Journal of the Korean Chemical Society (대한화학회지)

Korean Chemical Society (대한화학회)
권호 표지
DOI QR코드

DOI QR Code

The Analysis of the Effect of Understanding and Practices of Character-centered Instruction Model on Pre-service Science Teachers' Awareness of Character Education

인성 중심 교수 모형에 대한 이해와 실천이 예비 중등 과학교사의 인성 교육에 대한 인식에 미치는 영향 분석

  • Park, Jihun (Department of Chemistry Education, Pusan National University) ;
  • Kang, Eugene (Department of Physics Education, Pusan National University) ;
  • Nam, Jeonghee (Department of Chemistry Education, Pusan National University)
  • Received : 2021.05.08
  • Accepted : 2021.06.16
  • Published : 2021.08.20
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to investigate the effect of Character-centered instruction model on pre-service science teachers' awareness of both character education and character education in science education. First of all, pre-questionnaires about the sixteen pre-service science teachers' awareness of character education and character education in science education were asked. Through the lectures during a semester, they received an education about CoProC(Collaborative Problem-Solving for Character competence) model using Character-centered instruction model and character education. After the implementation, their changes of awareness were inspected through post-questionnaires. As a result of the study, it was revealed that general pre-service science teachers' pre-awareness of character education was mostly negative. The pre-service science teachers were more aware of character education in science classes than general character education. Even that, there seemed to be a greater tendency to think in connection with specific content and subject matter and character education rather than developing competencies due to the nature of the science subject itself. However, the experiences of the CoProC model changed their perception about character into a competent point of view, and thus influenced the change in their perception of character education. Therefore, education on character education methods for pre-service science teachers at teacher training institutions will increase their expertise in character education and help establish effective character education in school in the long term.

이 연구는 인성 중심 교수 모형의 적용이 예비 과학교사의 인성 교육과 과학 교과에서의 인성 교육에 대한 인식에 미치는 영향을 알아보고자 하였다. 예비 과학교사 16명을 대상으로 인성 교육과 과학 교과에서의 인성 교육에 대한 사전 인식조사를 하였고, 1학기 동안의 강좌를 통해 인성 중심 교수 모형인 협력적 문제해결 중심 교수(CoproC) 모형 및 인성 교육에 대한 교육을 하였다. 이후 사후 인식조사를 실시하여 인식 변화를 알아보았다. 연구 결과 예비 과학교사의 일반적인 인성 교육에 대한 사전 인식은 대체로 부정적으로 나타났다. 과학 교과에서의 인성 교육에 대한 인식은 일반적인 인성 교육에 대한 인식 수준보다는 높은 것으로 나타났지만, 이 역시도 과학 교과 자체의 특성으로 인한 역량의 개발보다는 특정 내용 및 소재와 인성 교육을 연결지어 생각하는 경향이 큰 것으로 보였다. 그러나 CoproC 모형에 대한 경험은 예비 과학교사들의 인성에 대한 관점을 역량적 관점으로 변화시켰으며 이에 따라 인성 교육에 대한 인식 변화에 영향을 주었다. 따라서 교사양성기관에서 예비 과학교사를 대상으로 하는 인성 교육 방법에 대한 교육은 인성 교육에 대한 전문성을 신장시켜 장기적으로 학교 현장에 효과적인 인성 교육의 정착에 도움이 될 것으로 판단된다.

Keywords

Acknowledgement

Publication cost of this paper was supported by the Korean Chemical Society.

References

  1. Cho, Y.; Kim, A.; Kim, I. Journal of Educational Studies 1999, 29, 329.
  2. Kang, S.; Park, E.; Kim, G.; Song, S.; Chung, Y.; Kim, Y.; Ko, M. Journal of research in education 2008, 30, 1.
  3. Jeon, S.; Ok, H. Jounal of Elementary Korean Education 2013, 52, 201.
  4. Kohn, A. Phi Delta Kappan 1997, 78, 428.
  5. Ministry of Education. Five Year Comprehensive Plan of Character Education (2016~2020), 2016.
  6. OECD. Defivition and Selectiom of Competencies: Theoretical and Conceptual Foundations (DeSeCo). OECD Publishing, 2001. https://www.oecd.org/education/skillsbeyond-school/41529556.pdf(accessed. 2021-06-006).
  7. Lee, K.; Gwak, Y.; Lee, S.; Choe, J. Design of the Competencies-based National Curriculum for the Future Society; KICE, 2012; pp 286
  8. Yang, J.; Cho, N.; Park, S.; Jang, G.; Eun, G. A Study on the Development of Character Education through Subject Education; KICE, 2013; pp 6.
  9. OECD. PISA 2015 Collaborative Problem Solving Framework. OECD Publishing, 2017. http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf(accessed. 2021-02-03).
  10. Cho, Y.; Kim, A.; Im, H.; Sin, D.; Cho, A.; Kim, I. Journal of Educational Studies 1998, 28, 131.
  11. Melville, W.; Yaxley, B.; Wallace, J. Canadian Journal of Environmental Education 2007, 12, 95.
  12. Mueller, M. P.; Zeidler, D. L. Moral-ethical Character and Science Education: Ecojustice Ethics Through Socioscientific Issues (SSI). In Cultural studies and environmentalism; Springer. 2007; pp 105-128.
  13. Chang, H.; Lee, H. Journal of Korean Association in Science Education 2010, 30, 887. https://doi.org/10.14697/JKASE.2010.30.7.887
  14. Choi, K.; Lee, H.; Shin, N.; Kim, S.; Krajcik, J. Journal of Research in Science Teaching 2010, 48, 670. https://doi.org/10.1002/tea.20424
  15. Stiff-Williams, H. The Clearing House, 2010, 83, 115. https://doi.org/10.1080/00098651003653030
  16. Kwak, Y. Journal of the Korean Earth Science Society 2013, 34, 368. https://doi.org/10.5467/JKESS.2013.34.4.368
  17. An, Y.; Kang, E.; Kwon, J.; Park, J.; Son, J.; Nam, J. Journal of Science Education 2017, 41, 167. https://doi.org/10.21796/jse.2017.41.2.167
  18. Brown, J. S.; Collins, A.; Duguid, P. Educational Researcher 1989, 18, 32. https://doi.org/10.3102/0013189X018001032
  19. NGSS Lead States. Next Generation Science Standards; National Academies Press: 2013.
  20. Osborne, J.; Erduran, S.; Simmon, S. Journal of Research in Science Teaching 2004, 41, 994. https://doi.org/10.1002/tea.20035
  21. Osborne, J.; Collins, S.; Ratcliffe, M.; Millar, R.; Duschl, R. Journal of research in science teaching 2003, 40, 692. https://doi.org/10.1002/tea.10105
  22. McClellan, B. E. Moral Education in America: Schools and the Shaping of Character from Colonial Times to the Present; Teachers College Press: 1999.
  23. Nelson, L. M. A New Paradigm of Instructional Theory 1999, 2, 241.
  24. Kwon, J.; Nam, J. Journal of the Korean Association for Science Education 2017, 37, 847. https://doi.org/10.14697/JKASE.2017.37.5.847
  25. Nam, J.; Kwak, K.; Jang, K.; Hand, B. Journal of the Korean Association for Science Education 2008, 28, 922.
  26. Kang, E.; Jeon, R.; Kim, J.; Kim, H.; Park, J.; Son, J.; Cho, H.; Nam, J. Journal of the Korean Association for Science Education 2018, 38, 555. https://doi.org/10.14697/JKASE.2018.38.4.555
  27. Go, M.; Lee, S.; Choi, J.; Nam, J. Journal of the Korean Association for Science Education 2009, 29, 564.
  28. Kim, H. Study on Teacher's Expertise of Character Education. Ph.D. Thesis, Seoul University, Seoul, Korea, 2017.
  29. Kim, S.; Koh, J. The Journal of Korean Teacher Education 2015, 32, 119. https://doi.org/10.24211/tjkte.2015.32.1.119
  30. Lee, H.; Kim, J. The Journal of Korean Teacher Education 2018, 35, 275. https://doi.org/10.24211/TJKTE.2018.35.3.275
  31. Park, J.; Kim, P. Teacher Education Research 2014, 53, 581. https://doi.org/10.15812/ter.53.4.201412.581
  32. Lee, M. Journal of Learner-Centered Curriculum and Instruction 2019, 19, 311.
  33. Kim, K.; Lee, N. Journal of Research in Curriculum Instruction 2012, 16, 231. https://doi.org/10.24231/rici.2012.16.1.231
  34. Jo, I. The Blueprint Concerning the Improvement of Evaluation Method for Highschool Law Education. M.E. Thesis, Sungkyunkwan University, Seoul, Korea, 2010.
  35. Kim, S. The Journal of Saramdaum Education 2020, 14, 5. https://doi.org/10.18015/edumca.14.1.202002.5
  36. Lee, J. Journal of Learner-Centered Curriculum and Instruction 2017, 17, 127. https://doi.org/10.22251/jlcci.2017.17.16.127
  37. Park, H. Journal of Learner-Centered Curriculum and Instruction 2019, 19, 1.
  38. Kim, S.; Nam, O.; Park, S. The Journal of Korea Open Association for Early Childhood Education 2014, 19, 363.
  39. Lee, S. Journal of Early Childhood Education & Educare Welfare 2014, 18, 161.
  40. Lee, Y.; Cho, I.; Ryu, C. Educational Theory and Practice for Infants and Young Children 2020, 5, 5. https://doi.org/10.20926/ETPIYC.2020.5.3.1
  41. Kim, Y.; Park, J.; Park, J.; Lee, H. Journal of the Korean Association for Science Education 2010, 30, 785. https://doi.org/10.14697/JKASE.2010.30.6.785
  42. Cho, H.; Kwon, D.; Kang, E.; Park, J.; Son, J.; Nam, J. Journal of the Korean Association for Science Education 2018, 38, 681. https://doi.org/10.14697/JKASE.2018.38.5.681
  43. Kang, E.; Jeon, R.; Kim, H.; Cho, H.; Park, J.; Son, J.; Nam, J. Journal of Research in Curriculum & Instruction 2019, 23, 320. https://doi.org/10.24231/rici.2019.23.4.320
  44. Park, J.; Son, W. Journal of Parent Education 2015, 7, 131.
  45. Park, S.; Huh, S. The Journal of Child Education 2012, 21, 35.
  46. Cooley, A. A Journal of the American Educational Studies Association 2008, 43, 188. https://doi.org/10.1080/00131940802117563
  47. Jung, M.; Lee, S.; Nam, J. Journal of the Korean Chemical Society 2013, 57, 778. https://doi.org/10.5012/jkcs.2013.57.6.778
  48. Lortie, D. School Teacher: A Sociological Study; University of Chicago Press: 1996.
  49. Sadler, T.; Zeidler, D. Journal of Research in Science Teaching 2004, 42, 112. https://doi.org/10.1002/tea.20042
  50. Tal, R.; Hochberg, N. Science Education International 2003, 14, 3.
  51. Tal, R.; Kedmi, Y. Cultural Studies of Science Education 2006, 1, 615. https://doi.org/10.1007/s11422-006-9026-9
  52. Zohar, A.; Nemet, F. Journal of Research in Science Teaching 2002, 39, 35. https://doi.org/10.1002/tea.10008
  53. Park, J.; Son, E.; Lee, S.; Nam, J. Journal of the Korean Chemical Society 2017, 61, 251. https://doi.org/10.5012/JKCS.2017.61.5.251
  54. Shon, K.; Jeong, S. Journal of Learner-Centered Curriculum and Instruction 2016, 16, 369.
  55. Elbaz, F. Curriculum Inquiry 1981, 11, 43. https://doi.org/10.2307/1179510
  56. Benson, G. Journal of Curriculum Studies 1989, 21, 329. https://doi.org/10.1080/0022027890210403
  57. Gallagher, J. Science Education 1991, 75, 121. https://doi.org/10.1002/sce.3730750111