초등 교사의 과학 관련 정의적, 행동적, 인지적 영역과 모둠 활동에 대한 인식 분석
Perceptions of Elementary School Teachers on Affective, Behavioral, Cognitive Domains and Group Activities in Science Learning
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In this study, we analyzed the relationship between perceptions elementary teachers’ affective, behavioral, cognitive characteristics and group activities in science learning. Samples of the study were composed of 100 elementary school teachers in Korea. We conducted a quantitative test to show the perceptions of their own affective, behavioral, cognitive characteristics and group activities in science learning as a five-step Likert-type scale. To find out more characteristics, qualitative data such as descriptive responses of the test, and interview were also gathered and analyzed. The major results of the study are as follows. First, the self-perception level of elementary school teachers on the affective, behavioral, and cognitive domains in science learning was slightly higher than middle level. Second, the frequencies of self-perception levels in behavioral․cognitive domain has significant difference according to self-perception levels in affective domain. Third, the teachers think that four members are appropriate for one group. Elementary teachers think that it is appropriate for the teacher to organize all the group members in terms of the context of the students. Elementary school teachers responded negatively to the formation of homogeneous groups with similar level of achievement. Forth, the teachers think that group activities are useful to both teachers and students. Fifth, the teachers regard increase of scientific communication skills and mutual growth by peer learning as major advantages of group activities. The teachers regard the activity monopoly of high achievement level students and the occurrence of some free riders as major disadvantages of group activities. On the basis of the results, the implications for the research in science education and group activities in school science are discussed.
Abstract
In this study, we analyzed the relationship between perceptions elementary teachers’ affective, behavioral, cognitive characteristics and group activities in science learning. Samples of the study were composed of 100 elementary school teachers in Korea. We conducted a quantitative test to show the perceptions of their own affective, behavioral, cognitive characteristics and group activities in science learning as a five-step Likert-type scale. To find out more characteristics, qualitative data such as descriptive responses of the test, and interview were also gathered and analyzed. The major results of the study are as follows. First, the self-perception level of elementary school teachers on the affective, behavioral, and cognitive domains in science learning was slightly higher than middle level. Second, the frequencies of self-perception levels in behavioral․cognitive domain has significant difference according to self-perception levels in affective domain. Third, the teachers think that four members are appropriate for one group. Elementary teachers think that it is appropriate for the teacher to organize all the group members in terms of the context of the students. Elementary school teachers responded negatively to the formation of homogeneous groups with similar level of achievement. Forth, the teachers think that group activities are useful to both teachers and students. Fifth, the teachers regard increase of scientific communication skills and mutual growth by peer learning as major advantages of group activities. The teachers regard the activity monopoly of high achievement level students and the occurrence of some free riders as major disadvantages of group activities. On the basis of the results, the implications for the research in science education and group activities in school science are discussed.
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