Cited by
- 끓는점 오름에 대한 내용표상화(Content Representation) 활동에서 나타난 예비교사의 PCK 특징 vol.33, pp.7, 2013, https://doi.org/10.14697/jkase.2013.33.7.1385
Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)
- Volume 30 Issue 3
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- Pages.315-329
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- 2011
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- 1598-3099(pISSN)
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- 2733-8436(eISSN)
DOI QR Code
The PCK Characteristics of Elementary School Teachers in the Classes of 'Making Electric Circuit' Unit
'전기 회로 꾸미기' 단원의 수업에서 나타난 초등교사의 PCK 특성
- Choi, Kyoung-Sook (Korea National University of Education) ;
- Won, Jeong-Ae (Korea National University of Education) ;
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Paik, Seoung-Hey
(Korea National University of Education)
- Received : 2011.03.31
- Accepted : 2011.06.29
- Published : 2011.08.31
Abstract
The purpose of this study is to examine the characteristics and the relationships of PCK components of elementary school teacher in the chapter of electric circuit unit. The subjects of this study were two teachers serving as main teachers in the 5th grade and data were collected through qualitative research methods such as questionnaires for teachers, classroom observations and teacher interviews. The collected data were transcribed and then analyzed. Results of analysis showed that teacher A thought that science was a class to explore and study the principles of nature phenomena and scientific knowledge by themselves In addition, teacher A helped students to understand the content by using strategies of analogy. The teacher B conveyed the contents of text without any reconstruction. But teacher B understood the standards of curriculum, and didn't want to teach students over the standards. Based on the analysis, we could conclude that PCK is formed on the basis of knowledge and belief about curriculum and knowledge and belief about learners.