Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

An Exploration on Pre-Service Elementary School Teachers' Science-Learning Processes according to Their Motivation Types

초등 예비교사의 과학학습 동기 유형에 따른 과학 배움 과정 탐색

  • Received : 2021.02.10
  • Accepted : 2021.03.03
  • Published : 2021.05.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this research was to conduct grounded-theory-based explorations on the types of motivation that make pre-service elementary school teachers learn science and on their type-based science-learning processes. One hundred thirty-two pre-service elementary school teachers' motivation types were analyzed, and amongst them, 12 were selected as the subjects to observe their science-learning processes to which grounded theory applied. As a result of analyzing their science-learning motivation types, it was found that the majority belonged to the type "accurators", followed in descending order by the types "directors", "explorers", and "coordinators". Coding various phenomena that appeared in their science-learning processes made it possible to derive 30 categories from them according to the grounded-theory paradigm model elements. Based on such categories derived, analysis could be made on their science-learning process flows by motivation types, according to the grounded-theory paradigm model. For example, the "accurators" were attending science lectures or reading science books to learn science knowledge and how to teach it, from a sense of obligation they took for granted as elementary school teachers. Although their experiences of science-learning processes could not be from pure intentions, due to the teacher certification examination, curriculum, or other environmental factors, they were found to have new perspectives on science with their individual efforts and participations.

본 연구의 목적은 초등 예비교사를 대상으로 과학학습 동기 유형과 그 유형별 과학 배움 과정을 근거이론에 따라 탐색하는 데 있다. 본 연구에서는 초등 예비교사 132명을 대상으로 과학학습 동기 유형분석하고 그중 12명을 대상으로 근거이론 방법을 적용한 과학 배움 과정을 살펴보았다. 초등 예비교사들의 과학학습 동기 유형을 분석한 결과, 철두철미형이 가장 많았으며 그다음으로는 지도자형, 탐구자형, 조정자형 순으로 나타났다. 과학 배움 과정에서 나타난 여러 가지 현상들을 코딩한 결과, 근거이론 패러다임 모형 요소에 따라 30개의 범주를 추출할 수 있었다. 추출한 범주를 토대로 근거이론 패러다임 모형에 따라 각 과학학습 동기 유형별 과학 배움의 과정 흐름을 분석할 수 있었다. 대표적으로 철두철미형은 가르치는 방법과 과학 지식을 습득하기 위하여 과학 강의를 듣거나 과학 도서를 읽고 있으며, 이는 초등교사로서의 의무감으로서 당연히 해야 할 것으로 생각하였다. 임용 시험이나 교육 과정적 환경 요인들에 의해 순수한 의미에서 과학을 배우는 과정을 경험하고 있지는 않으나 개인적 노력과 참여로 과학에 대한 새로운 관점을 가지게 된 것으로 나타났다.

Keywords

References

  1. Ahn, H., Lee, J., & Moon, D. (2013). The influence of free inquiry instruction of science teacher on science learning motivation and affective domain of science of middle school students. Teacher Education Research, 52(3), 529-544. https://doi.org/10.15812/TER.52.3.201312.529
  2. Bae, M., & Jang, S. (2012). Effects of a teacher professional program about science teaching and motivational strategies on pre-service teachers' pedagogical content knowledge. Journal of Korean Elementary Science Education, 31(1), 109-124. https://doi.org/10.15267/KESES.2012.31.1.109
  3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  4. Colburn, A., & Bianchini, J. A. (2000). Teaching the nature of science through inquiry to prospective elementary teacher: A tale of researchers. Journal of Research in Science Teaching, 37(2), 177-209. https://doi.org/10.1002/(SICI)1098-2736(200002)37:2<177::AID-TEA6>3.0.CO;2-Y
  5. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), The Minnesota symposia on child psychology, Vol. 23. Self processes and development (pp. 43-77). Lawrence Erlbaum Associates, Inc.
  6. Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world.: What teachers affected two teacher's learning. Jossey-Bass.
  7. Dornyei, Z., & Csizer, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2(3), 203-229. https://doi.org/10.1177/136216889800200303
  8. Effeney, G., & Davis, J. (2013). Education for sustainability: A case study of pre-service primary teachers' knowledge and efficacy. Australian Journal of Teacher Education, 38(5), 32-46.
  9. Eric de Corte (2010). "Historical development in the understanding of learning" in organization for economic development and cooperation. The Nature of Learning. Center for Educational Research and Innovation. OECD. 35-68.
  10. Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Alliance Publishers.
  11. Jang, E., Go, M., & Kwon, C. (2011). An analysis of teachers' participations and preferences in training programs for science education. The Journal of Korea Elementary Education, 22(3), 1-14.
  12. Jeong, E., & Kim, D. (2017). A research of elementary school students' and their parents' perceptions about the science subject exclusive system. The 72nd Korean Society of Elementary Science Education Conference.
  13. Jeong, S., & Kang, C. (2013). An exploration of difficulties' aspect going through when teacher interact with students. Journal of Elementary Education Studies, 20(2), 64-84.
  14. Kang, B., & Jeon, K. (2014). The effect of student-centered storytelling on students' learning motivation and attitude in elementary science class. Journal of Science Education, 38(3), 657-669. https://doi.org/10.21796/JSE.2014.38.3.657
  15. Kang, M. (2011). A study on the eruditional implication and the effect of class innovation through PCK instructional consulting. Learning Studies, 3(3), 69-84.
  16. Kanold, T. D. (2002). The power of a learning community: Implications for leadership practices and beliefs in a learning organization. (Unpublished doctoral dissertation). Chicago University, IL.
  17. Kim, D. (2020). Theory and practice of 4On's based convergence science activities: Putting children in the driving seat. Kyoyookgwahaksa.
  18. Kim, J. (2018). The meaning of community as formed by teachers: A case study of solidarity and collaboration in a teacher learning community. The Journal of Curriculum Studies, 36(3), 29-47. https://doi.org/10.15708/KSCS.36.3.2
  19. Kim, Y., & Choi, A. (2019). Understanding of scientific inquiry developed by beginning science teachers in professional learning community. Journal of the Korean Association for Science Education, 39(2), 221-232. https://doi.org/10.14697/JKASE.2019.39.2.221
  20. Kim, E., & Lim, H. (2015). An investigation of teachers' types of autonomous motivation and the differences in teacher efficacy and teaching strategies: Focusing on reading instruction. The Journal of Education, 35(1), 47-72.
  21. Kuhl, J., & Fuhrmann, A. (1998). Decomposing self-regulation and self-control: The volitional components inventory. In J. Heckhausen & C. S. Dweck (Eds.), Motivation and self-regulation across the life span (pp. 15-49). Cambridge University Press.
  22. Lee, H., & Kwon, C. (2013). A study on scientific experience and motivation to learn science of elementary students. Journal of the Korean Society of Earth Science Education, 6(1), 20-27. https://doi.org/10.15523/JKSESE.2013.6.1.020
  23. Lee, K. (2009). The ontological meaning of erudition. Learning Studies, 1(1), 17-29.
  24. Lee, K., & Choi, E. (2015). Structural relationships between learning organization culture, teacher's learning motivation, LMX of principal-teacher, teaching professionalism perceived by elementary school teachers. The Journal of Elementary Education, 28(4), 193-217.
  25. Lee, Y. (2018). The effect of project-based learning on science concepts and science learning motivation. Journal of the Korean Society of Earth Science Education, 11(3), 203-211. https://doi.org/10.15523/JKSESE.2018.11.3.203
  26. Lee, Y., Yeo, S., & Lim, H. (2008). The effect of professional development of elementary science experiment on science teaching efficacy and teacher's attitude towards science teaching. The Bulletin of Science Education, 21(1), 91-99.
  27. Lim, B., & Park, S. (2017). Exploration of the meaning of learning in school: Based on deleuze's ｢proust et les signes｣. Educational Idea, 31(4), 179-202. https://doi.org/10.17283/jkedi.2017.31.4.179
  28. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
  29. Nam, M., Ghil, H., Oh, C., & Noh, S. (2014). The feature and meaning of learning oriented class though teachers' reflective writing. Theory and Research in Citizenship Education, 46(1), 59-86. https://doi.org/10.35557/TRCE.46.1.201403.003
  30. Onen, A. S., & Ulusoy, F. M. (2014). Developing the context-based chemistry motivation scale: Validity and reliability analysis. Journal of Baltic Science Education, 13(6), 809-820. https://doi.org/10.33225/jbse/14.13.809
  31. Shim, S. (2008). The meaning of learning through critical thinking. The Korean Journal of Philosophy of Education, 41(1), 165-202.
  32. Shim, S. (2012). A study on the meaning of teaching and learning in the concept of phronesis. The Korea Educational Review, 18(3), 261-292.
  33. Skoda, J., Doulik, P., & Simonova, I. (2015). The effectiveness of inquiry based science education in relation to the learners' motivation types. Journal of Baltic Science Education, 14(6), 791-803. https://doi.org/10.33225/jbse/15.14.791
  34. Song, N. (2011). Changes in prospective teachers' science teaching efficacy belief. Scientific Mathematics Research, 34(1), 11-23.
  35. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications, Inc.
  36. Tuan, H. L., Chin, C. Ch., Tsai, C. C., & Cheng, S. F. (2005). Investigating the effectiveness of inquiry instruction on the motivation of different learning styles students. International Journal of Science and Mathematics Education, 3(4), 541-566. https://doi.org/10.1007/s10763-004-6827-8
  37. Veermans, M., Lallimo, J., & Hakkaranen, K. (2005). Patterns of guidance in inquiry learning. Journal of Interactive Learning Research, 16(2), 172-194.