수학, 과학 교육용 저작 도구를 활용한 수업 설계 및 실행에서 교사들이 경험한 어려움 분석

Abstract

Objectives In this study, we explored and discussed the difficulties experienced by teachers in designing and implementing instruction using authoring tools for mathematics and science education from the perspective of TPACK.
 Methods For this purpose, 23 elementary and secondary school teachers were recruited, and 15 teams were organized according to the level and subject of interest to participate in instruction design and implementation using authoring tools for mathematics and science education. Thematic analysis was conducted from the results of reflection journals and interviews to derive the difficulties experienced by teachers, and related TPACK components were coded.
 Results Teachers experienced difficulties in ‘using the block coding function of the authoring tool’, ‘efficient time management’, ‘meta-cognitive shift phenomena’, ‘use of curriculum materials and setting learning goals’, ‘anticipation of learners' thinking and responses’, and ‘designing interactive feedback’.
 Conclusions It is necessary to find a support plan for strengthening mathematics and science teachers’ TPACK expertise such as TK related to understanding the block coding environment and using it appropriately for instruction design, TPK related to efficiently managing time and overcoming extreme didactic phenomena such as metacognitive shift in instructional design and implementation using authoring tools, TCK related to using curriculum materials and clearly setting learning goals in instructional design and implementation, TPACK related to designing interactive feedback and anticipating learner’s thinking and reaction.