• Journal of Science Education
• /
• v.41 no.3
• /
• pp.365-381
• /
• 2017

Based on the previous study (Park et al., 2015) which indicated positive results in the improvement of science teaching through the POCoM (Practical On-site Cooperation Model) application, this work concentrates on expanding the POCoM to more various teaching settings. To do this, 18 cyclic applications (72 teaching classes in total) of the POCoM were divided into (1) the first cycles and the second cycles conducted after the first cycles, (2) classroom teaching and laboratory teaching, and (3) cycles by our research team and cycles by other experts team. The comparison between the two parts were conducted using the improvement rates, the number of KTOP (Korean Teaching Observation Protocol) items which improvement was needed, and the change of these numbers according to teaching sequence. As results, no difference regarding the improvement was observed between classroom and laboratory teachings, and also between the first and the second cycles. When other experts team applied the POCoM, the number of KTOP items which improvement was needed was larger and the improvement rate was lower than those in the cycle by our research team. Nevertheless, these differences were not statistically significant, and also, it was expected that, if other experts team tries to improve science teaching through 6 teachings, the improvement by the other experts would be nearly the same with the improvement by our research team through 4 teachings. In conclusion, it is confirmed that the POCoM can be used in various teaching settings with the almost the same potency. Lastly, the necessity and possibility of the more detailed and qualitative analysis about the POCoM application are discussed.