예비 초등교사의 생물다양성 교육 실천 의도에 대한 경로모형 분석
Analysis of a Path Model for Pre-Service Elementary School Teachers’ Willingness to Implement Biodiversity Education
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초록
The purpose of this study was to propose and validate a path model for the intention to practice biodiversity education by analyzing the structural relationships of factors affecting pre-service elementary school teachers' willingness to implement biodiversity education. An online survey was conducted among 240 fourth-year students enrolled in national universities of education. Path analysis of the initial hypothesized model based on previous studies indicated a poor fit. A revised model that removed non-significant factors and paths was analyzed and found to be a good fit. In the path model of pre-service primary teachers' willingness to implement biodiversity education, the factor with the highest direct effect on willingness to implement biodiversity education was interest in biodiversity education. Ecological values influenced biodiversity education practice intention directly, but also through indirect pathways via ascription of responsibility for biodiversity conservation and interest in biodiversity education. Therefore, this study suggests the need for further research on the structural relationships between interest in biodiversity education, interest in species, and confidence in biodiversity education, which have been proposed as factors that may influence interest in biodiversity education.
Abstract
The purpose of this study was to propose and validate a path model for the intention to practice biodiversity education by analyzing the structural relationships of factors affecting pre-service elementary school teachers' willingness to implement biodiversity education. An online survey was conducted among 240 fourth-year students enrolled in national universities of education. Path analysis of the initial hypothesized model based on previous studies indicated a poor fit. A revised model that removed non-significant factors and paths was analyzed and found to be a good fit. In the path model of pre-service primary teachers' willingness to implement biodiversity education, the factor with the highest direct effect on willingness to implement biodiversity education was interest in biodiversity education. Ecological values influenced biodiversity education practice intention directly, but also through indirect pathways via ascription of responsibility for biodiversity conservation and interest in biodiversity education. Therefore, this study suggests the need for further research on the structural relationships between interest in biodiversity education, interest in species, and confidence in biodiversity education, which have been proposed as factors that may influence interest in biodiversity education.
참고문헌 (30)
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