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KMID : 1059520220660020150
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Journal of the Korean Chemical Society
2022 Volume.66 No. 2 p.150 ~ p.162
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An Analysis of Pre-service Science Teachers’ NOS Lesson Planning and Demonstration: In the Context of ‘Science Inquiry Experiment’ Developed Under the 2015 Revised National Curriculum
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Kim Min-Hwan
Kim Hae-Rheen
Noh Tae-Hee
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Abstract
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In this study, we investigated pre-service science teachers’ NOS-PCK by analyzing their NOS lesson planning and demonstration. Four pre-service science teachers participated in the study. They planned and demonstrated NOS lessons in the context of ‘Science Inquiry Experiment’ developed under the 2015 Revised National Curriculum. Their lessons were observed. All of the teaching-learning materials were collected, and semi-structured interviews were also conducted. The analyses of the result revealed that pre-service teachers mainly referred to the curriculum and textbooks when selecting the NOS learning objectives. However, they felt difficulty because the curriculum and textbooks did not clearly present the NOS to be dealt. Although all of them took explicit approaches, there were not many open and divergent reflective approaches. In addition, they expected that high school students would consider scientific knowledge absolute and would have negative perceptions of NOS lessons. They rarely assessed students’ NOS learning, and were reluctant to assess. Finally, most of them had a negative perception that learning NOS is not necessary for all students. On the bases of the results, educational implications for improving the expertise of pre-service science teachers in NOS lessons were discussed.
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KEYWORD
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Nature of science, Science Inquiry Experiment, PCK, Pre-service science teacher
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