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http://dx.doi.org/10.14697/jkase.2018.38.4.587

The Characteristics of Pre-Service Science Teachers' Lesson Planning and Demonstration Using Self-Generated Analogy  

Kim, Minhwan (Seoul National University)
Song, Nayoon (Seoul National University)
Noh, Taehee (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.38, no.4, 2018 , pp. 587-598 More about this Journal
Abstract
In this study, we investigated the characteristics of pre-service science teachers' curriculum design for lessons using self-generated analogy. Three pre-service science teachers at a college of education in Seoul participated in this study. After a workshop on lessons using self-generated analogy, they planned and demonstrated lessons. All of the teaching-learning materials were collected, and their lessons were observed and videotaped. Semi-structured interviews were also conducted before and after their lessons. The characteristics of lessons using self-generated analogy were analyzed in the perspectives of PCK. The analyses of the results revealed that they used various strategies to promote students' generating analogies. They lacked understanding of the stages of the lessons and the role of teachers. Although all of them considered assessment, they used limited assessment methods and assessment dimensions. Some actively considered students' misconceptions, and specifically anticipated analogies that students could generate. They determined topics for lessons considering various aspects such as the level of self-generated analogy and the characteristics of scientific conceptions. On the bases of the results, we suggest some educational implications for pre-service science teacher education.
Keywords
analogy; pre-service science teacher; PCK;
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