생물 야외 탐구 학습에서 초등 예비교사의 교수 효능감 변화에 대한 탐색적 연구

Abstract

This study explored how the teaching efficacy beliefs of preservice elementary teachers on biology were changed through outdoor inquiry work. Preservice teachers (N=68) enrolled in biology outdoor inquiry course completed a questionnaire on biology teaching efficacy. We analyzed it with quantitative method(t-test, ANCOVA) and qualitative one(network analysis). Results revealed that, first, preservice elementary teachers' biology teaching efficacy beliefs were statistically significantly improved through the lesson of the biology outdoor inquiry. Second, their areas of major in college and taking a subject of biology II in high school were significantly related with their teaching efficacy beliefs of pre- and post-lessons. Third, their tracks of high school weren't related with their biology teaching efficacy beliefs. Finally, according to the network analysis, at the beginning of the course, many preservice elementary teachers had a thought that biological knowledge was the most important, therefore they would try to have that more, whereas at the end some preservice teachers' thoughts changed to inquiry and attitude, but the portion of pointing out of knowledge as the most important thing for teaching biology had still remained high. Implications for research are discussed, and recommendations for educators and advisors are presented.