Browse > Article
http://dx.doi.org/10.14697/jkase.2012.32.7.1157

Effects of Simulated Instruction Activities through a Constructivist Lens on Preservice Biology Teachers' Epistemological Belief, Science Teaching Efficacy Belief and Teaching Motivation  

Kim, Sun Young (Chosun University)
Publication Information
Journal of The Korean Association For Science Education / v.32, no.7, 2012 , pp. 1157-1168 More about this Journal
Abstract
This study examined the effect of simulated instruction activities based on a constructivist teaching approach on epistemological belief, science teaching efficacy belief, and teaching motivation. The RTOP (Reformed Teaching Observation Protocol) played a role to guide preservice biology teachers to obtain insights on current reformed teaching and to further practice teaching based on constructivism. The results indicated that preservice teachers changed their epistemological beliefs toward more sophisticated views, especially for 'simple knowledge'. They also improved their science teaching efficacy beliefs, both personal science teaching efficacy belief (PSTEB) and science teaching outcome expectancy (STOE). In addition, these perservice teachers decreased their scores of extrinsic teaching motivation. The Pearson correlation represented the negative relationship between personal science teaching efficacy belief (PSTEB) and extrinsic teaching motivation. After intervention, the preservice teachers mentioned inquiry, active participation and discussion as ideal science teaching methods and qualifications for science teachers.
Keywords
constructivism; epistemological belief; science teaching efficacy; teaching motivation;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Kang, N. (2008). Learning to teach science: Personal epistemologies, teaching goals, and practices of teaching. Teaching and Teacher Education, 24, 478-498.   DOI   ScienceOn
2 Lotie, D. C. (1975). School teacher: A sociological study. Chicago: University of Chicago Press.
3 National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
4 Palmer, D. (2006). Durability of changes in self-efficacy of preservice primary teachers. International Journal of Science Education, 28(6), 655-671.   DOI   ScienceOn
5 Piburn, M., Sawada, D., Turley, J., Falconer, K., Benford, R., Bloom, I., & Judson, E. (2000). Reformed Teaching Observation Protocol (RTOP) reference manual. ACEPT Technical Report No. IN00-3. Tempe, AZ: Arizona Board of Regents[On-line]. Available: ACEPT website (http://www.acept.asu.edu).
6 Ryan, R. M., & Deci, E. L. (2000). Selfdetermination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68- 78.   DOI   ScienceOn
7 Scharmann, L. C., & Hampton, C. M. O. (1995). Cooperative learning and preservice elementary teacher self-efficacy. Journal of Science Teacher Education, 6(3), 124-133.   DOI
8 Schraw, G., & Olafson, L. (2002). Teachers' epistemological world views and educational practices. Issues in Education, 8(2), 99-149.
9 Shommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85, 406-411.   DOI   ScienceOn
10 Tobin, K., & Tippins, D. (1993). Constructivism as a referent for teaching and learning. In K. Tobin (Ed.), The practice of constructivism in science education (pp.3-21). Hillsdale, NewJersey; Lawrence Erlbaum Associates.
11 Walker, S., Brownee, J., Exley, B., Woods, A., & Whiteford, C. (2011). Personal epistemology in preservice teachers: Belief changes throughout a teacher education course. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds), Personal Epistemology and Teacher education(pp.25-39). New Jersey: Lawrence Erlbaum Associates.
12 Watters, J. J., & Ginns, I. S. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11, 301- 321.   DOI   ScienceOn
13 Yadav, A., Herron, M., & Samarapungavan, A. (2011). Personal epistemology in preservice teacher education. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds), Personal Epistemology and Teacher education(pp.25-39). New Jersey: Lawrence Erlbaum Associates.
14 강영심, 황순영(2004). 모의수업을 통한 예비특수 교사의 반성적 사고 유형과 수준. 아시아교육연구, 5(4), 55-80.
15 박성혜 (2000). 초등학교 교사들의 과학 교수 방 법에 영향을 미치는 과학에 대한 학문적 배경, 과학 교수에 대한 태도, 과학 교수 효능에 대한 신념의 상호 관계성 조사 (I) - 양적 연구를 중심으로-. 한국과학교육학회지, 20(4), 542-561.
16 조부경, 김정화(1999). 유아 교사양성대학 전공강좌에서의 이론과 교수 경험 통합 사례. 한국교사교육, 16(2), 101-126.
17 이지혜 (2009). 예비교사들의 자아개념, 자기결정성과 교사신념과의 관계. 한국교원교육연구, 26(3), 119-139.
18 이은진, 김찬종, 이선경, 장신호, 권홍진, 유은정 (2007). 교사-연구자간 협력적 연수 프로그램에 참여한 과학 교사의 구성주의적 수업에 대한 내면화 과정. 한국과학교육학회지, 27(9), 854-869.
19 정은이(2009). 교직과정에서 이루어지는 모의수업의 교육적 효과-교직과정 몰입과 교과관련 교사 효능감을 중심으로-. 아시아교육연구, 10(3), 27-56.
20 조희형, 최경희 (2002). 구성주의와 과학교육. 한국과학교육학회지, 22(4), 820-836.
21 Amrein-Beardsely, A., & Popp, S. E. O. (2012). Peer observation among faculty in a college of education: Investigating the summative and formative uses of the Reformed Teaching Observation Protocol (RTOP). Educational Assessment, Evaluation and Accountability, 24(5), 5-24.
22 Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.   DOI   ScienceOn
23 Bendixen, L. D., & Corkill, A. J. (2011). Personal epistemology change due to experience? A cross-sectional analysis of preservice and practicing teachers. In J. Brownlee, Gregory, S. & D. Berthelsen (Eds), Personal Epistemology and Teacher education(pp.84-99). New Jersey: Lawrence Erlbaum Associates.
24 Brownlee, J. (2004). Teacher education students'epistemological beliefs: Developing a relational model of teaching. Research in Education, 72, 1-17.   DOI
25 Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teacher Education, 14(3), 177-192.   DOI   ScienceOn
26 Deci, E. L. (1975). Intrinsic motivation. New York: Plenum.
27 Glasersfeld, E. (1993). Questions and answers about radical constructivism. In K. Tobin (Ed.), The practice of constructivism in science education(pp.23-38). New Jersey: Lawrence Erlbaum Associates.
28 Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science & Mathematics, 90, 694-706.   DOI
29 Ernest, P. (1996). Varieties of constructivism: A framework for comparison. In L. P. Steffe & P. Nesher (Eds.), Theories of mathematical learning(pp.335-349). NewJersey: Mahwah.
30 Gibson, S. & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.   DOI
31 Hashwey, M. Z. (1996). Effects of science teachers'epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47-63.   DOI
32 Hofer, B. K. (2004). Exploring the dimensions of personal epistemology in differing classroom contexts: Student interpretations during the first year of college. Contemporary Educational Psychology, 29, 129-163.   DOI   ScienceOn
33 강숙희 (2010). 동료 피드백 활동과 교직희망동기 가 예비교사들의 교사효능감에 미치는 영향. 교육방법연구, 22(3), 45-66.