초등과학 탐구수업이 초등예비교사의 과학에 대한 태도, 과학 교수학습관 및 과학교수 개인 효능감에 미치는 효과
The Effect of the Elementary Science Inquiry Classes on Pre-service Elementary Teachers’ Attitude toward Science, Perception of Science Teaching-Learning and Personal Science Teaching Efficacy
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The purpose of this study was to investigate the effect of the elementary science inquiry classes on the 29 pre-service elementary teachers’ attitude toward science, perception of science teaching-learning and personal science teaching efficacy. The research method was a single group pre-post test. In order to compensate for the limitations of this study we interviewed and analyzed the statements and challenges comment of pre-service elementary teachers additionally. The results were as follows. First, paired sample t-test for the attitudes toward science of elementary preservice teachers, there was no statistically significant difference. Second, paired sample t-test for the perception of science teaching-learning of elementary pre-service teachers was a statistically significant difference. The elementary science inquiry classes had a positive effect on the formation of constructivist science teaching and learning perspective for elementary pre-service teachers. Third, paired sample t-test for the personal science teaching efficacy of elementary pre-service teachers had a statistically significant difference. The elementary science inquiry classes had a positive effect on the formation of science teaching personal efficacy for elementary pre-service teachers.
Abstract
The purpose of this study was to investigate the effect of the elementary science inquiry classes on the 29 pre-service elementary teachers’ attitude toward science, perception of science teaching-learning and personal science teaching efficacy. The research method was a single group pre-post test. In order to compensate for the limitations of this study we interviewed and analyzed the statements and challenges comment of pre-service elementary teachers additionally. The results were as follows. First, paired sample t-test for the attitudes toward science of elementary preservice teachers, there was no statistically significant difference. Second, paired sample t-test for the perception of science teaching-learning of elementary pre-service teachers was a statistically significant difference. The elementary science inquiry classes had a positive effect on the formation of constructivist science teaching and learning perspective for elementary pre-service teachers. Third, paired sample t-test for the personal science teaching efficacy of elementary pre-service teachers had a statistically significant difference. The elementary science inquiry classes had a positive effect on the formation of science teaching personal efficacy for elementary pre-service teachers.
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