과학 교사 PCK 재개념화 > 교과교육(각교과교육론)

PCK는 과학교사가 수업을 계획하고, 가르치고, 성찰하는 동안 교수적 추론(pedagogical reasoning)을 통해 발휘하는 교사의 고유한 전문 지식이다. 여기서 교수적 추론이란 교사가 PCK를 발휘하는 데 필요한 사고 과정으로서, 교사가 가르치는 내용을 학생들이 이해할 수 있도록 의미 있는 교수-학습 활동을 제공하기 위한 일종의 사고방식이라고 할 수 있다.

이 책은 PCK의 개선된 합의 모델의 이해와 적용에 관한 것으로, 많은 사람이 사용하는 모델로 발전할 수 있도록 이 복잡한 모델을 계속해서 명확히 표현하고, 여러 맥락에서 어떻게 사용되고 적용될 수 있는지를 보여주는 것을 목표로 한다.

목차

역자 서문 / 3

저자 서문 / 6

제1부 과학교육에서 PCK의 개선된 합의 모델(RCM) 소개

제1장 합의 모델을 향하여: 과학 교사 PCK에 관한 실증적 연구 문헌 고찰 ············21

1. 도입 ··················································································23

2. 문헌 고찰 ············································································24

3. 연구 방법 ············································································32

4. 연구 결과 ············································································41

5. 결론 ··················································································73

부록 ······················································································77

제2장 과학 교육에서 PCK의 개선된 합의 모델(RCM) ···································101

1. 서론 ·················································································103

2. RCM 모델 개발 과정 ······························································105

3. 개선된 합의 모델(RCM)의 개요 ···················································108

4. 개선된 합의 모델(RCM)의 구성 요소 ·············································109

제3장 실천자(교사)와 연구자의 RCM 적용을 보여주는 비네트 ··························123

예비 교사 교육에 RCM이 제시하는 가능성 ········································125

1. 맥락 ·················································································125

2. 모델과의 연관성 ····································································127

3. 성찰 ·················································································128

RCM 모델의 적용 사례: 생물학 교육 방법론 과정 ································129

1. 맥락 ·················································································129

2. 모델과의 연관성 ····································································130

3. 성찰 ·················································································133

전문적 학습 경험 구축을 위한 RCM의 활용 ·······································134

1. 맥락 ·················································································134

2. 모델과의 연관성 ····································································135

3. 성찰 ·················································································139

RCM 렌즈를 통한 PCK 검사 도구 고찰 ···········································140

1. 맥락 ·················································································140

2. 모델과의 연관성 ····································································143

3. 성찰 ·················································································145

과학 전문적 학습에 대한 연구에서 RCM의 적용 및 시사점 ······················146

1. 맥락 ·················································································146

2. 모델과의 연관성 ····································································146

3. 성찰 ·················································································148

제2부 기존 연구의 재해석

제4장 과학 PCK 연구의 진전을 위한 기존 PCK 모델과 RCM의 조화 ················157

1. 도입 ·················································································159

2. PCK를 파악하기 위한 학습 맥락 강조 ···········································159

3. 교사의 PCK와 실행된 PCK 간 연결의 명시적 시각화 ··························162

4. pPCK와 cPCK의 구별 ·····························································165

5. PCK 발달로의 초점 전환 ··························································167

6. 결론 ·················································································169

제5장 주제 수준에서 과학 교사 PCK 개발을 위한 경로 드러내기 ······················173

1. 도입 ·················································································175

2. 주제-특수적 수준에서 과학의 PCK 설명하기 ····································177

3. 연구 방법 ···········································································181

4. 결과 ·················································································184

5. 논의 및 결론 ·······································································196

제6장 과학 교사의 전문적 역량 개발 ······················································201

1. 도입 ·················································································203

2. 과학 교사의 전문적 역량과 개발 ·················································204

3. 물리 수업을 위한 cPCK 개발에서 CK와 PK의 역할 ····························207

4. 물리 교사의 pPCK와 ePCK 개발에서 cPCK의 역할 ····························210

5. 논의 및 결론 ·······································································217

제7장 학습 연구를 통한 과학 교사 PCK 개발 ············································225

1. 도입 ·················································································227

2. 과학 교사 교육에서의 PCK 연구 ·················································227

3. 교사 학습을 지원하는 학습 연구 ·················································228

4. 과학 교수를 위한 PCK와 학습 연구 ··············································229

5. 학습 연구 과제 설계하기 ··························································231

6. 학습 연구 계획하기 ································································232

7. 학습 연구 과제를 위한 cPCK 정의하기 ··········································232

8. 학습 연구와 cPCK의 연관성 ······················································233

9. 교사의 ePCK 사례 ·································································235

10. ePCK 분석 ········································································236

11. 논의 ················································································244

12. 교사 교육을 위한 과제 설계 ·····················································244

13. ePCK의 관찰 ······································································245

14. PCK 발달 경로 매핑 ·····························································246

15. 결론 ················································································247

부록 1: 학습 연구 과제 지침 ·························································248

제8장 과학 교수에서 ePCK의 복잡성과 교수적 추론을 포착하는 PCK 맵 접근법 ····253

1. 도입 ·················································································255

2. PCK 맵 접근법의 토대가 되는 이론적 틀 ·······································255

3. PCK 맵 접근법의 단계별 절차 ····················································257

4. PCK 맵 접근법을 적용한 두 가지 연구 사례 ····································261

5. RCM의 맥락에서 맵 접근법이 PCK 연구 발전에 기여한 것 ···················265

제3부 과학 교사 PCK 연구의 새로운 접근법

제9장 실질적 자료원을 활용한 예비 과학 교사의 PCK 개발과 개인적 요인의 영향 규명·· 275

1. 도입 ·················································································277

2. 네덜란드 과학 교사 교육 프로그램에서 예비 교사가 겪는 어려움 ·············278

3. 이 장에서는... ······································································280

4. 이론적 배경 ·········································································281

5. 저자의 연구 ·········································································287

6. 교사 교육 프로그램 과제 ··························································288

7. 연구 방법 ···········································································293

8. 자료 수집 ···········································································293

9. 자료 분석 ···········································································293

10. 연구 결과 ··········································································295

11. 결론 ················································································298

제10장 협력적 CoRe 설계를 통한 과학 교사의 pPCK 및 ePCK 발달 ·················305

1. 도입 ·················································································307

2. 맥락 ·················································································307

3. 연구 설계 및 문헌 연구 ···························································309

4. 자료 수집 ···········································································314

5. 자료 분석 ···········································································318

6. 연구 결과 ···········································································320

7. 논의 및 결론 ·······································································330

8. 제한점 ···············································································334

부록 1: ePCK 분석을 위한 루브릭 ··················································336

부록 2: 토니 워킹그룹의 CoRe 기여 ················································338

제11장 과학 교사의 PCK 측정을 위한 그랜드 루브릭 ·····································343

1. 도입 ·················································································345

2. 연구 문제 ···········································································346

3. 연구 방법 ···········································································347

4. 결과 및 논의 ·······································································349

5. 결론 ·················································································366

제12장 수업 실천에서 과학 교사 PCK의 복잡성 톺아보기: ePCK와 pPCK의 관점으로 ··371

1. 도입 ·················································································373

2. pPCK의 본성 ·······································································374

3. ePCK의 본성 ·······································································375

4. pPCK와 ePCK 사이의 관계 ·······················································376

5. 과학 교사들의 행위 중 PCK의 복잡성을 나타내는 경험적 사례 ···············382

6. 교수적 추론: 계획-수행-성찰의 미시적 및 거시적 사이클에서 ePCK와 pPCK의 변환 ·····························································383

7. 계획-수행-성찰의 미시적 사이클에서 ePCK 근사하기 ··························384

8. 결론 ·················································································389

제4부 PCK 연구의 미래

제13장 과학 교육에서 PCK 연구의 미래 전망, 그리고 그 너머 ··························397

1. 도입 ·················································································399

2. 앞 장에서 제시한 연구에 대한 시사점 요약 ·····································400

3. 미래 PCK 연구를 위한 프레임워크 ···············································401

4. 결론 ·················································································410

제14장 커뮤니티(공동체)로서 PCK 연구 발전시키기 ·······································415

1. 도입 ·················································································417

2. PCK 연구 커뮤니티: 1986-2010 ·················································418

3. 제1차 PCK 정상회의: 2012년 10월 미국 콜로라도 스프링스 ··················420

4. 간주곡 1: 초보 연구자의 PCK 여정 ··············································421

5. 제1차 PCK 정상회의를 마치고 ····················································423

6. 제2차 PCK 정상회의: 2016년 12월 네덜란드 라이덴 ···························425

7. 간주곡 2: 선배 연구자의 PCK 여정 ··············································426

8. 제2차 PCK 정상회의를 마치고 ····················································428

9. 영향 및 다음 단계 ·································································429

후기 외부 관점에서의 고려사항 ····························································437

찾아보기 ················································································454

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이기영

강원대학교 과학교육학부 교수

저서: 과학교육론(공저), 과학교육론과 지도법(공저), 과학교재연구 및 지도법(공저), 과학교육의 이론과 실제(공저), 과학교육의 이해와 적용(공저), 개념변화: 이론과 실제(공저), 지구과학교육론(공저)

역서: 예비교사와 현장교사를 위한 과학교육 이야기(공역), 중고등학교 과학 수업(공역)

박재용

서울교육대학교 과학교육과 교수

저서: 과학 수행평가

역서: 중고등학교 과학 수업(공역)

김현주

서울아주초등학교 교사

서울교육대학교 교육전문대학원 박사수료

채유정

서울언주초등학교 교사

서울교육대학교 교육전문대학원 박사과정

배송

교환