중학교 과학영재 담당교사의 PCK 요소의 특징과 관련성

Abstract

In this study, we analyzed the characteristics of Pedagogical Content knowledge(PCK)`s components through actual course of teachers of science gifted students in the middle school. For this study, four middle school science teachers of gifted students belonging to the gifted education professional organizations in a metropolis were selected, each of them was physics, chemistry, biology, and earth science teacher. Two of them were full-time teachers to teach only gifted students and two were part-time teachers who had taught general students in ordinary time and specially had taught the gifted students once a week. Qualitative data were collected through classroom observations, interviews, and documents. As a result, some unique characteristics of PCK`s components were identified. The teachers` orientations to teaching science were closely correlated with PCK`s components. The teachers` knowledges of science curriculum were different individually. But the decisions about type of teaching(acceleration or enrichment) were connected with the objectives of gifted education and lesson objectives. Also, the teachers` knowledges of science curriculum were influenced by the knowledge of students` understanding. Teachers used different instructional strategies according to the knowledge of science curriculum and the knowledge of students` understanding. We found that PCK`s components were so closely connected and could show the direction of relationships among those PCK`s components. We suggested teachers` PCK model which was named Tetrahedron Model of PCK, to explain the characteristics and relationships of PCK`s components.