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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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The purpose of this study was to investigate significant differences between the application group and non- application group of integrated science education in the science class about elementary teachers' perceptions and PCK. The results are as follows. First, no significant differences were found about science teachers' fundamental background variables between the two groups. This results showed that the application of integrated science education didn't have relation with the fundamental background variables. It was found that the application group of integrated science education has a lower frequency than the application group, however, it has been analysed that the application group has been applied at the introduction stage for students' motivation, focused on biology as twice every month. Second, to apply a successful integrated education in the elementary science class, it has analysed that not only teachers should need to understand about application method and concept of integrated science education but also science textbook and teaching-learning material should be developed and diffused in the well-integrated science. Third, it was found that professionality of elementary teachers to teach the scientific content knowledge is not comparatively high and non-application group of integrated science education has a lower PCK than the application group. Therefore, it should be provided that not only training programmes to learn interdisciplinary knowledge related to science, can lead to more understanding about instructional design, teaching strategies and concept for integrated science education should be developed but also chances to participate in various training programmes should be provided to enhance elementary teachers’ professionality for integrated science education.
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참고문헌 (35)
참고문헌 신청
Czerniak, C. / 1990 / Teacher education for effective science instruction-a social cognitive perspective / Journal of Teacher Education 41 (1) : 49 ~ 58
Czerniak, C. M. / 1999 / A literature review of science and mathematics integration / School Science and Mathematics 99 : 421 ~ 430
Enochs, L. G. / 1995 / The relationship of pupil control to preservice elementary science teacher self efficacy and outcome expectancy / Science Education 79 (1) : 63 ~ 75
Feldman, S. / 1998 / Teacher quality and professional unionism / In shaping the profession that shapes the future, speeches from the AFT/NEA (the National Education Association) c
Hart, E. P. / 1990 / The science-technology-society movement in science education: Critique of the reform process / Journal of Research in Science Teaching 26 (3) : 189 ~ 20
Czerniak, C. M. / 1999 / A literature review of science and mathematics integration / School Science and Mathematics 99 : 421 ~ 430
Enochs, L. G. / 1995 / The relationship of pupil control to preservice elementary science teacher self efficacy and outcome expectancy / Science Education 79 (1) : 63 ~ 75
Feldman, S. / 1998 / Teacher quality and professional unionism / In shaping the profession that shapes the future, speeches from the AFT/NEA (the National Education Association) c
Hart, E. P. / 1990 / The science-technology-society movement in science education: Critique of the reform process / Journal of Research in Science Teaching 26 (3) : 189 ~ 20
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