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.
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The purpose of this study is to diagnose difficulties and problems that the preservice teachers experience when teaching inquiry-based classes in elementary science and to improve their professionalism through prescriptive instruction consulting utilizing PDRE (preparation, diagnosis, reflective implementation, evaluation) model. The result of this study was as follows. First, preservice teachers considered themselves to be lack of scientific knowledge, but this study confirmed that the application of instruction consulting improved their understandings in scientific concepts and principles and corrected their misconceptions. Second, preservice teachers experienced difficulties in variables that might influence the results of experiments, cautions for the experiments and unexpected results of experiments, and this consulting allowed them to gain instruction ability to cope with such circumstances and solve problems effectively. Third, preservice teachers experienced difficulties in applying instructional model into their classes and preparing lesson plans, but consulting actually made limited but positive changes in their abilities. However, from a longer-term perspective, quantitative increase in their teaching opportunities, the development and distribution of example manuals, and the utilization of various class materials provided by the assistant centers for teaching and learning should be achieved side by side.
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참고문헌 (33)
참고문헌 신청
Ausubel, D. / 1968 / Educational psychology / Holt, Rinehart & Winston
Borich, G. D. / 2003 / Observation skills for effective teaching / Prentice Hall
Driver, R. / 2000 / Establishing the norms of scientific argumentation in classrooms / Science Education 84 (3) : 287 ~ 312
Glynn, S. M. / 2000 / 구성주의적 과학학습심리학 / 시그마프레스
Hashweh, M. / 1985 / An exploratory study of teacher knowledge and teaching: The effects of science teachers' knowledge of subject-matter and their conceptions of learning o
Borich, G. D. / 2003 / Observation skills for effective teaching / Prentice Hall
Driver, R. / 2000 / Establishing the norms of scientific argumentation in classrooms / Science Education 84 (3) : 287 ~ 312
Glynn, S. M. / 2000 / 구성주의적 과학학습심리학 / 시그마프레스
Hashweh, M. / 1985 / An exploratory study of teacher knowledge and teaching: The effects of science teachers' knowledge of subject-matter and their conceptions of learning o
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