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예비 초등교사의 생물다양성 교육에 대한 인식에 영향을 미치는 요인 분석 - 생물다양성에 대한 지식과 교육 경험을 중심으로 -

Analysis of Factors Affecting Pre-Service Elementary School Teachers’ Perception of Biodiversity Education– Focusing on Knowledge and Educational Experiences of Biodiversity –

김흥태
한국생물교육학회 (The Korean Society of Biology Education)|2021.06|생물교육 (BIOLOGY EDUCATION)|제49권 제2호|pp. 181-194|DOI 10.15717/bioedu.2021.49.2.181

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참고문헌

키워드

teacher educationpre-service elementary school teacherbiodiversity educationinterest to organismsconfidence to biodiversity education
주제분류교육학

초록

The increasing risk of biodiversity loss requires our elementary school teachers to carry out biodiversity education in schools. In this study, pre-service primary teachers’ conceptions of the terminology as well as their knowledge of and interests to organisms, their perceptions of biodiversity education including the interest, attitude, intent to implement biodiversity education, self-efficacy, and outcome expectation, and their experiences of biodiversity- related activities during the secondary school education and teacher education were investigated by using an online questionnaire. Lastly, their confidence to carry out biodiversity education in school was assessed. Most of the study participants equated biodiversity with species diversity despite their familiarity with the term biodiversity. Their knowledge of organisms and the interests, and the experience of activities related to biodiversity education were not that high. However, the variables related to biodiversity education such as intent to deliver biodiversity education, and their confidence were related to only their interest in organisms. The results indicate that teacher education programs might fail to raise their confidence and intent to biodiversity education. Teacher education programs should provide pre-service teachers with a sound knowledge of local wild organisms to raise their interest, pedagogical content knowledge, and actual teaching performance.

Abstract

The increasing risk of biodiversity loss requires our elementary school teachers to carry out biodiversity education in schools. In this study, pre-service primary teachers’ conceptions of the terminology as well as their knowledge of and interests to organisms, their perceptions of biodiversity education including the interest, attitude, intent to implement biodiversity education, self-efficacy, and outcome expectation, and their experiences of biodiversity- related activities during the secondary school education and teacher education were investigated by using an online questionnaire. Lastly, their confidence to carry out biodiversity education in school was assessed. Most of the study participants equated biodiversity with species diversity despite their familiarity with the term biodiversity. Their knowledge of organisms and the interests, and the experience of activities related to biodiversity education were not that high. However, the variables related to biodiversity education such as intent to deliver biodiversity education, and their confidence were related to only their interest in organisms. The results indicate that teacher education programs might fail to raise their confidence and intent to biodiversity education. Teacher education programs should provide pre-service teachers with a sound knowledge of local wild organisms to raise their interest, pedagogical content knowledge, and actual teaching performance.

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