Browse > Article
http://dx.doi.org/10.15267/keses.2017.36.1.085

The Perspectives of Pre-service Elementary Teachers on Science Education of Future  

Na, Jiyeon (Chuncheon National University of Education)
Jang, Byung-Ghi (Chuncheon National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.36, no.1, 2017 , pp. 85-94 More about this Journal
Abstract
The purpose of this study was to investigate the perspectives of pre-service elementary teachers on science education of future by using Draw-A-Science-Teacher-Test Checklist and open-ended questionnaire. The subjects of this study were 136 pre-service elementary teachers. The results of the research are as follows. The pre-service teachers thought that the physical environment reflecting the latest science and technology for science education will be developed in the future. However, few respondents indicated that student-centered equipment or a free and creative classroom environment would be provided. Second, they predicted that there would be changes in teacher's activities due to the introduction of advanced facilities and equipment, but most of the other teachers' activities were thought to be similar to those of current teachers. Third, the pre-service elementary teachers thought that a variety of new technologies would be used in science education and science teachers would mainly teach high-technology, IT technology, science knowledge, and newly discovered science concepts. In addition, we found that pre-service elementary teachers' images were more 'teacher-centered' than 'student-centered'. These results show that pre-service elementary teachers are expected to utilize the latest science and technology actively in science education in 2030 and that it will lead to changes in the physical environment, teachers' activities, education contents, and teaching and learning methods. In addition, they viewed acquisition of science concept as an important goal of science education in the future and had different points of view from the current science education curriculum and scholars' emphasis on educational research for the future.
Keywords
science education of future; pre-service elementary teacher; DASTT-C;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
연도 인용수 순위
1 강훈식, 김명순(2008). 초등교사의 과학 교수에 대한 자기 이미지 조사. 한국과학교육학회지, 28(5), 464-470.
2 강훈식, 이지영(2010). 초등학생들의 과학 수업에 대한 이미지와 이미지 형성에 영향을 미치는 요인. 한국과학교육학회지, 30(4), 519-531.
3 곽영순(2015). 미래 학교교육 변화 및 교육과정 재구성에 필요한 교사 전문성 탐색. 교과교육학연구, 19(1), 93-111.
4 교육과학기술부(2011). 인재대국으로 가는 길: 스마트교육 추진전략 실행계획. 서울: 교육과학기술부.
5 김명랑, 정종원(2010). 미래학습환경에 대한 예비교사의 인식 분석. 교육방법연구, 22(3), 97-121.
6 김선희(2012). 미래 수학 교실에 대한 전망과 교사들의 인식 조사. 교과교육학연구, 16(1), 285-324.
7 김현진, 박인우, 고범석, 서수민, 김현영, 김영애(2009). 테크놀로지 기반 첨단 미래학교 예측 연구 (연구보고 RR2009-12). 대구: 한국교육학술정보원.
8 박재윤, 이정미, 김택형, 노석준, 박남기, 박찬주, 신현석, 염지숙, 이연승, 이진희, 채재은(2010). 미래교육비전연구 (연구보고 RR2010-08). 서울: 한국교육개발원.
9 유영성, 김현중, 이상대, 정진명, 지우석, 천영석, 최민석 (2014). 초연결 사회의 도래와 우리의 미래. 파주: 한울.
10 유지연, 강훈식, 노태희(2010). 초등 예비교사들의 과학교수에 대한 자기 이미지와 이미지 형성에 영향을 미치는 요인. 한국과학교육학회지, 30(1), 94-106.
11 이혜영, 강영혜, 박재윤, 나병현, 김민조(2008). 미래 학교 모형 탐색 연구 (연구보고 RR2008-03). 서울: 한국교육개발원.
12 하인호(2008). 미래를 읽는 9가지 방법. 서울: 일송북
13 Linn, M. (2003). Technology and science education: starting points, research programs, and trends. International Journal of Science Education, 25(6), 727-758.   DOI
14 Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). New York: Sage Publications.
15 Minogue, J. (2010). What is the teacher doing? What are the students doing? An application of the draw-a-scienceteacher- test. Journal of Science Teacher Education, 21(7), 767-781.   DOI
16 교육부(2015). 과학과 교육과정. 교육부 고시 제2015-74호. [별책 9].
17 Mumtaz, S. (2000). Factors affecting teachers' use of information and communications technology: A review of the literature. Journal of Information Technology for Teacher Education, 9, 319-341.   DOI
18 Partnership for 21st Century Skills (2010). Framework for 21st century learning. Retrieved January 10, 2017, from http://www.p21.org/about-us/p21-framework
19 Nature (2015). Building the 21st century scientist. Retrieved January 20, 2017, from http://www.nature.com/ news/stem-1.17959
20 OECD (2001). Scenario for the future of schooling. Retrieved January 20, 2017, from https://www.oecd.org/site/schoolingfortomorrowknowledgebase/futuresthinking/scenarios/scenariosforthefutureofschooling.htm
21 Qiu, F. (2014). Study on the interactions in classroom of the future. In International conference on hybrid learning and continuing education, LNCS 8595 (pp. 36-48), Springer International Publishing.
22 Schwab, K. (2016). The fourth industrial revolution. New York: Crown Business.
23 Thomas, J. A., Pedersen, J. E., & Finson, K. (2001). Validating the Draw-A-Science-Teacher-Test Checklist (DASTT-C): Exploring mental models and teacher beliefs. Journal of Science Teacher Education, 12(3), 295-310.   DOI
24 Trilling, B. & Fadel, C. (2009). 21st century skills: Learning for life in our times. 한국교육개발원 역(2012). 21세기 핵심역량: 이 시대가 요구하는 핵심스킬. 서울: 학지사.
25 Veen W. (1993) The role of beliefs in the use of information technology: Implications for teacher education, or teaching the right thing at the right time. Journal of Information Technology for Teacher Education, 2, 139-153.   DOI
26 USB (2016). Extreme automation and connectivity: The global, regional, and investment implications of the fourth industrial revolution. USB White Paper for the World Economic Forum Annual Meeting 2016. Retrieved January 20, 2017, from https://www.ubs.com