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  • 09월 10일 16시 이후 : 초록수정 불가능, 일정확인 및 검색만 가능

제124회 대한화학회 학술발표회, 총회 및 기기전시회 안내 Development of Responsive Teaching Capacity through Pre-service teachers' class analysis

등록일
2019년 8월 28일 16시 34분 50초
접수번호
1727
발표코드
EDU.P-468 이곳을 클릭하시면 발표코드에 대한 설명을 보실 수 있습니다.
발표시간
10월 18일 (금요일) 11:00~12:30
발표형식
포스터
발표분야
Chemistry Education
저자 및
공동저자
Mihyun Cho, Seounghey Paik1,*
Korea National University of Education, Korea
1Department of Chemical Education, Korea National University of Education, Korea
Responsive Teaching is the teacher's ability to draw on students' ideas, interpret them, and lead them to reasoning. Responsive teaching is more of a competence for teachers at this point when student-centered instruction is being emphasized. Robertson et al. (2016) suggest that responsive teaching involves emphasizing the nature of student ideas, finding academic relationships in student ideas, and developing the core of student ideas. Based on these characteristics, we developed and applied the program. Our step-(1) modeling (2) rehearsal (3) Apply (4) Reflection-is based on McDonald et al.(2013) 's training model to improve practical capacity. The study consisted of 14 participants in the Department of Chemistry Education. Their discussion recording, class demonstration recording, class analysis paper, and personal reflection paper were copied and analyzed. This study set up three research questions. First, we develop a responsive teaching analysis framework for pre-service science teachers. Second, based on the analysis of research question 1, it is confirmed how pre-service teachers’ change as program proceeds. Third, it explores what is needed in the teacher training program to improve responsive teaching capacity. As a result of the analysis, the pre-service teacher's class analysis was categorized into Design, Listening, Capture, and Turning, and each was divided into two levels. Design refers to the preparation of the teacher's class to elicit the student's ideas, and classified into narrow design and expanded design. Listening was categorized as Superficial and Responsive listening, depending on whether the teacher's response to the elicited student's ideas was accepted as a resource. Capture is searching for possibility of academic linkage to students' ideas identified through listening and classifies them into Selective capture and Interpretive capture. Turning refers to the guidance of a teacher who offers alternatives to verify student ideas identified through listening and capturing. The level of scaffolding behavior is classified into the case of teacher-led and student-led. Ultimately, responsive teaching is a practical competence that is made visible through turning. In particular, since Turning should be preceded by the interpretation and analysis of student ideas, the future teacher education shows the need for the ability of pre-service teachers to interpret student ideas.

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