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http://dx.doi.org/10.14697/jkase.2010.30.1.094

Preservice Elementary School Teachers' Self-Images of Science Teaching and Factors Influencing Their Formation  

You, Ji-Yeon (Seoul National University)
Kang, Hun-Sik (Chuncheon National University of Education)
Noh, Tae-Hee (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.30, no.1, 2010 , pp. 94-106 More about this Journal
Abstract
In this study, we investigated the preservice elementary school teachers' self-images of science teaching and the factors influencing their formation by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). One-hundred eighty-two sophomores and 183 seniors were selected from the departments of science and non-science education in three national universities of education. DASTT-C was administered to the sophomores at the beginning of the Spring Semester, and to the seniors at the beginning of the Fall Semester. Analyses of the results revealed that the self-images of science teaching of the seniors were more student-centered than those of the sophomores in the department of science education. However, there was no significant difference between the DASTT-C scores of the sophomores and the seniors in the department of non-science education. Many sophomores answered that the main factors affecting their self-images of science teaching were teaching-learning experiences in elementary, middle and high schools. However, many seniors cited the content and teaching methods in science education courses as well as direct or indirect teaching-learning experiences in teaching practices regardless of the departments. Educational implications of these findings are discussed.
Keywords
self-images of science teaching; preservice elementary school teacher; DASTT-C;
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Times Cited By KSCI : 5  (Citation Analysis)
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