지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This study aims to investigate differences in the scaffolding type between the ordinary class and the special class for the gifted students by the levels of science teachers' self-efficacy and pupil control ideology, and to examine teachers' reactions to the results. As for research subjects, this study finally selected 2 teachers whose self-efficacy belonged to the top and the bottom respectively and who had the same teaching career, education career for the gifted and detailed major out of all the teachers whose pupil control ideology corresponds to either humanitarianism or protection and supervision ideology. The results of this study can be summarized as below. Firstly, it was found that one teacher whose self-efficacy was higher and pupil control ideology was based on humanitarianism used scaffolding that induced students' participation through relatively various activity-oriented experience learning, while leading students' consistency for learning through positive feedback in addition to encouragement. On the other hand, the other teacher whose self-efficacy was low and pupil control ideology was based on protection and supervision ideology used scaffolding for the process of a teacher-oriented class, as well as a scaffolding type to skip through a difficult activity in consideration of time-efficiency, rather than helping students solve problems or connecting the activity to the related contents. Secondly, the teacher with a high self-efficacy and a humanitarianismbased pupil control ideology was found to put emphasis on the importance of exploratory activitycentered emphasized the importance of exploratory active-centered class likely to reflect learners' ideas more after examining the results of an anlysis of his own scaffolding, while saying it important to make students focus on class through encouragement. On the other hand, the teacher with a low self-efficacy and a protective and supervisory pupil control ideology thought of a proper application of scaffolding from a teacher-centered point of view for an efficient process of class.
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참고문헌 (31)
참고문헌 신청
[학술지(정기간행물
Azar, A. / 2010 / In-service and pre-service secondary science teachers’ self-efficacy beliefs about science teaching / Educational Research and Reviews 5 (4) : 175 ~ 188
Bandura A / 1977 / Self-efficacy: Toward a unifying theory of behavioral change / Psychological Review 84 (2) : 191 ~ 215
Bandura, A. / 2001 / Social cognitive theory : An agentic perspective / Annual Review of Psychology 52 (1) : 1 ~ 26
Daniels, H. / 2001 / Vygotsky and Pedagogy / Routledge/ Falmer
Azar, A. / 2010 / In-service and pre-service secondary science teachers’ self-efficacy beliefs about science teaching / Educational Research and Reviews 5 (4) : 175 ~ 188
Bandura A / 1977 / Self-efficacy: Toward a unifying theory of behavioral change / Psychological Review 84 (2) : 191 ~ 215
Bandura, A. / 2001 / Social cognitive theory : An agentic perspective / Annual Review of Psychology 52 (1) : 1 ~ 26
Daniels, H. / 2001 / Vygotsky and Pedagogy / Routledge/ Falmer
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