본문 바로가기
KERD
논문KCI 등재

소외계층학생 과학학습지도에 대한 예비초등교사의 배경요인별 자기효능감

Pre-service Elementary School Teachers’ Self-efficacy on Science Teaching for the Underrepresented Students according to Background Factors

임성민|남일균
한국초등과학교육학회 (The Korean Elementary Science Education Society)|2019.05|초등과학교육 (Journal of Korean Elementary Science Education)|제38권 제2호|pp. 173-190|DOI http://dx.doi.org/10.15267/keses.2019.38.2.173

1

조회

0

다운로드

1

인용

0

참고문헌

키워드

self-efficacypre-service elementary teacherscience teachingunderrepresented student
주제분류교육학

초록

The self-efficacy of pre-service teachers has been reported as a major factor in the instruction of the curriculum. In particular, considering the importance of science learning instruction for underrepresented students from the viewpoint of science education for all, pre-service elementary teachers’ self-efficacy about science instruction for underrepresented students will be an important factor of science education for these students. The purpose of this study is to investigate the self-efficacy of pre-service elementary teachers in science instruction for underrepresented students. To this end, the science teaching and learning self-efficacy test tool (Lee & Im, 2010) was revised in accordance with the context of science teaching for underrepresented students into a total of 24 items using 5 Likert scales. Through using the test tool consists of 3 dimensions as Learning Efficacy, Teaching Efficacy and Outcome Expectancy, 81 pre-service elementary teachers were surveyed and the reliability of test tool was verified through factor analysis and assessing construct validity by using the responses. As a result of the analysis, setting 5 as the standard perfect score, the average score of self-efficacy per dimension was shown as 3.29 in Learning Efficacy, 2.89 in Teaching Efficacy, and 3.39 in Outcome Expectancy. We confirmed the tendency and difference of self-efficacy of the research objects according to their background factors in which direct and indirect experience relating to the science education for the underrepresented students. Also, we verified that pre-service elementary teachers’ interest in science subject matter, teaching science and their perception of the value of science learning had significant relations with self-efficacy on science teaching for underrepresented students.

Abstract

The self-efficacy of pre-service teachers has been reported as a major factor in the instruction of the curriculum. In particular, considering the importance of science learning instruction for underrepresented students from the viewpoint of science education for all, pre-service elementary teachers’ self-efficacy about science instruction for underrepresented students will be an important factor of science education for these students. The purpose of this study is to investigate the self-efficacy of pre-service elementary teachers in science instruction for underrepresented students. To this end, the science teaching and learning self-efficacy test tool (Lee & Im, 2010) was revised in accordance with the context of science teaching for underrepresented students into a total of 24 items using 5 Likert scales. Through using the test tool consists of 3 dimensions as Learning Efficacy, Teaching Efficacy and Outcome Expectancy, 81 pre-service elementary teachers were surveyed and the reliability of test tool was verified through factor analysis and assessing construct validity by using the responses. As a result of the analysis, setting 5 as the standard perfect score, the average score of self-efficacy per dimension was shown as 3.29 in Learning Efficacy, 2.89 in Teaching Efficacy, and 3.39 in Outcome Expectancy. We confirmed the tendency and difference of self-efficacy of the research objects according to their background factors in which direct and indirect experience relating to the science education for the underrepresented students. Also, we verified that pre-service elementary teachers’ interest in science subject matter, teaching science and their perception of the value of science learning had significant relations with self-efficacy on science teaching for underrepresented students.

참고문헌 (55)

  1. AAAS, "Science for all Americans: Project 2061, American association for the advancement of science" (1990), Oxford University Press
  2. Ang, R. P., "Development and validation of the teacher-student relationship inventory using exploratory and confirmatory factor analysis", The Journal of Experimental Education, 74(1), pp.55~73 (2005)
  3. Ashton, P. T., "Teacher efficacy : A motivational paradigm for effective teacher education", Journal of Teacher Education, 35, pp.28~32 (1984)
  4. Ashton, P. T., "Making a difference:Teachers sense of efficacy and student achievement" (1986), Longman
  5. Brown, E. T., "The influence of teachers’ efficacy and beliefs regarding mathematics instruction in the early childhood classroom", Journal of Early Childhood Teacher Education, 26, pp.239~257 (2005)
  6. Cho, B., "The science teaching practices by kindergarten teachers’ science teaching efficacy beliefs", Journal of the Korean Association for Science Education, 21(3), pp.622~634 (2001)
  7. 조성민, "경제적, 신체적 어려움이 있는 과학영재의 학습에 관한 질적 연구 : 주말 물리교실 하늘이의 사례를 중심으로", 석사, 과학교육과 물리전공, pp.2013
  8. 최성연, "과학 교사의 효능감 관련 요인 탐색을 통한 과학 교사 효능감 형성 모형 개발", 한국과학교육학회지, 30(6), pp.693~718 (2010), 한국과학교육학회
  9. 정동영, "특수학급 교사의 역할 재음미", 특수교육교과교육연구, 6(3), pp.67~102 (2013), 한국특수교육교과교육학회
  10. Czerniak, C. M., "An examination of pre-service science teacher’s beliefs and behaviors as related to self-efficacy", Journal of Science Teacher Education, 5(3), pp.77~90 (1994)
  11. A comprehensive plan for science education (2016-2020), "Department for Education & KOFAC", ~ (2016)
  12. Forman, E., "Sociocultural approaches of learning science in classrooms" (2006), Commissioned paper for the National Academies Committee
  13. Gorsuch, R. L., "Factor analysis" (1983), Lawrence Erlbaum Associates
  14. Hong, D., "Social stratum․Theory of class" (2001), Dasam
  15. 황세영, "‘모두를 위한 과학교육’을 실현하기 위한 과학 학습 정체성에 대한 사회문화적 접근 연구 동향 분석", 한국과학교육학회지, 38(2), pp.187~202 (2018), 한국과학교육학회[DOI]
  16. 임성민, "장애학생 과학학습지도에 대한 예비과학교사들의 자기효능감", 과학교육연구지, 35(1), pp.13~22 (2011), 과학교육연구소[DOI]
  17. 강경희, "중등 과학 예비교사들이 교육실습에서 겪는 어려움 분석", 한국과학교육학회지, 29(5), pp.580~592 (2009), 한국과학교육학회
  18. 강경희, "멘토링 참여 경험이 과학교사의 일반교수효능감과 과학교수효능감에 미치는 영향", 한국과학교육학회지, 37(6), pp.951~960 (2017), 한국과학교육학회[DOI]
  19. Kasuya, E., "Mann-Whitney U test when variances are unequal", Animal Behavior, 61, pp.1247~1249 (2001)
  20. 김미선, "공립 유치원에서의 협력교수가 장애유아의 사회성 기술에 미치는 영향", 특수교육교과교육연구, 7(3), pp.95~116 (2014), 한국특수교육교과교육학회
  21. Knoblauch, D., "Maybe I can teach those kids : The influence of contextual factors on student teachers’ efficacy beliefs", Teaching and Teacher Education, 24, pp.166~179 (2008)
  22. Korea Foundation for the Advancement of Science & Creativity, "Science for all Koreans" (2017), KOFAC
  23. 고한중, "초등 예비 교사와 현직 교사의 과학 교수 효능감에 관련된 몇 가지 배경 변인 연구", 초등과학교육, 26(2), pp.192~200 (2007), 한국초등과학교육학회
  24. 구은주, "중등과학 초임교사가 교직수행과정에서 겪는 어려움 분석", 한국과학교육학회지, 31(2), pp.153~163 (2011), 한국과학교육학회
  25. Larson, W. C., "Putting theory into practice : A professional development school", university co-teaching project, 2008, pp.8, 52~61
  26. Lave, J., "Situated learning : Legitimate peripheral participation" (1991), Cambridge University Press
  27. 이수아, "초등 교사들이 과학 수업에서 겪는 어려움 분석", 초등과학교육, 26(1), pp.97~107 (2007), 한국초등과학교육학회
  28. 이윤정, "장애학생들의 과학교육에 대한 예비 특수교사들의 과학교수학습 자기효능감 조사", 특수교육저널:이론과 실천, 11(1), pp.203~216 (2010), 한국특수교육문제연구소
  29. 임희준, "초등 예비 교사들의 일반 교수 효능감과 과학 교수 효능감 비교", 초등과학교육, 26(1), pp.131~139 (2007), 한국초등과학교육학회
  30. Lynch, S. J., "Equity and science education reform" (2000), Lawrence Erlbaum Associates, Inc., Publishers
  31. McLaughlin, C. A., "Urban science education : Examining current issues through a historical lens", Cultural Studies of Science Education, 9, pp.885~923 (2014)
  32. Nachar, N., "The Mann-Whitney U : A test for whether two independent samples come from the same distribution", Tutorials in Quantitative Methods for Psychology, 4(1), pp.13~20 (2008)
  33. 남일균, "소외계층학생을 대상으로 한 과학교육 연구의 동향 분석", 한국과학교육학회지, 37(6), pp.921~935 (2017), 한국과학교육학회[DOI]
  34. National Research Council, "A framework for K-12science education: Practices, crosscutting concepts, and core ideas" (2012), The National Academies Press
  35. National Research Council, "All standards, all students" (2013), The National Academics Press
  36. Navin, A., "Student teacher perspectives on inclusive education", Paper presented at the annual meeting of the American association of Colleges of Teacher Education (2007)
  37. Palmer, P. J., "The courage to teach : Exploring the inner landscape of a teacher’s life" (1997), Jossey-Bass
  38. Park, S., "A qualitative study on investigation of science-related background and experience of elementary in service teachers in terms of personal self-efficacy about science teaching", The Korean Society for the Study of Teacher Education, 18(1), pp.123~150 (2001)
  39. Pintrich, P. R., "Motivational and self-regulated learning components of classroom academic performance", Journal of Education Psychology, 82(1), pp.33~40 (1990)
  40. Ravid, R., "Practical statistics for educators" (1994), University Press of America
  41. Riggs, I. M., "Toward the development of an elementary teachers’ science teaching efficacy belief instrument", Science Education, 74(6), pp.625~637 (1990)
  42. Rogoff, B., "Handbook of child psychology Vol, 2: Cognition, perception and language", pp.679~744 (1998), Wiley
  43. Scharma, U., "Impact of training on pre-service teachers’ attitudes and concerns about inclusive education and sentiments about persons with disabilities", Disability & Society, 23(7), pp.773~785 (2008)
  44. Schoenfeld, A. H., "Toward a theory of teachingin-context", Issues in Education, 4, pp.1~94 (1998)
  45. 신영준, "과학 학습 배경의 성차 분석에 근거한 여학생 친화적 과학 수업 전략 개발", 박사, 생물교육, pp.2000
  46. Sjoberg, S., "Development and dilemmas in science education" (1988), The Falmer Press
  47. 성정경, "예비교사의 학습부진학생 교수에 대한 자기효능감", 특수교육교과교육연구, 8(2), pp.21~45 (2015), 한국특수교육교과교육학회
  48. Tan, E., "Empowering science and mathematics education in urban schools" (2012), The University of Chicago Press
  49. Tschannen-Moran, M., "Teacher efficacy : Capturing an elusive construct", Teaching and Teacher Education, 17, pp.783~805 (2001)
  50. Tschannen-Moran, M., "The differential antecedents of self-efficacy beliefs of novice and experienced teachers", Teaching and Teacher Education, 23, pp.944~956 (2007)
  51. Tsigilis, N., "Psychometric properties of the teachers’ sense of efficacy scale within the Greek educational context", Journal of Psychoeducational Assessment, 28(2), pp.153~162 (2010)
  52. Yeo, L. S., "Teacher efficacy in the context of teaching low achieving students", Current Psychology, 27, pp.192~204 (2008)
  53. Yeung, K. W., "Hong Kong student teachers’ personal construction of teaching efficacy", Educational Psychology, 20, pp.213~235 (2000)
  54. 윤혜경, "예비 과학 교사의 과학, 과학 학습, 과학 교수에 대한 인식론적 신념: 인식론적 신념의 맥락 의존성", 한국과학교육학회지, 35(1), pp.15~25 (2015), 한국과학교육학회[DOI]
  55. 원양은, "구체물 및 보충과제를 활용한 시지각 훈련 프로그램이 지적장애 학생의 시지각 발달과 주의집중에 미치는 영향", 특수교육저널:이론과 실천, 14(1), pp.129~155 (2013), 한국특수교육문제연구소

관련 논문AI추천

예비 교사들을 대상으로 한 과학적 자기 효능감 척도 타당도 검증과 배경 변인별 잠재평균분석이현동한국초등과학교육학회 · 초등과학교육2022 · 제41권 제1호초등 예비 교사의 과학 자기효능감에 대한 정량적 연구배진호미래교육원 · 초등교육연구2023 · 제38권 제3호장애학생 과학학습지도에 대한 예비과학교사들의 자기효능감이윤정, 임성민과학교육연구소 · 과학교육연구지2011 · 제35권 제1호예비 초등교사의 과학 수업 준비도에 대한 인식 및 과학 수업 준비도와 참여, 과학 교수 효능감 간의 관계 분석나지연, 방담이, 윤회정한국현장과학교육학회 · 현장과학교육2022 · 제16권 제4호초등 예비교사들의 다문화 과학교육에 대한 교수효능감과 인식김동렬글로벌교육연구학회 · 글로벌교육연구2017 · 제9권 제1호초등 예비교사의 과학 교수에 대한 태도 조사나지연, 박헌우, 윤혜경한국초등과학교육학회 · 초등과학교육2017 · 제36권 제3호

이 간행물의 다른 논문 (9건)

과학 탐구 활동의 유형과 과학 탐구의 특징에 대한 초등 교사의 인식성혜진, 임희준pp. 163-172초등학생의 통합 창의성, 과학 유머 창의성, 과학 유머 만들기의 교육적 효과에 대한 인식의 관계손민희, 강훈식pp. 191-202학교 실험활동의 역할에 대한 문헌 고찰김자현, 양일호, 김효남pp. 203-215협력적 과학논의활동에서의 초등학교 학생들의 상호작용과 개념변화김효남, 이미선, 양일호pp. 216-233초등과학 수업에서 오조봇 코딩을 활용한 SW 융합교육프로그램의 개발과 적용김혜란, 최선영pp. 234-243
원문 보기