2020 Volume 61 Issue 1 Pages 67-81
It is an urgent challenge to achieve sound theory regarding cultivation of “quality and ability to design science classes” among aspiring teachers. Therefore, based on a perspective of class designs extracted for practice from those of science class designs developed with an aim to foster children’s abilities to build scientific concepts, a science teaching/learning process map has been developed in the current study. In order to examine availability of the science teaching/learning process map, an analysis was conducted on different points in the contents between description of learning instruction plan at the time of science class design and that added (required) at the stage of reflection (reconfiguration) based on teaching/learning process map in light of a perspective of science class design. The results revealed that the students could describe specific activity scenes in the learning instruction plan, but were not accustomed to drafting science lesson designs based on children’s ideas, whether they could assume “original ideas” made a difference in the concept of science lesson design. Moreover, students thought that they needed to add specific measures by noticing the need to assume a change in their children’s ideas while reflecting (reconstructing) their own lesson design using a process map. In addition, it has been also understood that university teaching staff and teachers for leading practice should instruct teacher candidates in the importance of appropriate evaluation of “children’s thoughts” at the stages of both introduction and conclusion of class, as well as its specific methodology.
