좋은 수업방법에 대한 질적 분석 - 과학과를 중심으로 -

곽영순1, 김주훈1
Youngsun Kwak1, Joohoon Kim1
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ⓒ Copyright 2002, Korea Institute for Curriculum and Evaluation. This is an Open-Access article distributed under the terms of the Creative Commons Attribution NonCommercial-ShareAlike License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Published Online: Dec 31, 2002


This qualitative study investigated the common features of classroom aspects of 10 exemplary science teachers. The underlying assumption of this research is that the fulfillment of school education is possible with substantial instruction of school curricular areas. The substantial learning of any curricular area depends on each classroom lesson, which depends on what the teacher does within the classroom. Data from classroom observations in-depth interviews with teachers and a group of students, a collection of instructional materials were used to extract common characteristics of instructional practices implemented by these secondary-school science teachers. Results indicated that these exemplary teachers were able to use a variety of instructional methods and strategies, including cooperative learning strategies, conceptual change learning, hands-on activities with an emphasis on inquiry learning, etc. The teachers also related science to the personal lives and interests of students and used ICT to extend and enhance learning. These exemplary teachers experimented thoughtfully with alternative instructional approaches and strategies in the classroom. AIso, these teachers not only improved their own classroom practices, but also participated actively in various professional community of science teachers to share their practical knowledge with their colleagues. Teachers' quality practices lie at the heart of classroom change.

Keywords: best practices; good teachers; teaching strategies; professional development; pedagogical skills