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http://dx.doi.org/10.14697/jkase.2020.40.4.399

An Exploration of Science Teachers' NOS-PCK: Focus on Science Inquiry Experiment  

Kim, Minhwan (Seoul National University)
Shin, Haemin (Seoul National University)
Noh, Taehee (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.40, no.4, 2020 , pp. 399-413 More about this Journal
Abstract
In this study, we analyzed science teachers' NOS-PCK in Science Inquiry Experiment lessons. Four science teachers in charge of Science Inquiry Experiment in high schools located in the Seoul metropolitan area participated in the study. NOS Lessons were observed, all of the teaching-learning materials were collected, and semi-structured interviews were conducted. All the collected data were analyzed according to five factors of NOS-PCK. As a result of the study, their understanding and consideration of the curriculum related to NOS were insufficient in some cases. They thought that given inquiry activities or textbook composition was not effective for NOS teaching so that they actively reconstructed the curriculum. In terms of teaching strategies, their lessons were close to explicit approaches. However reflective approaches were generally lacking. They were neglected in evaluating NOS for reasons that views of NOS are individually subjective or that NOS is not an area of cognitive learning. They guessed the state of students by relying on their own experiences rather than based on evaluation results. They recognized a specific aspect of values of NOS learning. And intention to teach NOS played an important role throughout their classes. Based on the above results, we discuss some ways to improve the professionalism of science teachers for NOS teaching.
Keywords
nature of science; PCK; science teacher;
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