Journal of the Korean Society of Earth Science Education (대한지구과학교육학회지)
- Volume 6 Issue 2
- /
- Pages.124-135
- /
- 2013
- /
- 2005-5668(pISSN)
- /
- 2289-0386(eISSN)
DOI QR Code
Elementary School Teachers' Beliefs of Inquiry and practice of Science Performance Assessment
초등학교 교사의 탐구에 대한 신념과 과학과 수행평가의 실제
- Ko, Min-Seok (Korea National University of Education) ;
- Kim, Eun-Ae (Korea National University of Education) ;
- Heo, Jin-Mi (Slgi Elementary School) ;
- Yang, Il-Ho (Korea National University of Education)
- Received : 2013.07.30
- Accepted : 2013.08.26
- Published : 2013.08.30
Abstract
The purpose of this study was to find the relationship between elementary school teachers' beliefs of inquiry and science performance assessment. To collect data for analyzing elementary school teachers' beliefs of inquiry and their practice of science performance assessment, the researcher was surveyed with elementary school teachers by open-ended questionnaires and interview. The findings of this study were as follows; First, Most of elementary school teachers beliefs of inquiry was shown as constructivist tendency. This view of inquiry involves watching and doing experiments, and the skills of thinking processes, in which learners make their own interpretations rather than merely acquiring preexisting knowledge structures. Second, for content knowledge, participants' preception about the target of science performance assessment involved assessing application of science knowledge rather than basic level of substantive knowledge. For inquiry process, participants' preception about the target of science performance assessment involved assessing the lower level of inquiry rather than the higher level of inquiry. Most of participants was measured using a paper and pencil test for the actual evaluation methods due to the ease and objectivity of the assessment, the lack of understanding how to perform the performance evaluation process and method. Especially, participants who recognize that the higher level of inquiry was used performance and informal mode of assessing.