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2006-04-25 (Vol 3, No 4)

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International Journal of Science Education Vol. 28 Issue 1

International Journal of Science Education Vol. 28 Issue 1


ÁÁÀº °úÇÐ ±³¼ö¿¡ ´ëÇÑ ¿¹ºñ±³»çµéÀÇ °³³ä ¹ß´ÞÀÇ ±âȸ ¸¶·Ã: ±³½Ç ºñµð¿ÀÀÇ ¿ªÇÒ
Setting the Stage for Developing Pre‐service Teachers¡¯ Conceptions of Good Science Teaching: The role of classroom videos.

Siu Ling Wong1 aslwong@hkucc.hku.hk
Benny Hin Wai Yung1
Man Wai Cheng1
Kwok Leung Lam1
Derek Hodson1

1The University of Hong Kong, China

ÀÌ ³í¹®Àº È«Äá ´ëÇп¡¼­ ¼öÇàµÈ ±³À°°úÁ¤ °³Çõ¿¡¼­ ¾Ë¾Æ³½ °ÍÀ» º¸°íÇÑ´Ù. ±³À° ´ëÇпø 1³â °úÁ¤¿¡ µî·ÏÇÑ ±³»ýÀÌ ÇÁ·Î±×·¥ÀÇ ¸î¸î ´Ü°è¿¡¼­ ÁÁÀº °úÇÐ ±³¼ö¿¡ ´ëÇÑ °³³äÀ» À̲ø¾î³»±â À§ÇØ, °úÇÐ ±³¼ö »ç·Ê¸¦ ½Ã¿¬ÇÏ´Â ±³»ç ¼ö¾÷ ºñµð¿À°¡ ´ã±ä CD¸¦ »ç¿ëÇÏ¿´´Ù. ºñµð¿À´Â ±³»ýµéÀÇ °³³äÀ» À̲ø¾î ³»¾ú°í, °ø½ÄÀû ¼ö¾÷ ½ÃÀÛ Àü¿¡ °¡Áö´Â °³³ä¿¡ ¿µÇâÀ» ÁÖ¾ú´Ù. ±×°ÍÀº ±³»ýµé¿¡°Ô ±×µ¿¾È Çб³»ýÈ°¿¡¼­ °æÇèÇÏÁö ¸øÇÑ ´ë¾ÈÀûÀÎ ±³¼ö ¹æ¹ý°ú Á¢±Ù¹ýÀ» ¾Ë°Ô ÇØ ÁÖ¾ú°í, ´Ù¾çÇÑ ±³½Ç »óȲÀ» ¾Ë°Ô ÇØ ÁÖ°í, ÁÁÀº (¼ö¾÷) ½ÇÇàÀÌ Á¸ÀçÇÑ´Ù´Â Áõ°Å¸¦ Á¦½ÃÇÏ°í, ÁÁÀº °úÇÐ ±³¼ö¿¡ ´ëÇØ ÀÚ½ÅÀÌ °¡Áø ÇöÀç »ý°¢À» ¹Ý¼ºÇϵµ·Ï ÃËÁøÇÏ¿´´Ù. ¸î °¡Áö ¹æ½ÄÀ¸·Î ºñµð¿À´Â ±³»ýµéÀÌ ÇлýÀ¸·ÎºÎÅÍ ±³»çÀÇ ¿ªÇÒ·Î º¯È­ÇÏ´Â »çȸȭ °úÁ¤ÀÇ Ã˸ŷΠÀÛ¿ëÇÏ¿´´Ù.

This paper reports findings about a curriculum innovation conducted at The University of Hong Kong. A CD‐ROM consisting of videos of two lessons by different teachers demonstrating exemplary science teaching was used to elicit conceptions of good science teaching of student‐teachers enrolled for the 1‐year Postgraduate Diploma in Education at several stages during the programme. It was found that the videos elicited student‐teachers¡¯ conceptions and had impact on those conceptions prior to the commencement of formal instruction. It has extended student‐teachers¡¯ awareness of alternative teaching methods and approaches not experienced in their own schooling, broadened their awareness of different classroom situations, provided proof of existence of good practices, and prompted them to reflect on their current preconceptions of good science teaching. In several ways, the videos acted as a catalyst in socializing the transition of student‐teachers from the role of student to the role of teacher.


´ë¸¸ °úÇÐ ±³»çµéÀÇ ÁßµîÇб³ ȯ°æ¿¡ ´ëÇÑ ÀÎ½Ä Æò°¡
An Assessment of Science Teachers¡¯ Perceptions of Secondary School Environments in Taiwan.

Shwu-yong Huang1 syliou@ntu.edu.tw
1National Taiwan University, Taiwan

ÀÌ ¿¬±¸´Â ÁßµîÇб³ÀÇ ½É¸®-»çȸÀû ȯ°æÀ» °úÇÐ ±³»çÀÇ °üÁ¡¿¡¼­ Á¶»çÇÏ°í, ±×¿¡ °ü·ÃµÈ º¯ÀÎÀ» Á¶»çÇÏ¿´´Ù. ´ë¸¸ÀÇ 52°³ Çб³ 900¸í ÁßµîÇб³ °úÇб³»ç Ç¥º»À» »ç¿ëÇÏ¿© ¡®°úÇÐ ±³»ç Çб³ ȯ°æ °Ë»çÁö¡¯ °Ë»ç µµ±¸ÀÇ ½Å·Úµµ¿Í Ÿ´çµµ¸¦ ÀÔÁõÇÏ°í, ±×°ÍÀÌ Çб³µéÀ» ±¸ºÐÇÏ´Â ´É·ÂÀ» ¾Ë¾Æº¸¾Ò´Ù. ±â¼úÀûÀÎ °á°ú´Â ´ëºÎºÐÀÇ °úÇÐ ±³»çµéÀÌ ±×µéÀÇ Çб³ ȯ°æÀ» ±àÁ¤ÀûÀ¸·Î ÀνÄÇÏ°í ÀÖÀ½À» º¸¿© ÁÖ¾ú´Ù. ±³»çµéÀº ³ôÀº µ¿·á¾Ö, ÁÁÀº ±³»ç-Çлý °ü°è, ±³ÀåÀÇ È¿À²Àû ¸®´õ½Ê, Àü¹®¼º¿¡ ´ëÇÑ °­ÇÑ µ¿±â, ³·Àº ¾÷¹« ¾Ð·ÂÀ» º¸°íÇÏ¿´°í, ¹Ý¸é ³·Àº ÁöÀ§Àû ÀÚÀ¯¸¦ º¸°íÇÏ¿´´Ù. ´ÙÁß È¸±Í ºÐ¼® °á°ú Çб³±Þ, Áö¿ª, °¡¸£Ä¡´Â ÀÚ¸®¿¡ ¸Ó¹«¸£·Á´Â ±³»çÀÇ Àǵµ µî Á¤Ã¥¿¡ °ü·ÃµÈ º¯ÀÎÀÌ °úÇÐ ±³»çµéÀÇ Çб³ ȯ°æ¿¡ ´ëÇÑ Àνİú ¿¬°üµÇ¾î ÀÖ¾ú´Ù. °úÇÐ ±³»ç 34¸í°úÀÇ ¸é´ãÀ» Á¤¼ºÀûÀ¸·Î ºÐ¼®ÇÏ¿© ÀÌ °á°ú¸¦ È®ÀÎÇÏ°í dzºÎÇÏ°Ô ÇÏ¿´´Ù.

This study investigates the psychosocial environments of secondary schools from science teachers¡¯ perspectives, as well as associated variables. Using a sample of 900 secondary science teachers from 52 schools in Taiwan, the results attest to the validity and reliability of the instrument, the Science Teacher School Environment Questionnaire, and its ability to differentiate among schools. The descriptive results show that a majority of science teachers positively perceived their school environments. The teachers reported high collegiality, good teacher–student relations, effective principal leadership, strong professional interest, and low work pressure—but also low staff freedom. Multiple regression results further indicate that policy‐relevant variables like school level, school location, and teachers¡¯ intentions to stay in teaching were associated with science teachers¡¯ perceptions of their school environments. Qualitative data analysis based on interviews of 34 science teachers confirmed and enriched these findings.


³²¾ÆÇÁ¸®Ä« °úÇÐ ±³½ÇÀÇ °á°ú¹°-±â¹Ý ÇнÀ ȯ°æÀÇ ¼öÇàÀ» Á¡°ËÇÏ´Â µµ±¸ÀÇ °³¹ß°ú Ÿ´çÈ­
Development and Validation of an Instrument to Monitor the Implementation of Outcomes‐based Learning Environments in Science Classrooms in South Africa.

Aldridge, Jill M.1 J.Aldridge@curtin.edu.au
Laugksch, Rüdiger C.2
Seopa, Mampone A.2
Fraser, Barry J.1

1Curtin University of Technology, Australia
2University of Cape Town, South Africa

ÀÌ ³í¹®Àº °á°ú¹°-±â¹Ý ±³À°À» ÇâÇÑ º¯È­¸¦ Á¡°ËÇÏ°í ¾È³»Çϱâ À§ÇÑ ¼ö´ÜÀ¸·Î½á ÇнÀ ȯ°æ¿¡ ´ëÇÑ ÇлýµéÀÇ ÀνÄÀ» ÃøÁ¤ÇÏ´Â µµ±¸¸¦ °³¹ßÇÏ°í Ÿ´çÈ­ÇÏ´Â °ÍÀ» ±â¼úÇÑ´Ù. ù ´Ü°è¿¡¼­ ³²¾ÆÇÁ¸®Ä«ÀÇ ¸²Æ÷Æ÷ ÁÖ¿¡ ÀÖ´Â 50°³ Çб³ 8Çгâ 50°³ ÇÐ±Þ 2638¸í ÇлýÀ¸·ÎºÎÅÍ ¾òÀº ÀڷḦ ºÐ¼®ÇÏ¿© »õ µµ±¸ÀÇ Å¸´çµµ¿Í ½Å·Úµµ Áõ°Å¸¦ ¾ò¾ú´Ù. µÎ ¹ø° ´Ü°è¿¡¤Ä¼­ µÎ »ç·Ê ¿¬±¸¸¦ ÅëÇØ »õ µµ±¸¿¡¼­ÀÇ Æò±Õ°ª ÃøÁ¤Ä¡µéÀÌ °³º° °úÇÐ ±³½ÇÀÇ ÇнÀ ȯ°æÀ» Á¤È®ÇÏ°í ¡®Áø½ÇµÇ°Ô¡¯ ±â¼úÇÏ´ÂÁö ¾Ë¾Æº¸¾Ò´Ù. ÀÌ ¿¬±¸´Â ³²¾ÆÇÁ¸®Ä«¿¡¼­ ÀÌ·¯ÇÑ Á¾·ùÀÇ ÃÖÃÊÀÇ ¿¬±¸ÀÌ°í, °á°ú¹°-±â¹Ý ±³À°¿¡ °ü·ÃµÈ ÇнÀ ȯ°æÀÇ Áß¿äÇÑ Ãø¸éÀ» ´Ù·ç´Â µµ±¸¶ó´Â Á¡¿¡¼­ ÇнÀ ȯ°æ ºÐ¾ß¿¡ Áß¿äÇÑ ±â¿©¸¦ ÇÑ´Ù.

This article describes the development and validation of an instrument that can be used to assess students¡¯ perceptions of their learning environment as a means of monitoring and guiding changes towards outcomes‐based education. In the first phase, data collected from 2638 Grade 8 science students from 50 classes in 50 schools in the Limpopo Province of South Africa were analysed to provide evidence about the reliability and validity of the new instrument. In the second phase, two case studies were used to investigate whether profiles of class mean scores on the new instrument could provide an accurate and ¡°trustworthy¡± description of the learning environment of individual science classes. The study makes significant contributions to the field of learning environments in that it is one of the first major studies of its kind in South Africa and because the instrument developed captures important aspects of the learning environment associated with outcomes‐based education.


´ëÇÐÀü ±³À°¿¡¼­ °úÇаú ¼öÇÐ ¼±Åà °úÁ¤°ú °áÁ¤¿äÀÎÀÇ ¼ºº° Â÷ÀÌ
Sex‐related Differences in the Determinants and Process of Science and Mathematics Choice in Pre‐university Education.

van Langen, Annemarie1 a.v.langen@its.ru.nl
Rekers-Mombarg, Lyset2
Dekkers, Hetty1

1Radboud University Nijmegen, The Netherlands
2University of Groningen, The Netherlands

´ëÇÐÀü ±³À°¿¡¼­ ÇлýµéÀÌ ±â¸» ½ÃÇè ÆÐÅ°Áö¿¡ °úÇаú ¼öÇÐ °ú¸ñÀ» ´õ ¸¹ÀÌ Æ÷ÇÔÇÒ¼ö·Ï, ¹Ð¿¡ ±×µéÀÌ ¼±ÅÃÇÒ ¼ö ÀÖ´Â Çй®Àû ±æÀÌ ´õ ¸¹¾ÆÁø´Ù. Áï ´É·ÂÀ̳ª ¼ºÃëµµ´Â °°Àºµ¥ ¼ºº°À̳ª °¡Á· ¹è°æÀÌ ´Ù¸¥ ÇлýµéÀÌ ´Ù¸¥ ¼±ÅÃÀ» ÇÑ´Ù¸é ±³À°ÀûÀÎ ±âȸÀÇ ±ÕµîÀº À§Çù¹Þ°Ô µÈ´Ù. ÀÌ °¡Á¤À» ´Ù¼öÀÇ ³×´ú¶õµå Áý´ÜÀ¸·ÎºÎÅÍ ¾òÀº ÀÚ·á·Î °Ë»çÇÏ¿´´Ù. ´ÙÂ÷¿ø ºÐ¼® °á°ú ¿©ÇлýÀÌ °úÇаú ¼öÇÐ °ú¸ñÀ» ¼±ÅÃÇÏ´Â °ÍÀº °¡Á¤ ¹è°æ¿¡ ¿µÇâÀ» ¹ÞÁö¸¸ ³²ÇлýÀº ±×·¸Áö ¾Ê¾Ò´Ù. ´Ù¾çÇÑ Çлýµé°ú °¡Á¤ º¯ÀÎÀÌ °úÇÐ ¼±Åà °úÁ¤¿¡ ¹ÌÄ¡´Â ¿µÇâÀ» °æ·Î ºÐ¼®À¸·Î Ž»öÇÏ¿´´Ù. ºÐ¼® °á°ú °ú¸ñ ¼±ÅÃÀ» ³²Çлý°ú ¿©ÇлýÀÇ ¼­·Î ´Ù¸¥ ¿¬´ë±âÀû °úÁ¤À¸·Î º¸´Â °ÍÀÌ Áß¿äÇÔÀ» È®ÁõÇÏ¿´´Ù.

The more science and mathematics subjects that pupils in pre‐university education include in their final examination package, the more future academic routes are available to them. Equality of educational opportunity is thus threatened when groups of pupils, distinguished by sex and family background but otherwise of equal capacities and achievement, are found to differ in their choices. This proposition is examined using data from a large Dutch cohort. Multilevel analyses show that the choice of science and mathematics subjects by girls is influenced by their family background while the choice by boys is not. The influence of various pupil and family variables on the subject selection process is explored via path analyses. The results confirm the importance of viewing subject choice as a chronological process that progresses differently for boys and girls.

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