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https://doi.org/10.3938/NPSM.69.401
Development of a Science Teacher In-Service Training Program for Improving Physics Inquiry Teaching Ability
New Phys.: Sae Mulli 2019; 69: 401~409
Published online April 30, 2019;  https://doi.org/10.3938/NPSM.69.401
© 2019 New Physics: Sae Mulli.

Seyeon LEE, Bongwoo LEE*

Department of Science Education, Dankook University, Gyeonggi 16890, Korea
Correspondence to: peak@dankook.ac.kr
Received January 21, 2019; Revised February 21, 2019; Accepted February 22, 2019.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The purpose of this study is to develop in-service teacher training programs based on a history of science and elaborated experiments for enhancing the physics inquiry teaching ability of science teachers. The training model consisted of five stages. In the first stage, `problem awareness and sharing \& textbook comparison and analysis', teachers recognize their level and share their difficulties of inquiry teaching with other teachers. In the second stage, `exploring the background of the history of science', teachers learn the history of science related to inquiries. In the third stage, `theoretical analysis on inquiry', teachers investigate the physics of inquiries. The fourth stage is `elaborated experiments', in which teachers perform accurate and precise experiments. The final stage is `improvement of inquiry', during which teachers improve textbook inquiries through the results from the first four stages. In this study, we describe the training program by using examples of five textbook inquiries.
PACS numbers: 01.40.J-
Keywords: Inquiry, Teaching inquiry, In-service teacher training, History of science, Elaborated experiment


June 2019, 69 (6)
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