• Title/Summary/Keyword: science teaching

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Assessment of Korean Preservice Elementary Teachers' Science Teaching-anxiety and Science Teaching-efficacy

  • Choi, Sung-Youn;Kim, Sung-Won
    • Journal of The Korean Association For Science Education
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    • v.28 no.7
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    • pp.713-723
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    • 2008
  • Science teaching-anxiety and science teaching-efficacy are influential factors in teachers' teaching practices and behaviors. In order to encourage elementary teachers to do better teaching practice, this study identified factors that have caused teachers' science teaching-anxiety, developed an instrument measuring science teaching-anxiety, and investigated the relationship between science teaching-anxiety and science teaching-efficacy. In addition, we attempted to suggest practical implications to enhance teachers' confidence in science teaching. The guiding research questions were 1) which factors affect science teaching-anxiety level of the preservice elementary teachers, and 2) how each factor of science teaching-anxiety is related to science teaching-efficacy. The subjects were 133 Korean preservice elementary teachers (57.1% were female) in a large city. The data sources included teachers' responses to three paper and pencil questionnaires: State-Trait Anxiety Inventory (STAI), Science Teaching-Anxiety Questionnaire (STAQ), and Science Teaching Efficacy Belief Instrument (STEBI-B). To clarify the science teaching-anxiety, we specified it into six factors: trait anxiety about nature of science and science teaching, state anxiety about instruction, science activities, student assessment, and professional responsibilities. The results indicated three significant aspects of science teaching anxiety and efficacy. First, their level of anxiety about professional responsibility and science teaching was relatively high among six factors. Second, there was a negative correlation between science teaching-anxiety and science teaching-efficacy. Third, trait anxiety about science teaching is the most influential factor for science teaching-efficacy while state anxiety about instruction and professional responsibilities were followed.

The Mediating Effect of Pedagogical Content Knowledge of Science Teaching on the Relations Among Child Care Teachers' Burnout, Science Teaching Anxiety, and Science Teaching Efficacy (보육교사의 소진, 과학교수불안 및 과학교수효능감 간의 관계에서 과학교과교육학지식의 매개효과)

  • Paik, Young-Suk;Kim, Dong-Rye
    • Korean Journal of Childcare and Education
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    • v.12 no.6
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    • pp.189-206
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    • 2016
  • The purpose of this study was to analyze the mediating effect of pedagogical content knowledge of science teaching on the relations among child care teachers' burnout, science teaching anxiety, and science teaching efficacy. For this study, questionnaires were distributed to 355 teachers working at child care centers in Jollanam-do. The analysis of data was conducted with SPSS WIN 18.0. The results of this study were as follows. First, child care teachers' burnout lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' burnout on their science teaching efficacy. Second, child care teachers' science teaching anxiety lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' science teaching anxiety as an independent variable on their science teaching efficacy. These findings imply there is a need to boost pedagogical content knowledge during in-service teacher education programs.

The Preservice Elementary Teachers' Achievement Goal Orientations for Science Teaching and Their Science Teaching Efficacy Belief (초등학교 예비교사의 과학 교수 목표 지향성과 교수 효능감)

  • Jeon, Kyung-Moon
    • Journal of Korean Elementary Science Education
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    • v.30 no.4
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    • pp.504-513
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    • 2011
  • The preservice elementary teachers' achievement goal orientations(mastery/ability-approach/ability-avoidance/work-avoidance goal) for science teaching were measured. The student teachers(91 males and 127 females) tended to have the mastery or ability-approach goals rather than the ability-avoidance or work-avoidance goals for science teaching. The male students were more learning focused than were the females, while the female students reported stronger work-avoidance goal orientation than did the males. This study also examined how the preservice teachers' achievement goal orientations were related to their science teaching efficacy beliefs(personal science teaching efficacy belief/science teaching outcome expectancy). As expected, the results showed that there were significantly positive relationships between the mastery or ability-approach goals and science teaching efficacy beliefs, while the significantly negative relationships were found between the ability-avoidance or work-avoidance goal and personal science teaching efficacy belief. The educational implications and future directions were discussed.

A Study on the Variables That Predict Science Teaching Efficacy of Teachers of 0 to 2-year-olds and 3 to 5-year-olds in Childcare Center (어린이집 영아반 및 유아반 교사의 과학교수효능감에 영향을 미치는 변인 연구)

  • Kim, Min Jeong;Kim, Ji Hyun
    • Korean Journal of Childcare and Education
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    • v.11 no.6
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    • pp.97-114
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    • 2015
  • This study is aimed to determine whether there is any meaningful correlation between predictors and is intended to examine the relative influences that the pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions have on their science teaching efficacy. The results, showed that the childcare center teachers' pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions, and science teaching efficacy are all correlated with each other. The teachers' science teaching efficacy are predicted by their scientific attitudes, science teaching intentions, and pedagogical content knowledge of science teaching-learning methods. Specifically, for teachers of 0 to 2-year-olds, their science teaching efficacy is predicted by their science teaching intentions and scientific attitudes. For teachers of 3 to 5-year-olds, their science teaching is affected by their scientific attitudes and their pedagogical content knowledge.

Relationships among Self-Directed Learning Ability, Science Teaching Efficacy Beliefs, and Other Background Variables of Elementary School Teachers (초등학교 교사의 자기주도 학습력과 과학 교수 효능감 및 기타 배경 변인들의 관계)

  • 강석진;김보경;노태희
    • Journal of Korean Elementary Science Education
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    • v.23 no.4
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    • pp.326-331
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    • 2004
  • In this study, the relationships among self-directed learning ability, science teaching efficacy beliefs (personal science teaching efficacy and science teaching outcome expectation), life satisfaction, job satisfaction, and other background variables of elementary school teachers were investigated. A survey was administered to 234 teachers from 25 elementary schools in Jeonju. It was found that self-directed learning ability of the teachers was significantly correlated with their personal science teaching efficacy, science teaching outcome expectation, life satisfaction, job satisfaction, and age. A stepwise multiple regression analysis revealed that personal science teaching efficacy, life satisfaction, science teaching outcome expectation, and age were the significant predictors on their self-directed learning ability.

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The Perceptions of Pre-service Elementary Teachers in Regards to the Learning Environment in Science Education Courses and Their Science Teaching Efficacy Belief (과학과교육 강의에서 예비 초등교사들의 학습환경에 대한 인식과 과학 교수효능감)

  • Jeon, Kyung-Moon
    • Journal of Korean Elementary Science Education
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    • v.25 no.1
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    • pp.8-14
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    • 2006
  • This study examined how pre-service elementary teachers' perceptions regarding the learning environment (learning focus/ability-meritocracy/cooperative climate) and achievement goals (mastery/performance-approach/performance-avoidance) in science education courses jointly contributed to their science teaching efficacy beliefs (personal science teaching efficacy belief/science teaching outcome expectancy). A path analysis supported a causal model in which the perception of the learning focus influenced the mastery goal, which in turn influenced the personal science teaching efficacy belief and science teaching outcome expectancy. The perception of learning focus also had a direct effect on science teaching outcome expectancy. The perception of ability-meritocracy influenced personal science teaching efficacy belief via the performance-approach (positively) or, conversely, the performance-avoidance goal (negatively). No link .was deduced from the perception of cooperative climate. The educational implications of these findings were also discussed.

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The Perception about Science Education of Preservice Early Childhood Teachers' - Focused on Their Science Teaching Efficacy, Goals and Methods - (예비유아교사의 과학교육에 대한 인식: 과학 교수효능감, 과학교육 목표, 과학교수 방법을 중심으로)

  • Kim, Ji-Young
    • Korean Journal of Human Ecology
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    • v.16 no.4
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    • pp.691-697
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    • 2007
  • This study investigates how well pre-teachers in preschools aware the importance of science teaching methods, goals and efficacy, and how different the pre-teachers recognize the importance of methods and goals in science teaching according to the levels of their science teaching efficacy. The subjects were 207 pre-service preschool teachers in Chonnam University and Chonbuk University. The data were collected by using three questionnaires("Science teaching efficacy", "Science teaching goal" and "Science teaching method"). The data were analyzed by a t-test and descriptive statistic. The results are as follows: first, the efficacy levels of the pre-teachers are higher than the average. The pre-teachers perceive a 'process-oriented' goal more importantly than a 'content-oriented' goal in early science education. Also, they recognize science teaching methods as being significant in the order of an 'interactive' approach, an 'activity-discovery' approach and a 'knowledge-transmission' approach. Second, the pre-teachers with high teaching efficacy recognize a 'process-oriented' goal as being more important than those with low teaching efficacy do.

Effect of the Teacher's Science Teaching Efficacy on the Science Process Skills and Scientific Attitudes of Elementary School Students (초등교사의 과학 교수 효능감이 학생의 과학 탐구 능력과 과학적 태도에 미치는 영향)

  • Lee, Se-Jung;Lim, Cheong-Hwan
    • Journal of Korean Elementary Science Education
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    • v.30 no.4
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    • pp.459-467
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    • 2011
  • The purpose of this study is to find out the level of science teaching efficacy belief in the elementary school teachers and to find out the students' science process skills and scientific attitudes according to the level of the teacher's science teaching efficacy belief. After measuring science teaching efficacy belief of 109 teachers from nine elementary schools, three teachers who received the high score and three teachers who received the low score were selected from each 5th and 6th grade. Science process skills and scientific attitudes of 331 students who were in the selected 12 teachers' classes were measured. The results of this study were as follows; First, there were significant differences on the elementary school teachers' science teaching efficacy belief according to teacher's gender and career. The men's average score was clearly higher than women's average score on personal science teaching efficacy in science teaching efficacy belief according to teacher's gender. There was a obvious difference between the group of more than six-year less than ten-year and the group of more than fifteen-year less than twenty-year, the group of more than twenty-year on science teaching outcome expectancy in science teaching efficacy belief according to teacher's career. Second, there was not a evident difference on the elementary school students' science process skill according to the level of the elementary school teachers' science teaching efficacy. Third, there was a distinct difference on the elementary school students' scientific attitude according to the elementary school teachers' science teaching efficacy. There was a significant difference on the openness and the endurance in each scientific attitude. The level of science teaching efficacy belief in the elementary school teachers had few effects on the elementary school students' science process skill, on the other hand the level of science teaching efficacy belief in the elementary school teachers had an positive effect on the elementary school students' scientific attitude.

Self-Efficacy Beliefs of Kindergarten Science Teachers (유치원 교사의 과학교수효능감에 영향을 미치는 관련 변인 연구)

  • Cho, Boo Kyung;Seo, So Young
    • Korean Journal of Child Studies
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    • v.22 no.2
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    • pp.361-373
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    • 2001
  • This study identified significant variables that influence the science teaching self-efficacy beliefs of Kindergarten teachers. Data was obtained from 317 kindergarten teachers who responded to the questionnaire, the Science Teaching Efficacy Belief Instrument (Riggs & Enochs). Results indicated that science teaching experience, teachers' attitudes about science and teaching science, and children's interest in science influenced science teaching self-efficacy. Science related experiences of childhood and schooling negatively affected science teaching outcome expectancy.

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The Influence of Early Childhood Science Education through Field Practice on the Belief of Science Teaching and Science Teaching Attitudes of Preschool Teachers (현장 적용 유아과학교육 수업이 예비유아교사의 과학 교수방법 신념 및 과학 교수태도에 미치는 영향)

  • Kim, Rae Eun;Jang, Mun Jeong;Song, Min Seo
    • Korean Journal of Childcare and Education
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    • v.15 no.4
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    • pp.59-81
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    • 2019
  • Objective: The purpose of this study was to analyze the influence of early childhood science education instruction through the implementation of science teaching methods and science teaching attitudes of preschool teachers. Methods: This study was conducted on 52 female students in the early childhood education department of Early Childhood Science Education at G university in Gyeongbuk province. The data collected in this study were analyzed through reliability analysis, carbon scanners verification, and homogeneity verification; ANCOVA was used to verify the effectiveness of the program. Results: First, the results showed that the post-test belief of science teaching methods of the experimental group were significantly different than that of the control group. Second, the results showed that the post-test scores of science teaching attitudes of the experimental group were significantly higher than that of the control group. Conclusion/Implications: This study suggests that there were positive influences of early childhood science education instruction through the field practice on the belief of science teaching methods and science teaching attitudes of preschool teachers.