Biology Teachers’ Perception of Value of Biology Learning
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This study aimed to identify three hypotheses. (1) Korean biology teachers believe that zoology, botany, andgenetics are more related to human life than other biological subjects. (2) Korean biology teachers believe thatzoology, botany, and genetics are more important than other biological subjects. (3) Korean biology teachers makemore effort to teach zoology, botany, and genetics than other biological subjects. Fifty in-service secondary biologyteachers participated in this study. All participants were students of Med. program in Korea. This study employedsurvey methodology. The survey questionnaire involves three sections, which are: (1) demographic data, (2) 7-pointThurstone scale, and (3) open-response questions. In the scale section, participants evaluate biological concepts--zoology, botany, genetics, evolution, and ecology-- based on relevance, value, teaching, and learning. To identifythe hypotheses, I used ANOVA to compare the score of each biological concept. For the open-responses, the mainterms that teachers used for the responses were extracted and compared. Based on the results, I discussededucation implications.
Abstract
This study aimed to identify three hypotheses. (1) Korean biology teachers believe that zoology, botany, andgenetics are more related to human life than other biological subjects. (2) Korean biology teachers believe thatzoology, botany, and genetics are more important than other biological subjects. (3) Korean biology teachers makemore effort to teach zoology, botany, and genetics than other biological subjects. Fifty in-service secondary biologyteachers participated in this study. All participants were students of Med. program in Korea. This study employedsurvey methodology. The survey questionnaire involves three sections, which are: (1) demographic data, (2) 7-pointThurstone scale, and (3) open-response questions. In the scale section, participants evaluate biological concepts--zoology, botany, genetics, evolution, and ecology-- based on relevance, value, teaching, and learning. To identifythe hypotheses, I used ANOVA to compare the score of each biological concept. For the open-responses, the mainterms that teachers used for the responses were extracted and compared. Based on the results, I discussededucation implications.
참고문헌 (10)
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