{"title":"参与社会建构主义科学教师培训的教师意识变化及其后续教学实践研究","authors":"J. Kang, Jung-Eun Kim, Sung-Hye Paik","doi":"10.14697/JKASE.2015.35.6.0939","DOIUrl":null,"url":null,"abstract":"For secondary school teachers who attended 'A Social Constructionism Science Teacher Training Program', we analyzed their processes of cognizance change as well as whether they put its results into practice in the field of education, so as to find out the efficacy of the program. 'A Social Constructionism Science Teacher Training Program' consists of three phases based on La main la , a French experience-oriented science education program. In its first phase, a study of the philosophy of La main la was made, together with a search for examples of creativity education. In its second and third stages, real education programs were developed for designated themes and free themes, respectively, and then discussions were made. It was a ten-session program, with each session comprising a four-hour sub-program. All activities were both visually and orally recorded, while the participants were asked to write reflective journals for each class. An additional survey and interview were conducted six months later to check if the seven selected secondary school teachers put the results of the program into practice. It was found that changes may be made in the beliefs of teachers with the introduction of theories in teacher indoctrination, but the acquisition of practical knowledge that can be implemented in actual classes may be effectively secured by demonstrations and practice sessions. It was concluded that indoctrination should be conducted to lead participants to the level of practical planning from the level of mere belief so that the theories might actually be put into practice in the education field.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2015-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Study on the Change of the Awareness of Teachers who participated in Social Constructionism Science Teacher Training program and Their Subsequent Teaching Practice\",\"authors\":\"J. 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引用次数: 0
摘要
对参加“A社会建构主义科学教师培训计划”的中学教师,我们分析了他们认知变化的过程,以及他们是否将其结果付诸教育领域的实践,以了解该计划的有效性。“社会建构主义科学教师培训计划”以法国体验式科学教育计划“La main La”为基础,分为三个阶段。在第一阶段,对La main La的哲学进行了研究,并寻找了创造力教育的例子。在第二阶段和第三阶段,分别制定了指定主题和自由主题的真实教育节目,然后进行讨论。这是一个十节课的节目,每节课包括一个四小时的分节目。所有的活动都被视觉和口头记录下来,同时参与者被要求为每节课写反思日志。6个月后又进行了一次调查和访谈,以检查被选中的7名中学教师是否将计划的结果付诸实践。研究发现,在教师灌输中引入理论可能会改变教师的信念,但在实际课堂中可以实施的实践知识的获取可能会通过演示和实践课程得到有效的保证。会议的结论是,应进行灌输,使参与者从单纯的信念水平上升到实际规划水平,以便理论在教育领域实际付诸实践。
A Study on the Change of the Awareness of Teachers who participated in Social Constructionism Science Teacher Training program and Their Subsequent Teaching Practice
For secondary school teachers who attended 'A Social Constructionism Science Teacher Training Program', we analyzed their processes of cognizance change as well as whether they put its results into practice in the field of education, so as to find out the efficacy of the program. 'A Social Constructionism Science Teacher Training Program' consists of three phases based on La main la , a French experience-oriented science education program. In its first phase, a study of the philosophy of La main la was made, together with a search for examples of creativity education. In its second and third stages, real education programs were developed for designated themes and free themes, respectively, and then discussions were made. It was a ten-session program, with each session comprising a four-hour sub-program. All activities were both visually and orally recorded, while the participants were asked to write reflective journals for each class. An additional survey and interview were conducted six months later to check if the seven selected secondary school teachers put the results of the program into practice. It was found that changes may be made in the beliefs of teachers with the introduction of theories in teacher indoctrination, but the acquisition of practical knowledge that can be implemented in actual classes may be effectively secured by demonstrations and practice sessions. It was concluded that indoctrination should be conducted to lead participants to the level of practical planning from the level of mere belief so that the theories might actually be put into practice in the education field.