예비생물교사의 인식론적 세계관 변화 및 구성주의 교수실행 탐색
Exploration of Changes of Preservice Biology Teachers’ Epistemolgical Worldviews and Constructivist Teaching
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This study explored changes of the preservice biology teachers’ epistemological worldviews about teaching and learning before and after science methods courses and after field experiences. Further, their reflections on constructivist teaching during field experiences were explored. The preservice teachers learned about constructivism, and science learning theories through science methods course I during the spring semester and had chances of simulated instruction utilizing constructivist teaching approach through science methods course II during the autumn semester. Then they had a chance of field experiences during the next year of spring semester. Data were collected using the survey of epistemological worldviews on the beliefs about teachers’ role, students’ role, curriculum and evaluation. Pretest, posttestI, and posttestII were administered for three consecutive semesters. Further, the open-ended questionnaire about their reflection on constructivist teaching during the field experience were administered after the field experience. The results indicated that there were no statistical differences among pretest, posttestI, and posttestII of epistemological worldviews. However, the analysis of open-ended questionnaire revealed that the preservice biology teachers most represented relativist views (82.4%) about teachers, while contextualist views (47.1%) about students after the field experience. Also, the preservice science teachers most represented contextualist views about curriculum (70.6%), which is acquisition of situationally relevant knowledge and skills after field experience. Finally, the preservice teachers most represented both contextualist view (47.1%) and relativist view (47.1%) on evaluation after field experience. In addition, about 43% of the preservice teachers mentioned that they implemented the constructivist teaching during the field experiences.
Abstract
This study explored changes of the preservice biology teachers’ epistemological worldviews about teaching and learning before and after science methods courses and after field experiences. Further, their reflections on constructivist teaching during field experiences were explored. The preservice teachers learned about constructivism, and science learning theories through science methods course I during the spring semester and had chances of simulated instruction utilizing constructivist teaching approach through science methods course II during the autumn semester. Then they had a chance of field experiences during the next year of spring semester. Data were collected using the survey of epistemological worldviews on the beliefs about teachers’ role, students’ role, curriculum and evaluation. Pretest, posttestI, and posttestII were administered for three consecutive semesters. Further, the open-ended questionnaire about their reflection on constructivist teaching during the field experience were administered after the field experience. The results indicated that there were no statistical differences among pretest, posttestI, and posttestII of epistemological worldviews. However, the analysis of open-ended questionnaire revealed that the preservice biology teachers most represented relativist views (82.4%) about teachers, while contextualist views (47.1%) about students after the field experience. Also, the preservice science teachers most represented contextualist views about curriculum (70.6%), which is acquisition of situationally relevant knowledge and skills after field experience. Finally, the preservice teachers most represented both contextualist view (47.1%) and relativist view (47.1%) on evaluation after field experience. In addition, about 43% of the preservice teachers mentioned that they implemented the constructivist teaching during the field experiences.
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