An Analysis of the Change of Secondary Earth Science Teachers' Knowledge about the East Sea's Currents through Drawing Schematic Current Maps
An Analysis of the Change of Secondary Earth Science Teachers' Knowledge about the East Sea's Currents through Drawing Schematic Current Maps
复制标题
通过绘制示意性海流图分析中学地球科学教师对东海海流认识的变化
DOI：
10.5467/jkess.2015.36.3.258
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发表时间：
2015
影响因子：
0.4
通讯作者：
Eunil Lee
中科院分区：
文献类型：
--
作者：
Kyung;Ji;Ki;Byoung;Sang;Young;Eunil Lee
本研究的目的是通过绘制洋流示意图来分析中学地球科学教师对东海洋流知识的变化。为此，32名地球科学教师参加了长达6小时的洋流示意图相关学习与实践培训。老师们分别绘制了三个不同阶段的东海洋流示意图：前阶段、后阶段和延迟后阶段。此外，参与者制作的所有地图都被转换为数字化图像数据。详细分析了参与教师对东海海流的了解情况。研究结果如下：首先，教师参与者具有有关洋流图的背景知识，但它揭示了对某些概念的错误认识。其次，教师培训后，教师对东海海流的了解有所增加，而教师个体之间的知识差异有所减少。这种模式在绘图的延迟后期阶段比训练后立即发生的后期阶段更为明显。三是与会教师强烈意识到科学教材中东海洋流示意图在科学知识方面需要完善。此外，他们对教师培训表现出很高的满意度，因为他们认为教师培训在各个方面都很有意义；认识到内容知识的重要性以及与教学策略的结合、中学科学课程的需要以及对科学知识本质的认识。结果表明，教师的学科知识对于科学教学的有效性发挥着重要作用。
The purpose of this study was to analyze the change of secondary earth science teachers` knowledge about the currents of the East Sea through drawing of a schematic map of oceanic currents. For this purpose, thirty two earth science teachers participated in the six-hour long training of learning and practice related to ocean current schematic map. The teacher participants performed drawing of the ocean current schematic map of the East Sea in three different phases, i.e.; pre-, post-, and delayed-post phase. In addition, all the maps conducted by participants were converted to digitalized image data. Detailed analysis were performed to investigate participating teachers` knowledge about the currents of the East Sea. Findings are as follows: First, the teacher participants have background knowledge about the ocean current map, but it reveals an incorrect knowledge about some concepts. Second, after teacher training, teachers` knowledge increased about the East Sea`s currents, while a decrease was found in the differences between individual teachers` knowledge. This pattern was more evident in the delayed-post phase of drawing than in the post-phase occurred immediately after training. Third, the teacher participants were strongly aware of the need to improve the ocean current schematic map of the East Sea in science textbook in terms of scientific knowledge. In addition, they showed a high level of satisfaction about teacher training because they perceived that it was meaningful in various aspects; recognizing the importance of content knowledge and conjunction with instructional strategies, the needs of secondary science curriculum, and recognition of the nature of scientific knowledge. The results imply that teachers` subject matter knowledge plays a significant role to make science teaching effective.