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http://dx.doi.org/10.14697/jkase.2022.42.2.277

Epistemological Beliefs of Elementary School Teachers in Science Class According to Gender and Teaching Experience  

Kim, Nam-hoon (Songwoon Elementary school)
Yeo, Sang-ihn (Gyeongin National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.42, no.2, 2022 , pp. 277-287 More about this Journal
Abstract
This study aims to investigate the main effects and interaction effects of individual variables on the epistemological beliefs of elementary school science teachers. For this purpose, a survey was conducted on 338 elementary science teachers in the metropolitan area on gender, teaching career, and epistemological beliefs. Epistemological beliefs show significant differences not only in gender and teaching career, but also in the interaction between gender and teaching career. Depending on gender, female teachers are more integrated in knowledge than male teachers, and process is more important than outcome in learning. Depending on the teaching career, it was found that high-career teachers generally value the process rather than the results, as knowledge is integrated and constantly evolving, knowledge is acquired by individual reasoning and justified through external interaction. On the other hand, teachers with low career perceive that efforts are indispensable in learning compared to other groups. Depending on the interaction between gender and teaching career, elementary school teachers believe that the higher the teaching career, the more integrated and constantly evolved, but low-career male teachers believed that learning ability was born with experience, while high-career male teachers value the learning process. Based on this study, it is expected that many training sessions aimed at improving the quality of teaching and learning will provide more effective opportunities to develop elementary science teachers' epistemological beliefs, considering teachers' personal characteristics.
Keywords
epistemological belief; gender; teaching career; elementary science teacher;
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