Browse > Article

One Year Long In-Service Education to Help Become a Constructivist Science Teacher  

Cho, Jung-Il (Faculty of Science Education, Chonnam National University)
Yoon, Su-Mi (Moon Soo Middle School, Yeosu, Chollanamdo)
Publication Information
Journal of The Korean Association For Science Education / v.22, no.3, 2002 , pp. 632-648 More about this Journal
Abstract
The purpose of this study was to investigate a process of change which was made by a science teacher for one-year long in-service education program in terms of constructivist teaching behaviors and beliefs. The in-service program was featured by the use of learning cycle model and Science-Technology-Society approach. One of science teachers, who attended an one-year long in-service program was selected for this study. She developed three teaching materials for the duration. The three teaching materials were analyzed to find components of Science-Technology-Society and the integration of science content and real life context. Also, an interview was performed to assess changes in her perspectives on science, science teaching and science learning through the program. The first material was constructed in the form of learning cycle with little emphasis on STS. The second material was embedded with personal matters such as a refrigerator. The final one was shown to be organized with science content in a personal context and with focus on the role play. The interview also showed that her perspectives on science and science teaching have changed toward the constructivist's during the participation in the in-service program. It is suggested that a long-term in-service program should be developed and implemented so that the science teachers may become constructivist teachers.
Keywords
learning cycle; science-technology-society; constructivist strategy; teaching materials;
Citations & Related Records
연도 인용수 순위
  • Reference
1 교육부(1997). 과학과 교육 과정
2 조정일, 박헌(1999). 과학 교사들의 전문성 향상을 위한 대안적 현직 교육 프로그램의 개발-STS/구성주의 모듈 개발 및 적용. 한국과학교육학회지, 19(2), 340-352
3 Glasson, G. E. & Lalik, R. V.(1993). Reinterpreting the learning cycle from a social constructivist perspective: A qualitative survey of teacher's beliefs and practices. Journal of Research in Science Teaching, 30(2), 187-207   DOI
4 이현욱, 조정일(1994). 확산과 삼투 분자운동 모형을 활용한 수업의 개념변화에의 효과. 한국과학교육학회지, 14(3), 293-303   과학기술학회마을   ScienceOn
5 조성아(1998). 중학교 3학년 학생들의 산 . 염기와 산의 세기에 대한 개념 조사 및 순환학습 수업 모형에 의한 개념 변화. 이화여자대학교 석사학위논문
6 Adams, P. E. & Krockover, G. H.(1999). Stimulations constructivist teaching styles through use of an observation rubric. Journal of Research in Science Teaching, 36(8), 955-971   DOI   ScienceOn
7 Brooks, J. G. & Brooks, M. G.(1993). In search of understanding the case for constructivist classrooms. Alexandria, Virginia: Association for Supervision and Curriculum Development
8 위성백(1997). 초등학교 과학수업에서 순환학습 모형이 과학 개념과 탐구능력 및 과학적 태도에 미치는 영향, 한국교원대학교 석사학위논문
9 Barman, C. R. & Shedd, J. D.(1992). An in-service program designed to introduce K-6 teachers to the learning cycle teaching approach. Journal of Science Teacher Education, 3(2), 58-64   DOI
10 Lawson, A. E., Abraham, M. R. & Renner, J. W.(1989). A theory of instruction: Using the learning cycle to teacher science concepts and thinking skills. NARST monograph, Number one
11 정완호, 권재술, 정진우, 김효남, 최병순, 허명(1997). 과학과 수업 모형. 서울: 교육과학사
12 김은옥, 조정일(1999). 순환 학습 수업 모형에 때한 중등교사 교육방법으로써 비디오테이프 활용의 효과. 전남대학교 과학교육연구지, 23(1), 1-8
13 Marek, E. A. & Methven, S. B.(1991). Effects of the learning cycle upon student and classroom teacher performance. Journal of Research in Science Teaching, 28(1), 41-53   DOI
14 홍준의(1998). 학생의 인지 수준과 순환학습이 '삼투' 개념의 이해에 미치는 효과, 한국교원대학교 석사학위논문
15 김영민, 권성기(1991). 전류 개념 변화를 위한 순환학습의 효과. 한국과학교육학회지, 12(3), 61-76
16 정진수(1994). 중학교 과학 수업에서 학습자 특성에 따른 순환 학습 수업 모형의 효과. 한국교원대학교 석사학위논문
17 교육부(1999). 제7차 교육 과정에 따른 2종 교과용 도서 집필상의 유의점
18 권재술, 김범기, 우종옥, 정완호, 정진우, 최병순(1998). 과학교육론. 서울: 교육과학사
19 홍순경, 최병순(1991). 밀도의 개념 변화에 미치는 순환학습의 효과. 한국과학교육학회지, 11(1), 15-24   과학기술학회마을   ScienceOn
20 Yager, R. E.(1996). Meaning of STS for science teachers. In R. E. Yager (ed.), Science/Technology/Society as reform in science education (pp. 16-24). New York: State University of New York Press
21 Lutz, M.(1996). The congruency of the STS approach and constructivism. In R. E. Yager (ed.), Science/Technology/Society as reform in science education (pp. 16-24). New York: State University of New York Press