생물 야외 탐구 프로그램이 초등 예비교사의 식물친숙도와 생물학적 소양에 미치는 영향 -정량적 연구-
Effects of the Biology Field-Trip Inquiry Program on Plant Familiarity and Biological Literacy of Elementary Pre-service Teachers - A Quantitative Research -
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This study investigates the effects of a biology field-trip inquiry program on elementary preservice teachers’ plant familiarity and biological literacy. A single-group pretest-posttest design was used with 22 third-year students at a national university of education in Korea. The program consisted of school-based preparation, a 3-day field-trip to Upo Wetland, and post-field activities. The results of this study are as follows. First, it showed a statistically significant improvement in plant familiarity of elementary pre-service teachers across all cognitive, affective, and psychomotor sub-domains(p<.001). Pre-service teachers developed stronger emotional connections with plants and reduced psychological distance. Second, there was no significant change in overall biological literacy, except for an improvement in ‘cellular basis of life’ sub-domain( p<.05). This findings suggest that biological literacy cannot be easily fostered through short-term educational experiences. These results highlights the importance of balancing field inquiry with reflective, concept-rich learning experiences in pre-service teacher education.
Abstract
This study investigates the effects of a biology field-trip inquiry program on elementary preservice teachers’ plant familiarity and biological literacy. A single-group pretest-posttest design was used with 22 third-year students at a national university of education in Korea. The program consisted of school-based preparation, a 3-day field-trip to Upo Wetland, and post-field activities. The results of this study are as follows. First, it showed a statistically significant improvement in plant familiarity of elementary pre-service teachers across all cognitive, affective, and psychomotor sub-domains(p<.001). Pre-service teachers developed stronger emotional connections with plants and reduced psychological distance. Second, there was no significant change in overall biological literacy, except for an improvement in ‘cellular basis of life’ sub-domain( p<.05). This findings suggest that biological literacy cannot be easily fostered through short-term educational experiences. These results highlights the importance of balancing field inquiry with reflective, concept-rich learning experiences in pre-service teacher education.