Browse > Article
http://dx.doi.org/10.15267/keses.2015.34.4.458

Analysis of Pre-service Elementary Teachers' Responses to Learning using Plant-observation Activities and Observation Journal Writing  

Kim, Heung-Tae (Seowon University)
Publication Information
Journal of Korean Elementary Science Education / v.34, no.4, 2015 , pp. 458-475 More about this Journal
Abstract
The purpose of this study was to analyze the responses of pre-service elementary teachers to the plant learning using plant-observation activities and observation journal writings. Thirty pre-service teachers participated in this study. Before and after practicing plant observation and observation journal writing for 11 weeks, pre-service teachers' interest to plants, attitude to plant-observation teaching, and plant-observation teaching efficacy were examined using a questionnaire. Also, the observation journals, reflective journal writings, and interviews were analyzed to investigate their qualitative change. In addition, the pre-service teachers were classified by multi-dimensional scaling and cluster analysis with respect to attitude to plant-observation teaching and observation journal writing, and teaching efficacy. While the pre-service teachers showed significant increase of the interest to plants and plant-observation teaching efficacy, and positive change of the attitude to plant-observation teaching, there was a little difference between gender with more positive effects on females. The positive attitude changes of pre-service teachers included positive recognition about plants and the diversity, increased interest and curiosity about plants, careful observation about nearby plants, and independent learning and positive inquiry with plants. In terms of teaching efficacy, they showed positive change such as enjoyment and satisfaction with plant-observation, confidence as elementary teachers in the future, and recognition about the importance of elementary teachers for plant education. However, the changes were different among the groups classified by attitude to plant-observation teaching and observation journal writings, and plant-observation teaching efficacy.
Keywords
plant-observation; observation journal; pre-service elementary teachers; teaching efficacy; interest to plants;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Anderson, S. & Moss, B. (1993). How wetland habitats are perceived by children: consequences for children's education and wetland conservation. International Journal of Science Education, 15(5), 473-485.   DOI
2 Barker, S. (2007). Reconnecting with nature. Journal of Biological Education, 41(4), 147-149.   DOI
3 Bebbington, A. (2005). The ability of A-level students to name plants. Journal of Biological Education, 39(2), 63-67.   DOI
4 Chang, K.-Y. & Ryu, A.-N. (2009). Study of play and leisure activity preference on children and youths. The Journal Korean Academy of Sensory Integration, 7(2), 49-61.
5 Choi, B.-K. & Lee, N.-B. (2004). The study playing forms of elementary children. The Korean Journal of School Physical Education, 14(1), 13-18.
6 Dillon, J., Rickinson, M., Sanders, D., Teamey, K. & Benefield, P. (2003). Improving the understanding of food, farming and land management amongst schoolage children: A literature review. London: National Foundation for Educational Research and King's College London.
7 Enochs, L. G. & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy beliefs instrument: A preservice elementary scale. School Science and Mathemurics, 90(8), 694-706.   DOI
8 Fancovicova, J. & Prokop, P. (2011a). Children's ability to recognise toxic and non-toxic fruits. Eurasia Journal of Mathematics, Science & Technology Education, 7(2), 115-120.   DOI
9 Fancovicova, J. & Prokop, P. (2011b). Plants have a chance: outdoor educational programmes alter students' knowledge and attitudes towards plants. Environmental Education Research, 17(4), 537-551.   DOI
10 Gatt, S., Tunnicliffe, S. D., Borg, K. & Lautier, K. (2007). Young Maltese children's ideas about plants. Journal of Biological Education, 41(3), 117-122.   DOI
11 Jeon, M. J., Kim, H.-T. & Kim, J. G. (2012). The characteristics of elementary school students' interest in life and the relationship with their experience about nature. Biology Education, 40(1), 1-14   DOI
12 Jewell, N. (2002). Examining children's models of seed. Journal of Biological Education, 36(3), 116-122.   DOI
13 Kim, H.-T. & Kim, J. G. (2014). Analysis of the relationships among experiences of nature, interests to organisms, and environmental sensitivity using structural equation model. Biology Education, 42(1), 79-94.   DOI
14 Kim, H.-T., Jeon, M. J. & Kim, J. G. (2012). The relationship of elementary school students' emotional affinity toward and intellectual curiosity about life, and experiences about nature and life with their pro-environmental behavior. Journal of Korean Elementary Science Education, 31(2), 197-207.
15 Kinchin, I. M. (1999). Investigating secondary-school girls' preferences for animals or plants: A simple "head-tohead" comparison using two unfamiliar organisms. Journal of Biological Education, 33(2), 95-99.
16 Lim, C.-S., Kim, E.-J. & Bae, J.-H. (2005). An exploratory research on changes of preservice elementary teachers' biology teaching efficacy beliefs through the biology outdoor inquiry work. Biology Education, 33(2), 133-143.
17 Link-Perez, M. A., Dollo, V. H., Weber, K. M. & Schussler, E. E. (2009). What's in a name: Differential labelling of plant and animal photographs in two nationally syndicated elementary science textbook series. International Journal of Science Education, 32(9), 1227-1242.   DOI
18 Meece, J. L., Glienke, B. B. & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44(5), 351-373.   DOI
19 Nyberg, E. & Sanders, D. (2013). Drawing attention to the 'green side of life'. Journal of Biological Education, 48(3), 142-153.   DOI
20 Ozay, E. & Oztas, H. (2003). Secondary students' interpretations of photosynthesis and plant nutrition. Journal of Biological Education, 37(2), 68-70.   DOI
21 Schussler, E. E. & Olzak, L. A. (2008). It's not easy being green: Student recall of plant and animal images. Journal of Biological Education, 42(3), 112-119.   DOI
22 Tunnicliffe, S. D. (2001). Talking about plants - comments of primary school groups looking at plant exhibits in a botanical garden. Journal of Biological Education, 36(1), 27-34.   DOI
23 Tunnicliffe, S. D. & Reiss, M. J. (2000). Building a model of the environment: How do children see plants? Journal of Biological Education, 34(4), 172-177.   DOI
24 Uno, G. E. (1994). The state of precollege botanical education. The American Biology Teacher, 56(5), 263-267.   DOI
25 Uno, G. E. (2009). Botanical literacy: What and how should students learn about plants? American Journal of Botany, 96(1), 1753-1759.   DOI
26 Wandersee, J. H. (1986). Plants or animals: Which do junior high school students prefer to study? Journal of Research in Science Teaching, 23(5), 415-426.   DOI
27 Wandersee, J. H. & Schussler, E. E. (1998). Plants or animals: Which do elementary and middle students prefer to study? A working paper. Baton Rouge, LA: 15degree Laboratory, Louisiana State University.
28 Wandersee, J. & Schussler, E. E. (2001). Toward a theory of plant blindness. Plant Science Bulletin, 47(1), 2-9.
29 Wood-Robinson, C. (1991). Young people's ideas about plants. Studies in Science Education, 19(1), 119-135.   DOI
30 Yorek, N., Sahin, M. & Aydin, H. (2009). Are animals 'More Alive' than plants? Animistic-anthropocentric construction of life concept. Eurasia Journal of Mathematics, Science & Technology Education, 5(4), 369-378.   DOI