Journal of Science Education (과학교육연구지)

Science Education Research Institute Kyungpook National University (경북대학교 과학교육연구소)
권호 표지
DOI QR코드

DOI QR Code

Analysis of Images of Middle School Students' Preference and Avoidance of Science Teachers by Class Situation Using Semantic Network Analysis

언어 네트워크 분석을 활용한 중학생들의 과학 교사에 대한 수업 상황별 선호, 기피 이미지 분석

  • Received : 2021.02.17
  • Accepted : 2021.03.30
  • Published : 2021.04.30
Download PDF
⟨ Previous Next ⟩

Abstract

The modern society is rapidly changing, and accordingly, the required teacher image is changing as well. Middle school students are immature, when they undergo major changes both physically and mentally, and teachers have a great influence. How students perceive the teacher determines the relationship between teachers and students. Therefore, it is necessary to analyze what kind of teacher image middle school students want. The purpose of this study is to analyze the image of a science teacher who prefers and avoids each class situation perceived by middle school students. To this end, 502 middle school students were divided into five classes: class type, class material presentation method, subject instruction method, subject content explanation method, and class atmosphere, and the image of science teacher who prefers and avoids is described in an open format. Concepts presented by middle school students were analyzed through semantic network analysis (SNA). The conclusions of this study are as follows: first, in order to make middle school students interested in science, an inquiry-centered experiment class should be conducted. Second, the change of class by science teacher can change it into preferred science class. Third, student-centered classes should be conducted according to the level so that students can understand. Finally, science teachers continue to strive through communication between science teachers and students, and students and students, and look forward to changes in science classes through this.

현대 사회는 빠르게 변화되고 있으며, 이에 따라 요구되는 교사상도 변하고 있다. 중학생은 신체적, 정신적으로 큰 변화를 겪는 미성숙한 시기로 교사의 영향력이 매우 크다. 학생들이 교사를 어떻게 인지하는가는 교사와 학생 간의 관계를 좌우한다. 이에 학생이 교사에게 바라는 것이 무엇인지를 파악할 필요가 있다. 본 연구의 목적은 중학생이 인지하는 수업 상황별 선호, 기피하는 과학 교사 이미지에 대해 분석하고자 하는 것이다. 이를 위하여 중학생 502명을 대상으로 수업 상황을 수업 형태, 수업 자료 제시 방법, 교과 지도 방법, 교과 내용 설명 방식, 수업 분위기 조성의 5가지로 나누어 선호, 기피하는 과학 교사의 이미지를 개방형으로 기술하도록 하였다. 중학생들에 의해 제시된 개념들은 언어 네트워크 분석법을 통해 분석하였다. 본 연구의 결론은 다음과 같다. 첫째, 중학생들이 과학에 흥미를 느끼게 하기 위해서는 탐구 중심의 실험 수업이 이루어져야 한다. 둘째, 과학 교사에 의한 수업의 변화가 선호하는 과학 수업으로 변화시킬 수 있다. 셋째, 학생이 이해할 수 있도록 수준에 맞는 학생 중심의 수업이 이루어져야 한다. 마지막으로 과학 교사와 학생, 학생과 학생 사이의 소통을 통해 과학 교사는 지속적으로 노력하며, 이를 통한 과학 수업의 변화가 있길 기대한다.

Keywords

References

  1. An, C., Nam, K., & Lee, W. (2004). Teacher theory. Seoul: Kyoyookbook.
  2. BouJaoude, S. (2000). Conceptions of science teaching revealed by metaphors and by answers to open-ended questions. Journal of Science Teacher Education, 11(2), 173-186. https://doi.org/10.1023/A:1009477010693
  3. Brown, C. R. (1995). The effective teaching of biology. New York, NY: Longman Publishing Company.
  4. Cho, H., & Ko, Y. (2008). An exploration of science teachers' ideal image/role/competency. Journal of the Korean Association for Science Education, 28(4), 269-281.
  5. Cho, H., & Park, S. (1993). Study on perceptions of the image of science teacher and the view of science teaching profession. Journal of the Korean Association for Science Education, 13(3), 377-388.
  6. Cho, Y. (2008). A study on the qualification of a teacher liked by students, the cause led to their preference and the effect on the school life (Master's thesis). Cheju National University, Cheju, Korea.
  7. Hall, J., & Saunders, P. (1997). Adopting a student-centered approach to management of learning. In C. Bell, N. Bowden, & A. Trott (Eds.), Implementing Flexible Learning. London, England: Kogan Pag.
  8. Han, S. (2003). A study on work for revitalization of elementary school counseling: Focusing on the role of professional counseling teachers. Educational Research, 22, 97-117.
  9. Hofstein, A., & Lunetta, V. N. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research 52(2), 201-217. https://doi.org/10.3102/00346543052002201
  10. Ju, H. (2011). Analysis of the causal relationships among self-determination motivation, self-directed learning ability, academic self-efficacy and academic achievement of elementary school students. Journal of Learner-Centered Curriculum and Instruction, 11(2), 237-259.
  11. Kang, H., & Kim, M. (2008). Investigating elementary school teachers' self-images of science teaching. Journal of the Korean Association for Science Education, 28(5), 464-470.
  12. Kang, M., Yoo, Y., & You, J. (2014). Structural relationship among learning achievement, school satisfaction, perceived teacher attitude, and learning attitude for high school students of the national assessment of educational achievement in Korea. The Journal of Educational Studies, 45(1), 181-203.
  13. Kim, H. (2011). An analysis of pre-service science teachers' self-image as a teacher and its factors (Master's thesis). Daegu University, Daegu, Korea.
  14. Kim, H., Cha, J., & Kim, I. (2013). Analysis of secondary pre-service science teachers' teaching perspectives: Comparison between the results of 2007 and 2010. Teacher Education Research, 52(3), 464-473. https://doi.org/10.15812/TER.52.3.201312.464
  15. Kim, J. (2003). Theory and practice of educational administration. Seoul: kyoyookbook.
  16. Kim, K., & Lee, H. (2009). The impact factors related to learning attitude. Secondary Education Research, 57(2), 181-207. https://doi.org/10.25152/ser.2009.57.2.181
  17. Kim, N., Lee, H., & Kim, H. (2015). The relationship among the elementary student's perceived class method, teacher characteristics, class atmosphere and creativity. The Journal of creativity education, 15(2), 17-31.
  18. Kim, S. (2008). A study on middle school student's satisfaction of school science lessons and of private academy science lessons to the science attitudes (Master's thesis). Daegu University, Daegu, Korea.
  19. Kim, Y., Cho, Y., & Lim, S. (2020). Images of competencies of science teachers in elementary and secondary school students. Journal of Science Education, 44(1), 61-73. https://doi.org/10.21796/JSE.2020.44.1.61
  20. Kuklinski, M. R., & Weinstein, R. S. (2001). Classroom and developmental differences in a path mode of teacher expectancy effects. Child Development, 72(5), 1554-1578. https://doi.org/10.1111/1467-8624.00365
  21. Kwak, Y. (2006). Definition of pedagogical content knowledge and ways of raising teaching professionalism as examined by secondary school science teachers. Journal of the Korean Association for Science Education, 26(4), 527-536.
  22. Kim, Y., & Yang, I. (2005). The factor analysis of affecting elementary students' science attitudes change. Journal of Korean Elementary Science Education, 24(3), 292-300.
  23. Lee, B. (2016). Secondary science teachers' concepts of good science teaching. Journal of the Korean Association for Science Education, 36(1), 103-112. https://doi.org/10.14697/jkase.2016.36.1.0103
  24. Lee, H., & Kim, Y. (2004). Development of evaluation criteria for science teacher's teaching competence. Biology Education, 32(4). 348-359.
  25. Lee, J., Shin, S., & Ha, M. (2015). Comparing the structure of secondary school students' perception of the meaning of "Experiment" in science and biology. Journal of the Korean Association for Science Education, 35(6), 997-1006. https://doi.org/10.14697/jkase.2015.35.6.0997
  26. Lee, K., & Park, J. (2014). The analysis of the factors of the effectiveness of science teacher as perceived by students through the perspective of teacher knowledge. Journal of the Korean Association for Science Education, 34(7), 625-634. https://doi.org/10.14697/jkase.2014.34.7.0625
  27. Lee, S. (2014). A content analysis of journal articles using the language network analysis methods. Journal of the Korean Society for Information Management, 31(4), 49-68. https://doi.org/10.3743/KOSIM.2014.31.4.049
  28. Lee, Y., Lee, T., Lim, S., & Kim, Y. (2015). Analysis of elementary and middle school students' perceptions of frequency and type relating to question in science class context. Journal of Science Education, 39(1), 58-79. https://doi.org/10.21796/jse.2015.39.1.58
  29. Lee, Y., Park, J., Lee, B., Park, S., & Jeong, Y. (2004). Analysis and evaluation of the appropriateness of science and education content. Korea Institute for Curriculum and Evaluation Research Report RRC 2004-1-6.
  30. Lim, H. (2000). Analysis of teacher characteristics preferred by middle and high school students (Master's thesis). Ajou University, Suwon, Korea.
  31. Lonka, K., & Ahola, K. (1995). Activating instruction: How to foster study and thinking skills in higher education. European Journal of Psychology of Education, 10(4), 351-368. https://doi.org/10.1007/bf03172926
  32. Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to modified conception. Journal of Teacher Education, 41(3), 3-11. https://doi.org/10.1177/002248719004100302
  33. Ryu, C. (1998). Development of an assessment scale: Professional profile of kindergarten teachers. Korea Journal of Child Studies, 19(1), 183-192.
  34. Schizas, D., Katrana, E., & Stamou, G. (2013). Introducing network analysis into science education: Methodological research examining secondary school students' understanding of 'decomposition'. International Journal of Environmental & Science Education, 8(1), 175-198.
  35. Shim, J. (2011). Analysis of conflict frames using semantic network analysis. Korean Public Administration Journal, 20(2), 183-212.
  36. Shulman, L. (1987). Knowledge and teaching: Foundations of new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  37. Song, H., & Kim, Y. (2010). The image of science teachers suggested by pre-service science teachers. Journal of Science Education, 34(1), 33-46. https://doi.org/10.21796/JSE.2010.34.1.33
  38. Weber, S., & Mitchell, C. (1996). Drawing ourselves into teaching: Studying the images that shape and distort teacher education. Teaching and Teaching Education, 12(3), 303-313. https://doi.org/10.1016/0742-051X(95)00040-Q
  39. Wilen, W. W. (1991). Questioning skill for teacher (4th ed.) Washington, DC: National Education Association.
  40. Yang, I., Jeong, J., Hur, M., Kim, Y., Kim, J., Cho, H., & Oh, C. (2006). An analysis of laboratory instructions in elementary school science. Journal of Korean Elementary Science Education, 25(3), 281-295.
  41. You, J., Kang, H., & Noh, T. (2010). Preservice elementary school teachers' self-images of science teaching and factors influencing their formation. Journal of the Korean Association for Science Education, 30(1), 94-106. https://doi.org/10.14697/jkase.2010.30.1.094