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http://dx.doi.org/10.15267/keses.2021.40.2.127

An Exploration on Pre-Service Elementary School Teachers' Science-Learning Processes according to Their Motivation Types  

Kim, Dong-Ryeul (Daegu National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.40, no.2, 2021 , pp. 127-144 More about this Journal
Abstract
The purpose of this research was to conduct grounded-theory-based explorations on the types of motivation that make pre-service elementary school teachers learn science and on their type-based science-learning processes. One hundred thirty-two pre-service elementary school teachers' motivation types were analyzed, and amongst them, 12 were selected as the subjects to observe their science-learning processes to which grounded theory applied. As a result of analyzing their science-learning motivation types, it was found that the majority belonged to the type "accurators", followed in descending order by the types "directors", "explorers", and "coordinators". Coding various phenomena that appeared in their science-learning processes made it possible to derive 30 categories from them according to the grounded-theory paradigm model elements. Based on such categories derived, analysis could be made on their science-learning process flows by motivation types, according to the grounded-theory paradigm model. For example, the "accurators" were attending science lectures or reading science books to learn science knowledge and how to teach it, from a sense of obligation they took for granted as elementary school teachers. Although their experiences of science-learning processes could not be from pure intentions, due to the teacher certification examination, curriculum, or other environmental factors, they were found to have new perspectives on science with their individual efforts and participations.
Keywords
types of motivation; science-learning processes; grounded-theory-based explorations; pre-service elementary school teachers;
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