예비 초등교사와 현직 초등교사의 생물다양성 교육 실천에 영향을 미치는 요인 비교 분석 - 확장된 계획 행동 이론과 가치-신념-규범 이론을 토대로 -
A Comparative Analysis of the Factors Predicting the Performance of Biodiversity Education between Pre-Service and In-Service Elementary School Teachers - Based on Extended Theory of Planned Behavior and Value-Belief-Norm Theory -
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초록
The purpose of this study was to analyze the influence of components of the Value-Belief-Norm (VBN) theory on the predictors of biodiversity education practice based on the Extended Theory of Planned Behavior (ETPB) including pre-service and in-service elementary school teachers’ attitude toward biodiversity education. Finally, the effect of the predictors on the intention and extent of biodiversity education practice of the pre-service and in-service elementary school teachers was to be examined. In both samples, ascription of responsibility for biodiversity conservation was the most important predictor of the components of ETPB for biodiversity education. The models based on ETPB were found to explain biodiversity education practices well. In the pre-service elementary school teachers, attitudes and interest in biodiversity education were the most important predictor of the intention to practice biodiversity education, whereas perceived behavioral control of biodiversity education and interest in living organisms were the most significant predictors for biodiversity education practice of in-service elementary school teachers. The findings emphasize the need to increase pre-service elementary school teachers’ interest in living organisms and to develop their confidence in biodiversity education through the pre-service elementary teacher curriculum.
Abstract
The purpose of this study was to analyze the influence of components of the Value-Belief-Norm (VBN) theory on the predictors of biodiversity education practice based on the Extended Theory of Planned Behavior (ETPB) including pre-service and in-service elementary school teachers’ attitude toward biodiversity education. Finally, the effect of the predictors on the intention and extent of biodiversity education practice of the pre-service and in-service elementary school teachers was to be examined. In both samples, ascription of responsibility for biodiversity conservation was the most important predictor of the components of ETPB for biodiversity education. The models based on ETPB were found to explain biodiversity education practices well. In the pre-service elementary school teachers, attitudes and interest in biodiversity education were the most important predictor of the intention to practice biodiversity education, whereas perceived behavioral control of biodiversity education and interest in living organisms were the most significant predictors for biodiversity education practice of in-service elementary school teachers. The findings emphasize the need to increase pre-service elementary school teachers’ interest in living organisms and to develop their confidence in biodiversity education through the pre-service elementary teacher curriculum.
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