Journal of Science Education (과학교육연구지)

Science Education Research Institute Kyungpook National University (경북대학교 과학교육연구소)
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The Effect of Pre-service Elementary Teachers' Experiences of Inquiry Performance in the Life Domain on Their Images of a Scientist and Science Teaching Anxiety

초등 예비교사들의 생명영역 탐구 수행 경험이 과학자 이미지와 과학 교수 불안에 미치는 영향

  • Received : 2015.01.27
  • Accepted : 2015.04.03
  • Published : 2015.04.30
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Abstract

This study aims to find out the effect of pre-service elementary teachers' experiences of inquiry performance in the life on their images about a scientist and science teaching anxiety. Thus, this study selected 162 college juniors who completed 'Science Teaching Material Research & Teaching Methods' for one semester at a university of education. Groups of 3 to 4 pre-service teachers were made to select one of the 10 experimental topics and inquired it for themselves, and make a presentation about the results before the other pre-service teachers. The results of this study can be summarized as below. Firstly, as a result of investigating pre-service elementary teachers' opinions about the characteristics of scientists, it was found that they thought of scientists prudent, intellectually superior, creative, and hard-working, but did not consider them artistic or religious, no matter if they had inquiry performance experiences. Especially, to such characteristics as intellectually-superior, creative, open-minded, outgoing and responsible, they showed more positive responses after inquiry performances. Besides, in scientists' activity types shown in pre-service elementary teachers' drawing pictures of a scientist, 'Experimental Activity' increased most after their inquiry performances, and in the place of activity, 'Laboratory' was most since it was related to activity types. Secondly, as a result of examining per-service elementary teachers' science teaching anxiety before and after inquiry performances, it was found that they showed statistically significant differences in all the domains, scientific knowledge, inquiry class preparation and inquiry class management. This finding could be interpreted as their inquiry experiences had positive effect on their having confidence in teaching science.

본 연구는 교육대학교에서 1학기 동안 '과학교과교재연구 및 지도법'을 수강한 3학년 예비 초등교사 162명을 대상으로 생명영역 탐구 수행 경험이 과학자에 대한 이미지와 과학 교수 불안에 미치는 영향을 알아보았다. 수업은 3~4명이 한 조로 구성되어 10개의 실험 주제 중 한 주제를 선택하여 직접 탐구한 후 그 결과를 동료 예비교사들 앞에서 발표하는 형식으로 진행되었다. 초등 예비교사들의 과학자에 대한 특성에 대한 견해를 조사한 결과 탐구 수행 경험 전후에 관계없이 과학자를 신중하고, 지적 수준이 우수하며, 창의적이고, 근면하다고 생각한 반면, 예술적이고 종교적이라고 여기지는 않는 것으로 나타났다. 특히 지적능력이 우수한, 창의적인, 개방적인, 활발한, 책임감 있는 특성에 대해서는 탐구 수행후 더욱 긍정적인 반응을 보였다. 또한 초등 예비교사들의 과학자 그리기에서 나타난 과학자의 활동 유형은 탐구 수행 후 '실험활동'이 가장 많이 증가하였으며, 활동장소로는 활동유형과 관련된 '실험실'이 가장 많았다. 이이서 초등 예비 교사들의 탐구 수행 경험 전후의 과학 교수 불안을 확인해 본 결과, 과학지식, 탐구 수업 준비, 탐구 수업 운영, 모든 영역에서 통계적으로 유의한 차이를 보였다. 이는 탐구 경험이 과학 교수에 대한 자신감을 갖게 하는데 긍정적인 영향을 미치는 것으로 해석할 수 있었다.

Keywords

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