Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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Pre-service Elementary Teachers' Pedagogical Reasoning about Students' Science Ideas

학생의 과학 개념에 대한 초등 예비교사의 교육적 추론

  • Received : 2015.01.14
  • Accepted : 2015.02.26
  • Published : 2015.02.28
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Abstract

Ability of understanding students' ideas and thinking is critical to teachers' professional growth. In this study, 'pedagogical reasoning' was conceptualized as teachers' reasoning ability of students' misconceptions and possible causes of misconceptions when they hear and observe students' science discourses. To investigate elementary pre-service teachers' pedagogical reasoning levels, children's science discourses on light reflection and electric circuit were video recorded and 43 pre-service elementary teachers were asked to identify children's misconceptions and possible causes of misconceptions after watching the video clips. In conclusion, pedagogical reasoning levels of pre-service elementary teachers were not high enough, showing significant difference in light reflection and electric circuit. Possible explanations of this difference and educational implications were discussed.

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