초등 초임교사의 과학의 본성에 대한 신념과 과학 교수-학습 활동과의 관련성

최현동; 한기갑; 오창호; 양일호; 조현준

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자료유형: 학술저널

저자정보: 최현동 한기갑 오창호 양일호 조현준

저널정보: 한국초등과학교육학회 초등과학교육 초등과학교육 제24권 제4호

발행연도: 2005.1

수록면: 399 - 416 (18page)

이용수

📌

연구주제

📖

연구배경

🔬

연구방법

🏆

연구결과

초록· 키워드

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The purpose of this study was to examine the relationship between science teaching practices and beliefs about the nature of science. Defining teachers' beliefs as a broad construct, the researcher tried to examine not only theteachers' understanding about the nature of science, but also the effect and reflection in science teaching practiceswith regards to the nature of science. Guiding research questions were how the teachers' science teaching practicesreflected their beliefs about the nature of science. The methodology of this study was qualitative approach thatincluded interviews, classroom observations, and instructional materials. At an urban area of Korea, five beginingprocess. The results of data analysis were checked by teachers for internal validity. This study identified the teachers'beliefs about the nature of science suggested by many researchers and revealed that these teachers' beliefs reflecteda little in science teaching practices. On the occasion it was reflected, restricted merely within the narrow limits theway to teach the concepts and contents presented in science curriculum. In addition, some of the obstacles that theseteachers' beliefs did not reflect the science teaching practices with regards to the nature of science were investigatedin this study.

#beginning elementary teacher #nature of science #science teaching and learning context

참고문헌 (34)

참고문헌 신청

/ 1987 / Science teacher's conceptions of the nature of science : 721 ~ 734

/ 1989 / A case study of high school teachers' decision making model for planning and teaching science Journal of Research in Science Teaching : 467 ~ 501

/ 1990 / Teacher beliefs about the nature of science and their relationship to classroom practices 41 (3) : 53 ~ 62

/ 1991 / Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science : 121 ~ 133

/ 1992 / Classroom narratives in convictions and constraints Journal of Research in Science Teaching : 471 ~ 485

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