과학과교육 강의에서 예비 초등교사들의 학습환경에 대한 인식과 과학 교수효능감
The perceptions of pre-service elementary teachers in regards to the learning environment in science education courses and their science teaching efficacy beliefs
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Abstract
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 scienceteaching efficacy belief/science teaching outcome expectancy). A path analysis suported a causal model in which theperception of the learning focus influenced the mastery goal, which in turn influenced the personal science teachingscience teaching outcome expectancy. The perception of ability-meritocracy influenced personal science teachingefficacy 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 werealso discussed.
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