120th General Meeting of the KCS

Type Poster Presentation
Area Chemistry Education
Room No. Exhibition Hall 2+3
Time 10월 20일 (금요일) 13:00~14:30
Code EDU.P-511
Subject PCK Components and Their Integrations Considered in the Processes of Developing Constructive Performance Assessment by Pre-service Secondary Chemistry Teachers
Authors Jaewon Lee, Kowoon You, Taehee Noh, Sukjin Kang1, Hunsik Kang2,*
Chemistry Education, Seoul National University, Korea
1General Science Education, Jeonju National University of Education, Korea
2Elementary Gifted Education, Seoul National University of Education, Korea
Abstract In this study, we investigated the PCK components and their integrations considered in the processes of developing constructive performance assessment by pre-service chemistry teachers. Eight pre-service teachers participated in this study. After the workshop of theory and practice of constructivist assessment for three weeks, they developed constructive performance assessment through the planning, embodying and discussion steps. The think-aloud method was used to investigate their developing processes. Their activities were recorded and videotaped, and semi-structured interviews were also conducted. The analysis of the results revealed that the PCK component considered in the planning step showed almost the same proportions of the knowledge of assessment, instructional strategies, students, and subject matter. In the embodying step, the knowledge of assessment was most frequently used. In the discussion step, the proportions of the knowledge of assessment, instructional strategies, and students were almost the same. However, the knowledge of curriculum and the science process skill in the knowledge of subject matter were used a little throughout the developing processes. The integrations among the PCK components were found to be centered on the knowledge of instructional strategies in the planning step and the knowledge of students in the embodying step. However, the knowledge of curriculum and subject matter were hardly integrated with the other PCK components. In conclusions, emphasizing constructivist assessment in developing performance assessment could increase the quantity and quality of the integrations among PCK components. Educational implications are discussed to improve the pre-service teachers’ ability to develop constructive performance assessment.
E-mail jaewooner@snu.ac.kr