교수 내용 지식(PCK)을 적용한 생물 교사 양성 교육과정 모형의 탐색과 생물 교육학 영역 및 과목의 분석

초록

Despite the rapidly growing body of research on science teachers' pedagogical content knowledge (PCK) in science teacher education, the research effort has mainly focused on describing the nature of PCK and its components. Consequently, the question: “What is pedagogical content knowledge?" (Lederman & Gess-Newsome, 1992, p. 16) remains unanswered. The objective of this research was three-fold: To operationally define PCK of biology teachers, to explore a PCK-based curricular model, and to analyze the major subject areas of biology education along with the textbooks related to each area. In this study, biology teachers' PCK was defined as the “practical knowledge and skills which are acquired through the major subjects required in curriculum of biology education and in the course of teaching experiences of biology, and which are subsequently used in their teaching of high school biology.” Biology teachers' PCK was further characterized as consisting of two integrated and/or combined dimensions: Biology as subject matter and pedagogy. In this paper, the PCK is also referred to as biology education literacy. Also described in the paper are the PCK-based curricular model in biology teacher and the major subject areas which compose the curricular model.

키워드