초록

The purposes of this study were to find differences of reflective levels between reflection- in-action and reflection-on-action and to understand the relevance to the PCK components in a biology class. The teacher-researcher was engaged in this study. Every biology class was recorded with a video recorder and reflective PaP-eRs were written, regarding which aspect of the reflective journal the class was combined with. The result of this study was as follows: The major reflective level of reflection-in-action was the technical reflection but that of reflection-on-action were the technical and professional reflections. There were several PCK components regarding at least one reflection in every level of reflection-in-action and reflection-on-action. The reflection of learners and teaching strategies were fused together on the technical level of reflection-in-action. The reflection of learners, teaching strategies and contexts were fused together on the professional level of reflection-on-action. Based on findings we can understand the process of reflection in a biology class and we can develop an understanding of teachers' professional development.

키워드

science teacher, reflection, reflection-in-action, reflection-on-action, pedagogical content knowledge.

참고문헌(40)open

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