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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국초등과학교육학회 초등과학교육 초등과학교육 제29권 제4호
발행연도
2010.1
수록면
552 - 566 (15page)

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This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers' checklists, reports of inspection classes, teachers' self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students' integrated .thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.
#multidisciplinary integrated science lesson #beginning teacher #experienced teacher #elementary school science

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참고문헌 (41)

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[ google schola Bybee, R. / 2000 / Supporting changes through professional development. Making sense of integrated science: A guide for high school / Biological science curriculum study, Colorado Sprin google schola Chiappetta, E. / 2006 / Science instruction in the middle and secondary schools: Developing fundamental knowledge and skills for teaching / Pearson Merrill Prentice Hall google schola Grow, G. O. / 1991 / Teaching learners to be self-directed / Adult Education Quarterly 41 (3) : 125 ~ 149 google schola Howes, E. / 2009 / Journeys into inquiry-based elementary science: Literacy practices, questioning, and empirical study / Science Education 93 : 189 ~ 217 google schola

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