"°úÇй®È­±³À°"

2007-11-25 (Vol 4, No 11)

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Journal of Research in Science Teaching, 44(9), November 2007

Decolonizing methodologies and indigenous knowledge: The role of culture, place and personal experience in professional development (p 1247-1268)
¹æ¹ý·Ðµé°ú ÅäÂøÀûÀÎ Áö½Ä¿¡ µ¶¸³À» ºÎ¿©Çϱâ: Àü¹®¼º ½ÅÀå¿¡¼­ÀÇ ¹®È­ ¡¤ Áö¿ª ¡¤ °³ÀÎÀû °æÇèÀÇ ¿ªÇÒ

Pauline W.U. Chinn

Abstract
This study reports findings from a 10-day professional development institute on curricular trends involving 19 secondary mathematics and science teachers and administrators from Japan, Malaysia, Indonesia, Thailand, Korea, Philippines, the United States, and People's Republic of China. Participants explored the roles of culture, place, and personal experience in science education through writings and group discussions. Initially, Asian participants tended to view indigenous knowledge and practices more negatively than U.S. peers. After a presentation on indigenous Hawaiian practices related to place and sustainability, they evaluated indigenous practices more positively and critiqued the absence of locally relevant science and indigenous knowledge in their national curricula. They identified local issues of traffic, air, and water quality they would like to address, and developed lessons addressing prior knowledge, place, and to a lesser extent, culture. These findings suggested critical professional development employing decolonizing methodologies articulated by indigenous researchers Abbott and Smith has the potential to raise teachers' awareness of the connections among personal and place-based experiences, cultural practices and values, and teaching and learning. An implication was the development of a framework for professional development able to shift science instruction toward meaningful, culture, place, and problem-based learning relevant to environmental literacy and sustainability.

ÀÌ ¿¬±¸´Â ÀϺ», ¸»·¹À̽þÆ, Àεµ³×½Ã¾Æ, ű¹, Çѱ¹, Çʸ®ÇÉ, ¹Ì±¹, Áß±¹À¸·ÎºÎÅÍ ¿Â 19¸íÀÇ Áßµî ¼öÇÐ ¡¤ °úÇÐ ±³»ç¿Í °ü¸®ÀÚ°¡ ÇÔ²² Âü¿©ÇÑ ±³À°°úÁ¤ µ¿ÇâÀ» ÁÖÁ¦·Î ÇÑ 10ÀÏ°£ÀÇ Àü¹®¼º ½ÅÀå ¿¬±¸ ¸ðÀÓ¿¡¼­ ³ª¿Â °á°ú¸¦ ¾Ë¸®´Â °ÍÀÌ´Ù. Âü°¡ÀÚµéÀº ¾²±â¿Í ±×·ì Åä·ÐÀ» ÅëÇؼ­ °úÇб³À°¿¡¼­ ¹®È­, Áö¿ª, °³ÀÎÀû °æÇèÀÇ ¿ªÇÒÀ» Ž±¸Çß´Ù. óÀ½¿¡ ¾Æ½Ã¾Æ Âü°¡ÀÚµéÀº ¹Ì±¹ Âü°¡Àڵ麸´Ù ÅäÂøÀûÀÎ Áö½Ä°ú °æÇèÀ» ´õ ºÎÁ¤ÀûÀ¸·Î º¸´Â °æÇâÀÌ ÀÖ¾ú´Ù. Áö¿ª, ȯ°æÀ» Æı«ÇÏÁö ¾Ê´Â ÀÚ¿øÀÌ¿ë°ú °ü·ÃµÈ ÇÏ¿ÍÀÌÀÇ ÅäÂøÀû °æÇè ¹ßÇ¥ ÈÄ¿¡, ±×µéÀº ÅäÂøÀû °æÇèÀ» ´õ ±àÁ¤ÀûÀ¸·Î Æò°¡ÇßÀ¸¸ç ±¹°¡ ±³À°°úÁ¤¿¡¼­ ±¹°¡¿Í °ü·ÃµÈ °úÇаú ÅäÂøÀû Áö½ÄÀÇ ºÎÀ縦 ºñÆÇÇß´Ù. ±×µéÀº ±³Åë, °ø±â, ¼öÁú°ú °°Àº Áö¿ªÀûÀÎ ¹®Á¦¸¦ È®ÀÎÇÏ°í ¼±ÇèÀû Áö½Ä, Áö¿ª, ¹®È­¿Í °ü·ÃµÈ ¼ö¾÷µéÀ» °³¹ßÇß´Ù. ÀÌ ¿¬±¸ °á°ú´Â ÅäÂøÀûÀÎ ¿¬±¸ÀÚ, Abbott¿Í Smith°¡ ºÐ¸íÇÏ°Ô ¸»ÇÑ ¹æ¹ý·Ðµé¿¡ µ¶¸³À» ºÎ¿©ÇÏ´Â ºñÆÇÀû Àü¹®¼º ½ÅÀåÀÌ °³Àΰú Áö¿ª-±â¹Ý °æÇè, ¹®È­Àû dz½À°ú °¡Ä¡, ±³¼ö¿Í ÇнÀÀÇ °ü°è µî¿¡ ´ëÇÑ ±³»çµéÀÇ ÀÚ°¢À» ºÒ·¯ÀÏÀ¸Å°´Â ÀáÀç·ÂÀÌ ÀÖÀ½À» Á¦¾ÈÇÑ´Ù. ÀÌ ¿¬±¸´Â °úÇÐ ¼ö¾÷ÀÌ ÀǹÌÀÖ´Â, ¹®È­-Áö¿ª-(ȯ°æ±³À° ¡¤ ÀÚ¿ø ÀÌ¿ë°ú °ü·ÃµÈ)¹®Á¦ ±â¹Ý ÇнÀ ÂÊÀ¸·Î ¹Ù²ð ¼ö ÀÖµµ·Ï Àü¹®¼º ½ÅÀå ƲÀÇ °³¹ß¿¡ °üÇؼ­ Á¦¾ðÇÑ´Ù.





The challenge of altering elementary school teachers' beliefs and practices regarding linguistic and cultural diversity in science instruction (p 1269-1291)
°úÇÐ ¼ö¾÷¿¡¼­ ¾ð¾î¿Í ¹®È­Àû ´Ù¾ç¼º¿¡ °üÇÑ ÃʵîÇб³ ±³»çµéÀÇ ½Å³ä°ú ½ÇõÀ» ¹Ù²Ù±â À§ÇÑ µµÀü

Okhee Lee, Aurolyn Luykx, Cory Buxton, Annis Shaver

Abstract
This study examined the impact of a professional development intervention aimed at helping elementary teachers incorporate elements of students' home language and culture into science instruction. The intervention consisted of instructional units and materials and teacher workshops. The research involved 43 third- and fourth-grade teachers at six elementary schools in a large urban school district. These teachers participated in the intervention for 2 consecutive years. The study was conducted using both quantitative and qualitative methods based on focus group interviews, a questionnaire, and classroom observations. The results indicate that as teachers began their participation in the intervention, they rarely incorporated students' home language or culture into science instruction. During the 2-year period of the intervention, teachers' beliefs and practices remained relatively stable and did not show significant change. Possible explanations for the limited effectiveness of the intervention are addressed, and implications for professional development efforts are discussed.

ÀÌ ¿¬±¸´Â ÃʵîÇб³ ±³»çµéÀÌ ÇлýµéÀÇ ¸ð±¹¾î¿Í ¹®È­ÀûÀÎ ¿ä¼Ò¸¦ °úÇÐ ¼ö¾÷¿¡ ÅëÇÕÇϵµ·Ï µµ¿ÍÁÖ´Â Àü¹®¼º ½ÅÀå ÇÁ·Î±×·¥ÀÇ È¿°ú¸¦ Á¶»çÇÏ´Â °ÍÀÌ´Ù. ±× ÇÁ·Î±×·¥Àº ¼ö¾÷ ´Ü¿ø, ±³Àç, ±³»ç ¿öÅ©¼¥À¸·Î ±¸¼ºµÇ¾ú´Ù. ÀÌ ¿¬±¸¿¡´Â µµ½ÃÀÇ ±³À°±¸ ¼Ò¼Ó 6°³ ÃʵîÇб³ 3Çгâ°ú 4ÇгâÀ» ´ã´çÇÏ´Â ±³»ç 43¸íÀÌ Âü¿©ÇÏ¿´´Ù. ÀÌ ±³»çµéÀº 2³â ¿¬¼ÓÀ¸·Î ÇÁ·Î±×·¥¿¡ Âü¿©Çß´Ù. ÀÌ ¿¬±¸´Â ±×·ì ¸é´ã, Áú¹®Áö, ±³½Ç °üÂû µîÀÇ Á¤¼ºÀûÀÌ°í Á¤·®ÀûÀÎ ¹æ¹ýÀ¸·Î ¼öÇàµÇ¾ú´Ù. ¿¬±¸ °á°ú´Â ±³»çµéÀÌ ÇÁ·Î±×·¥¿¡ Âü¿©ÇÑ Ãʱ⿡ ÇлýµéÀÇ ¸ð±¹¾î³ª ¹®È­¸¦ °úÇÐ ¼ö¾÷¿¡ °ÅÀÇ ÅëÇÕÇÏÁö ¾Ê¾ÒÀ½À» ³ªÅ¸³»¾ú´Ù. 2³âÀÇ ÇÁ·Î±×·¥ ÅõÀÔ ±â°£ µ¿¾È, ±³»çµéÀÇ ½Å³ä°ú ½ÇÇàÀº ºñ±³Àû °ß°íÇؼ­, À¯ÀǹÌÇÑ º¯È­¸¦ º¸ÀÌÁö ¾Ê¾Ò´Ù. ÇÁ·Î±×·¥ÀÇ ÇÑÁ¤µÈ È¿°ú¿¡ ´ëÇÑ °¡´ÉÇÑ ¼³¸íµéÀÌ ³íÀǵǾú°í, Àü¹®¼º ½ÅÀå ³ë·ÂÀ» À§ÇÑ Á¦¾ðµéÀÌ ³íÀǵǾú´Ù.



Elementary teachers' epistemological and ontological understanding of teaching for conceptual learning (p 1292-1317)
°³³ä ÇнÀÀ» À§ÇÑ ¼ö¾÷¿¡ ´ëÇÑ ÃʵîÇб³ ±³»çµéÀÇ ÀνķÐÀûÀÌ°í Á¸Àç·ÐÀûÀÎ ÀÌÇØ

Nam-Hwa Kang

Abstract
The purpose of this study was to examine the ways in which elementary teachers applied their understanding of conceptual learning and teaching to their instructional practices as they became knowledgeable about conceptual change pedagogy. Teachers' various ways to interpret and utilize students' prior ideas were analyzed in both epistemological and ontological dimensions of learning. A total of 14 in-service elementary teachers conducted an 8-week-long inquiry into students' conceptual learning as a professional development course project. Major data sources included the teachers' reports on their students' prior ideas, lesson plans with justifications, student performance artifacts, video-recorded teaching episodes, and final reports on their analyses of student learning. The findings demonstrated three epistemologically distinct ways the teachers interpreted and utilized students' prior ideas. These supported Kinchin's epistemological categories of perspectives on teaching including positivist, misconceptions, and systems views. On the basis of Chi's and Thagard's theories of conceptual change, the teachers' ontological understanding of conceptual learning was differentiated in two ways. Some teachers taught a unit to change the ontological nature of student ideas, whereas the others taught a unit within the same ontological categories of student ideas. The findings about teachers' various ways of utilizing students' prior ideas in their instructional practices suggested a number of topics to be addressed in science teacher education such as methods of utilizing students' cognitive resources, strategies for purposeful use of counter-evidence, and understanding of ontological demands of learning. Future research questions were suggested.

ÀÌ ¿¬±¸ÀÇ ¸ñÀûÀº ÃʵîÇб³ ±³»çµéÀÌ °³³ä º¯È­ ±³¼ö¹ý¿¡ ´ëÇÑ Áö½ÄÀ» °¡Áü¿¡ µû¶ó °³³ä ÇнÀ-±³¼ö¿¡ ´ëÇÑ ÀÌÇظ¦ ½ÇÁ¦ ¼ö¾÷¿¡ Àû¿ëÇÏ´Â ¹æ¹ýÀ» Á¶»çÇÏ´Â °ÍÀÌ´Ù. ÇлýµéÀÇ ¼±°³³äÀ» Çؼ®ÇÏ°í È°¿ëÇÏ´Â ±³»çµéÀÇ ´Ù¾çÇÑ ¹æ¹ýµéÀÌ ÇнÀÀÇ ÀνķÐÀûÀÌ°í Á¸Àç·ÐÀûÀÎ Â÷¿ø¿¡¼­ ºÐ¼®µÇ¾ú´Ù. Àüü 14¸íÀÇ ÃʵîÇб³ ±³»çµéÀÌ Àü¹®¼º ½ÅÀå ÇÁ·ÎÁ§Æ®¿¡ µû¶ó 8ÁÖ µ¿¾È ÇлýµéÀÇ °³³ä ÇнÀÀ» ÁöµµÇß´Ù. ÁÖ¿ä µ¥ÀÌÅÍ¿¡´Â ÇлýµéÀÇ ¼±°³³ä¿¡ ´ëÇÑ ±³»çµéÀÇ º¸°í, ¼ö¾÷ °èȹ, ÇлýµéÀÇ ¼öÇà ÀÛÇ°, ºñµð¿À¿¡ ³ìÀ½µÈ ¼ö¾÷ ¿¡ÇǼҵå¿Í ¸¶Áö¸·À¸·Î Çлý ÇнÀÀÇ ºÐ¼®¿¡ ´ëÇÑ º¸°í°¡ Æ÷ÇԵǾú´Ù. ¿¬±¸ °á°ú ±³»çµéÀÌ ÇлýµéÀÇ »çÀü °³³äÀ» Çؼ®ÇÏ°í È°¿ëÇÏ´Â ÀνķÐÀûÀÎ ¼¼ °¡ÁöÀÇ ¹æ¹ýÀ» ¹ß°ßÇÏ¿´´Ù. ÀÌ°ÍÀº ½ÇÁõÁÖÀÇÀÚ, ¿À°³³ä, ½Ã½ºÅÛ °üÁ¡À» Æ÷ÇÔÇÏ´Â ±³¼ö¿¡ °üÇÑ KinchinÀÇ ÀνķÐÀû °üÁ¡ÀÇ ¹üÁÖ¸¦ ÁöÁöÇß´Ù. Chi¿Í ThagardÀÇ °³³ä º¯È­ À̷п¡ ±âÃÊÇÏ¿©, °³³ä ÇнÀ¿¡ ´ëÇÑ ±³»çµéÀÇ Á¸Àç·ÐÀû ÀÌÇØ´Â µÎ °¡Áö ¹æ¹ýÀ¸·Î ±¸º°µÇ¾ú´Ù. ¾î¶² ±³»çµéÀº Çлý »ý°¢ÀÇ Á¸Àç·ÐÀû º»¼ºÀ» º¯È­½ÃÅ°±â À§Çؼ­ ´Ü¿øÀ» °¡¸£ÃÆ°í, ¹Ý¸é¿¡ ´Ù¸¥ ±³»çµéÀº Çлý°³³ä°ú µ¿ÀÏÇÑ Á¸Àç·ÐÀû ¹üÁÖ ¾È¿¡¼­ ´Ü¿øÀ» °¡¸£ÃÆ´Ù. ±³»çµéÀÌ ¼ö¾÷¿¡¼­ ÇлýµéÀÇ ¼±°³³äÀ» È°¿ëÇÏ´Â ´Ù¾çÇÑ ¹æ¹ý¿¡ ´ëÇÑ ¿¬±¸ °á°ú´Â °úÇÐ ±³»ç ±³À°¿¡ È°¿ëµÉ ¼ö ÀÖ´Â ¸¹Àº ÁÖÁ¦¸¦ (ÇлýµéÀÇ ÀÎÁöÀû ¿øõÀ» È°¿ëÇÏ´Â ¹æ¹ý, ¹Ý´ëµÇ´Â Áõ°ÅµéÀ» ÀǹÌÀÖ°Ô »ç¿ëÇÏ´Â Àü·«µé, ÇнÀÀÇ Á¸Àç·ÐÀû ¿ä±¸ÀÇ ÀÌÇØ µî°ú °°Àº) Á¦¾ÈÇß´Ù. ¹Ì·¡ÀÇ ¿¬±¸ ÁÖÁ¦°¡ Á¦¾ÈµÇ¾ú´Ù.





The influence of core teaching conceptions on teachers' use of inquiry teaching practices (p 1318-1347)
±³»çµéÀÇ Å½±¸ ¼ö¾÷ È°¿ë¿¡ ´ëÇÑ ÇÙ½ÉÀû ±³¼ö °³³äµéÀÇ ¿µÇâ

Christine Lotter, William S. Harwood, J. Jos?Bonner
Abstract
This article investigates three teachers' conceptions and use of inquiry-based instructional strategies throughout a professional development program. The professional development program consisted of a 2-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Insights gained from an in-depth study of these three secondary teachers resulted in a model of teacher conceptions that can be used to direct future inquiry professional development. Teachers' conceptions of inquiry teaching were established through intensive case-study research that incorporated extensive classroom observations and interviews. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute-developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that a set of four core conceptions guided the teachers' use of inquiry-based practices in their classrooms. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education influenced the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that to be successful inquiry professional development must not only teach inquiry knowledge, but it must also assess and address teachers' core teaching conceptions.

ÀÌ ³í¹®Àº Àü¹®¼º ½ÅÀå ÇÁ·Î±×·¥À» ÅëÇÏ¿© 3¸íÀÇ ±³»çµéÀÇ Å½±¸ ±â¹Ý ¼ö¾÷ Àü·«µéÀÇ »ç¿ë°ú °³³äµéÀ» Á¶»çÇÏ´Â °ÍÀÌ´Ù. Àü¹®¼º ½ÅÀå ÇÁ·Î±×·¥Àº 3¹øÀÇ ¿öÅ©¼¥»Ó¸¸ ¾Æ´Ï¶ó 2ÁÖ°£ÀÇ ÇÏ°è Ž±¸ °ü·Ã ¿¬±¸¸ðÀÓ°ú ´ëÇÐ °úÇÐÀÚÀÇ ½ÇÇè½Ç¿¡¼­ÀÇ ¿¬±¸ °æÇèÀ¸·Î ±¸¼ºµÇ¾ú´Ù. ¼¼ ¸íÀÇ Áߵ»çµéÀÇ ½ÉÃþ ¿¬±¸·ÎºÎÅÍ ¾ò¾îÁø ÅëÂûÀº ÀåÂ÷ Á÷Á¢ÀûÀ¸·Î Ž±¸ Àü¹®¼º ½ÅÀåÀ» À§ÇØ »ç¿ëµÉ ¼ö ÀÖ´Â ±³»ç °³³ä ¸ðµ¨À» ±¸¼ºÇÏ¿´´Ù. Ž±¸Áöµµ¿¡ ´ëÇÑ ±³»çµéÀÇ °³³äµéÀÌ ±¤¹üÀ§ÇÑ ±³½Ç °üÂû°ú ¸é´ãÀ» ÅëÇÕÇÑ ÁýÁßÀûÀÎ »ç·Ê ¿¬±¸ Á¶»ç¸¦ ÅëÇÏ¿© ¼ö¸³µÇ¾ú´Ù. ±×µéÀÇ Àü¹®¼º ½ÅÀå °æÇèÀÇ Âü¿©¸¦ ÅëÇÏ¿©, ±³»çµéÀº ±³½Ç¿¡¼­ Ž±¸ ¼ö¾÷À» ÀÌÇàÇÏ´Â ¹æ¹ý¿¡ ´ëÇÑ ±íÀº ÀÌÇظ¦ ¾ò¾ú´Ù. ±³»çµéÀº ¿¬±¸¸ðÀÓ¿¡¼­ Ž±¸ ¼ö¾÷ ÀڷḦ °³¹ßÇÏ°í Á¦½ÃÇÔÀ¸·Î½á, ´Ù¸¥ ±³»çµéÀÇ ¼ö¾÷À» °üÂûÇÔÀ¸·Î½á, ¶ÇÇÑ Å½±¸ È°µ¿ ¿öÅ©¼¥¿¡ Çлýó·³ Âü¿©ÇØ º½À¸·Î½á, Ž±¸ ¹æ¹ý¿¡ ´ëÇÑ Àڽۨ°ú ½Çõ ´É·ÂÀ» ¾ò¾ú´Ù. µ¥ÀÌÅÍ ºÐ¼® °á°ú 4°¡ÁöÀÇ ÇÙ½É °³³äµéÀÌ ±³»çµéÀÇ ±³½Ç Ž±¸±â¹Ý ¼ö¾÷ÀÇ »ç¿ëÀ» ¾È³»ÇßÀ½ÀÌ µå·¯³µ´Ù. °úÇÐ, Çлýµé, È¿°úÀûÀÎ ±³¼ö ½ÇÇà, ±³À°ÀÇ ¸ñÀû¿¡ ´ëÇÑ ±³»çÀÇ °³³äµéÀÌ °íµîÇб³¿¡¼­ ¼öÇàµÈ Ž±¸ ¼ö¾÷ÀÇ À¯Çü°ú ¾ç¿¡ ¿µÇâÀ» ¹ÌÃÆ´Ù. ¿¬±¸ÀÇ °á°ú´Â ¼º°øÀûÀΠŽ±¸ Àü¹®¼º ½ÅÀåÀÌ µÇ±â À§Çؼ­´Â Ž±¸ Áö½ÄÀ» °¡¸£ÃÄ¾ß ÇÒ »Ó¸¸ ¾Æ´Ï¶ó, ±³»çµéÀÇ ÇÙ½É ±³¼ö °³³äµéÀ» Æò°¡ÇÏ°í º¸°íÇØ¾ß ÇÑ´Ù°í Á¦¾ÈÇÑ´Ù.




Impact of the collaboratives for excellence in teacher preparation program (p 1348-1369)
±³»ç Áغñ¸¦ À§ÇÑ ±³À° ÇÁ·Î±×·¥¿¡¼­ ¡®¼ö¿ù¼º Ãß±¸¸¦ À§ÇÑ Çùµ¿(CETP)¡¯ÀÇ ¿µÇâ

Frances Lawrenz, Douglas Huffman, Amy Gravely

Abstract
This study investigated the national impact of the Collaboratives for Excellence in Teacher Preparation program (CETP). Impact of the program was examined in two different settings: institutions of higher education, and K-12 science and mathematics classrooms. The focus of this study was to determine the impact of the CETP program on the institutional culture and collaborations among faculty, and changes in instructional techniques used by higher education faculty and K-12 teachers. Data were gathered over a 3-year period from 12 different CETP projects. At the higher education level faculty reported more collaboration and a slight increase in the use of standard-based teaching. At the K-12 level, students of teachers who were prepared by the CETP program viewed classroom instruction as slightly more standards-based than comparable students of non-CETP prepared teachers. Additionally, external observers rated classes taught by teachers educated in CETP projects as more standards-based than classes taught by non-CETP teachers educated in other programs. Implications of the results for national large-scale reform of science and mathematics education are discussed.

ÀÌ ¿¬±¸´Â ¡®±³»ç Áغñ ÇÁ·Î±×·¥¿¡¼­ ¼ö¿ù¼º Ãß±¸¸¦ À§ÇÑ Çùµ¿(CETP)¡¯ ÇÁ·ÎÁ§Æ®ÀÇ ±¹°¡ÀûÀÎ ¿µÇâÀ» Á¶»çÇÏ´Â °ÍÀÌ´Ù. ÇÁ·Î±×·¥ÀÇ ¿µÇâÀº µÎ °¡ÁöÀÇ ´Ù¸¥ ¿µ¿ª, Áï °íµî ±³À° ±â°ü°ú K-12ÀÇ °úÇÐ ¡¤ ¼öÇÐ ±³½Ç¿¡¼­ Á¶»çµÇ¾ú´Ù. ÀÌ ¿¬±¸ÀÇ ÃÊÁ¡Àº ±³À°±â°üÀÇ ¹®È­¿Í ±³¼ö Áý´Ü »çÀÌÀÇ Çùµ¿, °íµî ±³À° ±³¼ö´Ü°ú K-12 ±³»çµé¿¡ ÀÇÇؼ­ »ç¿ëµÈ ¼ö¾÷ ±â¼úÀÇ º¯È­¿¡ ´ëÇÑ CETP ÇÁ·Î±×·¥ÀÇ ¿µÇâÀ» °áÁ¤Çϴµ¥ ÀÖ´Ù. µ¥ÀÌÅÍ´Â 3³âÀÇ ±â°£ µ¿¾È 12°³ÀÇ ´Ù¸¥ CETP ÇÁ·ÎÁ§Æ®·ÎºÎÅÍ ¼öÁýµÇ¾ú´Ù. °íµî±³À° ¼öÁØ¿¡¼­ ±³¼ö´ÜÀº ´õ ¸¹Àº Çùµ¿°ú Ç¥ÁØ¿¡ ±âÃÊÇÑ ±³¼öÀÇ »ç¿ë¿¡¼­ ¾à°£ÀÇ Áõ°¡¸¦ º¸°íÇÏ¿´´Ù. K-12¼öÁØ¿¡¼­´Â, CETP ÇÁ·Î±×·¥¿¡ ÀÇÇؼ­ ÁغñµÈ ±³»çµéÀÌ ÁöµµÇÑ ÇлýµéÀº CETP¿¡ ÀÇÇؼ­ ÁغñµÇÁö ¾ÊÀº ±³»çµéÀÇ Çлýµé°ú ºñ±³ÇßÀ» ¶§ ±³½Ç ¼ö¾÷À» Á¶±Ý ´õ Ç¥ÁØ¿¡ ±âÃÊÇÑ °ÍÀ¸·Î º¸¾Ò´Ù. ÷°¡ÇÏ¿©, ¿ÜºÎ °üÂûÀÚµéÀº CETP ÇÁ·ÎÁ§Æ®¿¡¼­ ±³À°¹ÞÀº ±³»çµéÀÌ °¡¸£Ä¡´Â Çб޵éÀ» ´Ù¸¥ ÇÁ·Î±×·¥¿¡¼­ ±³À°¹ÞÀº ºñ-CETP ±³»çµé¿¡ ÀÇÇÑ Çб޺¸´Ù ´õ Ç¥ÁØ¿¡ ±âÃÊÇß´Ù°í Æò°¡Çß´Ù. °úÇаú ¼öÇÐ ±³À°ÀÇ ±¹°¡ÀûÀÎ °Å´ë ±Ô¸ðÀÇ °³Á¤À» À§Çؼ­ °á°úÀÇ Á¦¾ðµéÀÌ ³íÀǵǾú´Ù.





Mirror, mirrors on the wall, who is the most powerful of all? A self-study analysis of power relationships in science methods courses (p 1370-1388)
°Å¿ï, º® À§ÀÇ °Å¿ïµé, °¡Àå °­·ÂÇÑ »ç¶÷Àº ´©±¸Àΰ¡? °úÇÐ ¹æ¹ý °ú¸ñ¿¡¼­ ÆÄ¿ö °ü°è¿¡ ´ëÇÑ ÀÚ±â-¿¬±¸ ºÐ¼®

Hedy Moscovici

Abstract
This study explored the dynamics of power relationships in secondary science methods courses taught at an urban university in Southern California for credential candidates. Data collection extended over 10 academic semesters. Employing frameworks of power, self-study, and critical pedagogy, the study analyzes the multifaceted and intricate roads (or multimirrored reflections) of an instructor on her way to becoming a transformative intellectual. Findings suggested that power sources and their use may vary according to the credential candidates' needs and the demands and perceptions of the different tasks performed in class. Perceptions of the instructor's goals and perceived attitudes during classroom tasks seemed to relate to power shifts ultimately influencing classroom dynamics. The major implications of this study was to reemphasize the acute need for instructor self-studies in science education as a way of improving practice and fulfilling the demands of the changing and challenging science credential candidate population as well as their K-12 students.

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Free-choice worksheets increase students' exposure to curriculum during museum visits (p 1389-1414)
ÀÚÀ¯¼±Åà Ȱµ¿Áö´Â ¹Ú¹°°ü °ßÇÐÀ» ÅëÇØ Çлýµé·Î ÇÏ¿©±Ý ±³À°°úÁ¤À¸·ÎÀÇ ³ëÃâÀ» Áõ°¡½ÃŲ´Ù

Marianne F. Mortensen, Kimberly Smart

Abstract
The museum visit is an important part of elementary school science teaching. However, a divide exists between teachers, who require curricular accountability, and museums, who emphasize free-choice exploration. Can a carefully constructed worksheet bridge this divide by providing free-choice exploration of curricular topics during the museum visit? In the present study, a theoretical framework was constructed to inform the design of worksheets as free-choice learning devices. This framework was used to analyze the design of an existing museum worksheet. Subsequently, curriculum-related conversations among school groups visiting a museum were monitored in groups supplied with the worksheet and in control groups without. Overall, the worksheet complied well with design criteria synthesized from the free-choice learning literature. Furthermore, the use of the worksheet increased the number and diversity of curriculum-related conversations among school groups during the visit. This study documents that the use of carefully designed worksheets may increase students' exposure to curriculum during a museum visit, and thus may help build better bridges between teacher needs and museum free-choice identities.

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