Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

The Characteristics of PCK Components and Their Integrations in Developing Performance Assessment Tasks of Pre-Service Chemistry Teachers Participating in Constructive Performance Assessment Workshop

구성주의적 수행평가 워크숍에 참여한 예비 화학교사의 수행평가 과제 개발 과정에서 고려된 교과교육학 지식(PCK) 구성 요소 및 연계의 특징

  • Received : 2018.05.26
  • Accepted : 2018.07.24
  • Published : 2018.08.31
Download PDF
⟨ Previous Next ⟩

Abstract

In this study, we investigated the characteristics of the pedagogical content knowledge (PCK) components and their integrations in the processes of developing performance assessment tasks of pre-service chemistry teachers who participated in the constructive performance assessment workshop. Eight pre-service teachers participated in this study. After three weeks of the constructivist performance assessment workshop, they developed their own performance assessment tasks. 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 similar frequencies for assessment, instructional strategies, students, and subject matter components. In the embodying step, assessment component was most frequent. In the discussion step, the frequencies for assessment, instructional strategies, and students components were similar. However, curriculum component and the subcomponent of science process skill were rarely used. The integrations among the PCK components were found to be centered on the instructional strategies component in the planning step and the students component in the embodying and discussion step. However, curriculum and subject matter components were rarely integrated with other PCK components. On the basis of the results, educational implications are discussed.

이 연구에서는 구성주의적 수행평가 워크숍에 참여한 예비 화학교사가 수행평가 과제 개발 과정에서 고려하는 교과교육학 지식(PCK) 구성 요소와 구성 요소 사이 연계의 특징을 분석하였다. 8명의 예비교사가 연구에 참여하였고, 이들은 3주간의 구성주의적 수행평가 워크숍 후 수행평가 과제를 개발하였다. 예비교사의 수행평가 과제 개발 과정을 조사하기 위해 발성 사고법을 사용하였고, 활동을 녹음 및 녹화하였으며 반구조화된 면담을 통하여 자료를 수집하였다. 분석 결과, 개별 수행평가 과제 개발 과정의 구상 단계에서는 과학 평가, 교수 전략, 학생, 내용에 관한 지식이 거의 동일한 비율로 나타났고, 구체화 단계에서는 과학 평가에 관한 지식이 주로 나타났다. 조별 논의 과정에서는 과학 평가, 교수 전략, 학생에 관한 지식의 비율이 거의 같았다. 그러나 과학교육과정에 관한 지식과 하위 요소 중 과학 과정 지식을 고려한 경우는 드물었다. PCK 구성 요소 사이의 연계는 개별 수행평가 과제 개발 과정의 구상 단계에서 과학 교수 전략에 관한 지식을 중심으로 나타났고, 구체화 단계와 조별 논의 과정에서는 학생에 관한 지식을 중심으로 나타났다. 그러나 과학교육과정과 내용에 관한 지식이 다른 PCK 구성 요소와 연계되는 경우는 적었다. 연구 결과를 바탕으로 교육적 시사점에 관하여 논의하였다.

Keywords

References

  1. Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405-1416. https://doi.org/10.1080/09500690802187041
  2. Aydin, S., & Boz, Y. (2013). The nature of integration among PCK components: A case study of two experienced chemistry teachers. Chemistry Education Research and Practice, 14(4), 615-624. https://doi.org/10.1039/C3RP00095H
  3. Baek, S.-G. (2000). Principles of performance assessment. Seoul: Kyoyookbook.
  4. Beyer, C. J., & Davis, E. A. (2009). Supporting preservice elementary teachers’ critique and adaptation of science lesson plans using educative curriculum materials. Journal of Science Teacher Education, 20(6), 517-536. https://doi.org/10.1007/s10972-009-9148-5
  5. Beyer, C. J., & Davis, E. A. (2012). Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers’ pedagogical content knowledge. Science Education, 96(1), 130-157. https://doi.org/10.1002/sce.20466
  6. Bond-Robinson, J. (2005). Identifying pedagogical content knowledge (PCK) in the chemistry laboratory. Chemistry Education Research and Practice, 6(2), 83-103. https://doi.org/10.1039/B5RP90003D
  7. Chang, S. (2002). A development of assessment instrument for creative problem solving instruction in technology education. (Doctoral dissertation). Korea National University of Education, Cheongju.
  8. Cho, H., & Ko, Y. (2008). Re-conceptualization of secondary science teacher's pedagogical content knowledge (PCK) and its application. Journal of the Korean Association for Science Education, 28(6), 618-632.
  9. Choi, J.-Y., & Song, K.-O. (2005). Effects of different features of professional development on teachers’ instructional practices in their social studies classrooms. The Journal of Elementary Education, 18(2), 411-430.
  10. Doran, R., Chan, F., & Tamir, P. (1998). Science educator's guide to assessment. Arlington, Virginia: National Science Teachers Association.
  11. Falk, A. (2012). Teachers learning from professional development in elementary science: Reciprocal relations between formative assessment and pedagogical content knowledge. Science Education, 96(2), 265-290. https://doi.org/10.1002/sce.20473
  12. Fenstermacher, G. D., & Richardson, V. (1993). The elicitation and reconstruction of practical arguments in teaching. Journal of Curriculum Studies, 25(2), 101-114. https://doi.org/10.1080/0022027930250201
  13. Friedrichsen, P., Abell, S. K., Pareja, E. M., Brown, P. L., Lankford, D. M., & Volkmann, M. J. (2009). Does teaching experience matter? Examining biology teachers’ prior knowledge for teaching in an alternative certification program. Journal of Research in Science Teaching, 46(4), 357-383. https://doi.org/10.1002/tea.20283
  14. Go, M., & Nam, J. (2013). The change in beginning science teachers’ reflective practice in their teaching performance through collaborative mentoring. Journal of the Korean Association for Science Education, 33(1), 94-113. https://doi.org/10.14697/jkase.2013.33.1.094
  15. Herrenkohl, L. R., Kawasaki, K., & Dewater, L. S. (2010). Inside and outside: Teacher-researcher collaboration. The New Educator, 6(1), 74-92. https://doi.org/10.1080/1547688X.2010.10399589
  16. Hong, S.-Y. (2006). Development and efficacy of the middle school science performance assessment task for enhancing the self-directed learning. (Master's thesis). Yonsei University, Seoul.
  17. Joung, K., & Kang, H. (2011). A case study on the use of coteaching in science instruction for science-gifted elementary students. Journal of the Korean Association for Science Education, 31(2), 239-255.
  18. Kang, S.-P., & Kim, H.-S. (2006). An analysis of the articulation between mathematics and the materials of other subjects. Journal of Science Education, 31, 1-20.
  19. Kim, G. (2010). Promoting teacher learning: Implications for designing professional development programs. Journal of the Korean School Mathematics Society, 13(4), 619-633.
  20. Kim, K., Yoon, J., Park, J., & Noh, T. (2011). The components of pedagogical content knowledge considered by secondary science pre-service teachers in planning and implementing teaching demonstrations. Journal of the Korean Association for Science Education, 31(1), 99-114.
  21. Kim, S. H. (2012). Improving mathematics pre-service teachers’ assessment competence through practice and reflection. Journal of Educational Research in Mathematics, 22(2), 277-292.
  22. Kim, S. Y. (2014). Changes of preservice biology teachers’ epistemological beliefs and worldviews through teaching practice focused on constructivism. Korean Journal of Teacher Education, 30(4), 235-254. https://doi.org/10.14333/KJTE.2014.30.4.235
  23. Kind, V. (2009). Pedagogical content knowledge in science education: Perspectives and potential for progress. Studies in Science Education, 45(2), 169-204. https://doi.org/10.1080/03057260903142285
  24. Lee, E. J., Kim, C.-J., Lee, S.-K., Jang, S., Kwon, H. J., & Yu, E.-J. (2007). Internalization of constructivistic science teaching of science teachers participating in a collaborative program between teachers and researchers. Journal of the Korean Association for Science Education, 27(9), 854-869.
  25. Lee, I., Kim, B., Lee, B., Jin, J., Park, J., Kim, O., Seo, S., Kim, S., Kang, S., Kwon, J., Kim, S.-W., Paik, S.-H., Shin, D.-H., Lee, H., Cho, H.-H., & Cha, H. (2004). An exploratory study of professional standards of Korean secondary school science teacher's assessment of students. Seoul: Korea Institute of Curriculum & Evaluation. Research report RRE 2004-5-5.
  26. Lee, K.-J., & Jeong, J.-W. (2004). Development and application of an instrument for assessing inquiry level in secondary school science laboratory classrooms. Journal of the Korean Earth Science Society, 25(7), 507-518.
  27. Lim, C.-H. (2003). Nature and development of pedagogical content knowledge in science teaching. Journal of the Korean Earth Science Society, 24(4), 325-249.
  28. Loucks-Horsley, S., Stiles, K. E., Mundry, S., & Hewson, P. W. (Eds.). (2009). Designing professional development for teachers of science and mathematics. Corwin Press.
  29. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge. (pp. 95-132). Dordrecht: Kluwer Academic.
  30. Min, H. J. (2012). Development of assessment expertise model through analyzing realities of science teacher's student assessment and teacher training. (Doctoral dissertation). Korea National University of Education, Cheongju.
  31. Ministry of Education [MOE] (1998). Understanding of performance assessment [수행평가의 이해]. Seoul: Ministry of Education.
  32. Noh, T., Lee, J., Kang, S., & Kang, H. (2015). Secondary school science teachers’ actual and preferred types of assessment. Journal of the Korean Association for Science Education, 35(4), 725-733. https://doi.org/10.14697/jkase.2015.35.4.0725
  33. Noh, T., Lee, J., Kang, S., Han, J., & Kang, H. (2017). The characteristics of the PCK components of pre-service secondary chemistry teachers considered in developing performance assessment. Journal of the Korean Association for Science Education, 37(2), 291-299. https://doi.org/10.14697/JKASE.2017.37.2.0291
  34. Noh, T., Park, J., & Kang, H. (2016). Interactions among PCK components of pre-service secondary chemistry teachers considered in processes of making written test items. Journal of the Korean Association for Science Education, 36(5), 769-781. https://doi.org/10.14697/jkase.2016.36.5.0769
  35. Noh, T., Yoon, J., Kim, J., & Lim, H. (2010). Pedagogical content knowledge factors considered by pre-service elementary teachers in planning and implementing of science teaching demonstration. Journal of Korean Elementary Science Education, 29(3), 350-363.
  36. Park, J., Kang, H., & Han, J. (2017). The influence of paired think-aloud problem solving on interactions among PCK components considered in the processes of making written test items by pre-service chemistry teachers. Journal of the Korean Association for Science Education, 37(2), 291-299.
  37. Park, S., & Chen, Y.-C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922-941. https://doi.org/10.1002/tea.21022
  38. Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284. https://doi.org/10.1007/s11165-007-9049-6
  39. Park, S.-M. (1998). A theoretical and practical linkage between constructivism and performance assessment. Social Studies Education, 31, 339-356.
  40. Shin, O. S. (1997). Collaborative inquiry between teachers and researchers. Journal of Elementary Education, 11, 329-344.
  41. Stanulis, R. N., Little, S., & Wibbens, E. (2012). Intensive mentoring that contributes to change in beginning elementary teachers’ learning to lead classroom discussions. Teaching and Teacher Education, 28(1), 32-43. https://doi.org/10.1016/j.tate.2011.08.007
  42. Thomas, L., Deaudelin, C., Desjardins, J., & Dezutter, O. (2011). Elementary teachers' formative evaluation practices in an era of curricular reform in Quebec, Canada. Assessment in Education: Principles, Policy & Practice, 18(4), 381-398. https://doi.org/10.1080/0969594X.2011.590793
  43. van Driel, J. H., Beijard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers’ practical knowledge. Journal of Research in Science Teaching, 38(2), 137-158. https://doi.org/10.1002/1098-2736(200102)38:2<137::AID-TEA1001>3.0.CO;2-U
  44. Yang, C. (2015). Development and application of the strategy with coteaching and mentoring to improve the teaching professionalism of beginning teachers in science-gifted education. (Doctoral dissertation). Seoul National University, Seoul.

Cited by

  1. 2009 개정 교육과정에 따른 중학교 과학 교사용 지도서에 나타난 교과교육학 지식(PCK) 요소 분석 vol.62, pp.5, 2018, https://doi.org/10.5012/jkcs.2018.62.5.386