-seven pre-service elementary teachers from a university in Gangwon Province participated in the study. Participants designed and taught lessons on "condensation" within the unit "Changes in the states of water" and submitted reflective journals as assignments for both phases. To analyze the noticing patterns, an analytic framework was developed with three dimensions: "Stages of Instructional Design and Implementation," "Subject of Focus," and "Level of Sophistication." The reflective journals were segmented into meaning units, which were categorized according to the framework's dimensions and components. Frequencies and proportions were calculated, and cross-analyses among the dimensions were conducted to identify detailed noticing characteristics. The analysis of proportions across the three dimensions yielded several key results. In the "Stages of Instructional Design and Implementation" dimension, meaning units related to "intention" had a higher proportion before the lessons, whereas those related to "predicted situations" had a higher proportion after the lessons. In the "Subject of Focus" dimension, meaning units concerning "student cognition" were higher before the lessons, whereas those concerning "teaching competence" were higher after the lessons. In the "Level of Sophistication" dimension, meaning units at Level 2 appeared more frequently before the lessons, whereas those at Level 3 appeared more frequently after the lessons. Cross-analysis between "Stages of Instructional Design and Implementation" and "Subject of Focus" revealed that, in the "intention" stage, meaning units were mainly student-related. However, in the "implementation," "predicted situations," and "unpredicted situations" stages, the proportion of student-related meaning units decreased, whereas that of teaching competence-related meaning units increased. Regarding the relationship between "Stages of Instructional Design and Implementation" and "Level of Sophistication," the highest level of sophistication was observed in responses to "unpredicted situations." Similarly, the relationship between "Subject of Focus" and "Level of Sophistication" showed that the highest level of sophistication was found in meaning units concerning "teaching competence." Based on these findings, implications for the design and implementation of teacher education programs were discussed.

이 연구의 목적은 초등 예비교사가 수업 시연 전후에 작성한 성찰지를 분석하여 노티싱 양상을 파악하는 것이다. 강원도 소재 대학의 초등 예비교사 77명이 '물의 상태변화' 단원 중 '응결'에 해당하는 차시에 대하여 수업을 설계하고 수업 시연 전후에 과제로 작성하여 제출한 성찰지를 분석에 활용하였다. 노티싱 양상을 분석하기 위하여 '교수 계획 및 실행 단계', '주목 대상', '해석 정교화 수준'의 세 차원으로 구성된 분석틀을 설계하였다. 성찰지에 제시된 문장을 의미단위로 나누어 분석틀의 차원 및 구성요소에 따라 빈도와 비율을 분석하고, 차원 간 교차 분석을 통하여 노티싱의 세부 특성을 파악하였다. 세 차원에 대한 각 구성요소의 비율을 분석한 결과는 다음과 같다. '교수 계획 및 실행 단계' 차원의 사전에서는 '의도', 사후에서는 '예측상황'에 대한 의미단위 비율이 높았다. '주목 대상' 차원의 분석 결과 사전에는 '학생인지', 사후에는 '교수역량' 관련 의미단위가 높은 비율로 나타났다. '해석 정교화 수준' 차원의 사전에서는 2단계, 사후에서는 3단계의 의미단위가 높은 비율을 보였다. '교수 계획 및 실행 단계'에 따른 '주목 대상'의 교차분석 결과, '의도' 단계에서는 주로 학생 관련 의미단위가 드러나는 한편, '운영', '예측상황', '비예측상황' 단계 모두에서 학생 관련 의미단위 비율이 낮아지고 '교수역량' 관련 의미단위 비율이 높아졌다. '교수 계획 및 실행 단계'에 따른 '해석 정교화 수준'을 보면 '비예측 상황'에 대한 정교화 수준이 가장 높았으며 '주목 대상'에 따른 '해석 정교화 수준'에서는 '교수역량'에 대한 정교화 수준이 가장 높게 나타났다. 연구 결과를 토대로 교사교육 설계 및 운영을 위한 시사점을 논의하였다.

Keywords

Acknowledgement

본 연구는 2023년도 가톨릭대학교 교비연구비의 지원으로 이루어졌음.

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