초등 예비교사들과 현직교사들의 과학 오개념에 관한 지식과 교정 전략에 대한 관점

Abstract

This study aims to analyze elementary pre-service and in-service teachers’ knowledge about science misconceptions and views on correctional strategies. Firstly, as a result of analyzing teachers’ knowledge about science misconceptions, this study found out that elementary pre-service teachers evaluated the meaning of arrows in the food chain as a misconception that elementary school students find most difficult, while in-service teachers evaluated the meaning of arrows in the food chain and the interpretation of gymnosperm. Even when analyzing the results of pre-service and in-service teachers correcting misconceptions in person, this study found out that the rate of scientifically correcting the meaning of arrows in the food chain was lowest. Secondly, as result of analyzing their views on misconception correction, this study found out that both pre-service and in-service teachers mentioned ‘Questions’ most as a method for students to confirm misconceptions and ‘Observation’ as a teaching & learning method to correct misconceptions. Thirdly, as a result of analyzing teachers’ thoughts about the process of elementary students’ changing their conceptions, this study found out that both pre-service and in-service teachers perceived the pattern of ‘Replacement’ as a process of changing conceptions most.