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예비 생물교사의 식물 동정 지식과 식물 지식 자기 평가에 영향을 미치는 요인

Factors Influencing the Plant Identification Knowledge and Self-assessed Evaluation of One’s Plant Knowledge of Pre-service Biology Teachers

김흥태
한국생물교육학회 (The Korean Society of Biology Education)|2018.12|생물교육 (BIOLOGY EDUCATION)|제46권 제4호|pp. 442-454|DOI 10.15717/bioedu.2018.46.4.442

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참고문헌

키워드

plant identification knowledgeaffinity with plantsindirect experiencesbig 5 personalitygeneral linear model
주제분류교육학

초록

Through teacher preparation courses, biology teachers need to be educated to have sufficient plant species identification knowledge to teach students for botany education, which might help the students understand biodiversity. However, understanding of the key factors affecting pre-service biology teachers’ plant identification knowledge remains poor. The aim of this study was to investigate whether demographic factors(sex and school year), interests to plants, experiences with nature and life, environment-friendly characteristics, and Big 5 personality traits of pre-service biology teachers may predict their knowledge of local plant species identification and self-assessed evaluation of one’s plant knowledge. The analysis of multiple linear regression and general linear model revealed that female gender influenced knowledge about herb identification positively, while school year showed a positive relation towards knowledge about tree identification and self-assessed evaluation of one’s plant species knowledge. In contrast, environmental sensitivity and New Ecological Paradigm (NEP) did not influence on the outcome variables. In addition to sex and school year, the plant identification knowledge was predicted by their affinity with plants. The final model of self-assessed evaluation of one’s plant knowledge was explained by affinity with plants and indirect experiences, indicating the mediating effects of agreeableness and openness. These results suggest that pre-service biology teachers is required to continuously learn botany related lectures like plant systematics in order to have sufficient knowledge about plant identification and confidence in plant knowledge.

Abstract

Through teacher preparation courses, biology teachers need to be educated to have sufficient plant species identification knowledge to teach students for botany education, which might help the students understand biodiversity. However, understanding of the key factors affecting pre-service biology teachers’ plant identification knowledge remains poor. The aim of this study was to investigate whether demographic factors(sex and school year), interests to plants, experiences with nature and life, environment-friendly characteristics, and Big 5 personality traits of pre-service biology teachers may predict their knowledge of local plant species identification and self-assessed evaluation of one’s plant knowledge. The analysis of multiple linear regression and general linear model revealed that female gender influenced knowledge about herb identification positively, while school year showed a positive relation towards knowledge about tree identification and self-assessed evaluation of one’s plant species knowledge. In contrast, environmental sensitivity and New Ecological Paradigm (NEP) did not influence on the outcome variables. In addition to sex and school year, the plant identification knowledge was predicted by their affinity with plants. The final model of self-assessed evaluation of one’s plant knowledge was explained by affinity with plants and indirect experiences, indicating the mediating effects of agreeableness and openness. These results suggest that pre-service biology teachers is required to continuously learn botany related lectures like plant systematics in order to have sufficient knowledge about plant identification and confidence in plant knowledge.

참고문헌 (54)

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