• Journal of Korean Elementary Science Education
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• v.28 no.3
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• pp.352-360
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• 2009

In this study, we investigated the relationships among elementary school teachers' perceptions of constructivist science assessment, views on science teaching and learning, science teaching efficacy belief, and the perceptions of constructivist science learning environment. An exploratory factor analysis was conducted to validate the factor structure of the perceptions of constructivist science assessment test. The test consisting of 3 factors with 21 questions in the previous research was reconstructed as one consisting of 2 factors with 22 questions as a result of the factor analysis. A stepwise multiple regression analysis was also conducted to predict the explanatory powers of the variables on perceptions of constructivist science assessment. The results indicated that the perceptions of constructivist science learning environment, views on constructivist science teaching and learning, and personal science teaching efficacy belief were the significant predictors of the perceptions of constructivist science assessment.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.86-92
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• 2010

Although constructivist assessment has been emphasized by many science educators, most elementary school teachers are still not familiar with this. In order to investigate the causes of this problem, we examined the perceptions of pre-service elementary school teachers toward constructivist science assessment and the relationships among the perceptions toward constructivist science assessment, the views on science teaching and learning, science teaching efficacy beliefs, and the perceptions toward constructivist science learning environment. Analyses of the results revealed that the perceptions of pre-service elementary school teachers toward constructivist science assessment were higher than those of the elementary school teachers reported previously. The results of a stepwise multiple regression analysis indicated that the views on constructivist science teaching and learning and personal science teaching efficacy beliefs were the significant predictors of the perceptions toward constructivist science assessment.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.501-510
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• 1997

Science teachers' beliefs about science and school science and their perceptions of the science laboratory learning environment were investigated with an assumption that science laboratory teaching would be affected by science teachers' beliefs. Likert-scale questionnaires of BASSSQ and SLEI were used in this study. The major findings were as follows: 1. Science teachers showed inconsistent beliefs about science and school science. Their responses reflected a patch-like view of postmodern epistemology and objectivism They also showed somewhat different views about science and school science. It was found that science teachers had strong objectivist views about science in some parts. but they had moderate constructivist views about school science in other parts; 2. The mean scores of student cohesiveness, integration. and rule clarity on the actual version in SLEl were relatively high, but those of open-endedness and physical environment were very low; 3. There was no association between teachers' beliefs about science and their perceptions of the science laboratory learning environment. But some associations were found between teachers' beliefs about school science and their perception on student cohesiveness, integration, and rule clarity of the actual science laboratory learning environment. Teachers' beliefs about school science had some statistically significant correlations with their perceptions on all scales of the preferred version of SLEI. We could not show a causal relationship between teachers' beliefs and their science laboratory learning environment through these results. But it can be suggested that teachers' beliefs about school science do have a role in constructing a desirable science laboratory learning environment, as we found that there were statistically significant correlations between them.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.340-352
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• 1999

Constructivist theory and teaching science in the social context are a main stream in science education. This study was purposed to introduce the STS in-service program implementing in Chonnam National University. and to analyze the results of the program in terms of changes of teachers' and students' perceptions and attitudes. The major features of the STS in-service program were as follows: teacher-centered. teaching in the social context. emphasis on constructivist approach. development of STS module and implementations. A total of 20 secondary science teachers participated in the in-service program. and filled out two questionnaires. Science Education Reform Inventory and Constructivist Teachings Survey. Three of the 20 teachers were selected to gain information from their implementations of a STS module into their respective classrooms. The students completed two instruments. Constructivist Learning Environment Survey. and Scientific Attitude Survey. The responses from teachers and students are as follows: 1. The participating teachers were very aware of the necessity of reform in science education. and the degree of the perception of the necessity increased after the STS in-service program. 2. The STS program significantly improved constructivist teaching techniques. 3. The perceptions of the students about constructivist learning environments improved significantly after the STS in-service program. 4. Students' scientific attitudes improved significantly through STS approach. The STS in-service program with the above mentioned features was found to be effective in our current school system. and could be implemented successfully if teachers were willing to learn and participate in the reforms of science education.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.269-278
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• 2006

In this study, we used Virtual Reality (VR) materials on an introductory earth science course consisted of thirty six pre-service science teacher program students. Before and after class an instrument of Constructivist Learning Environment Survey (CLES) was administered. The main focus of the CLES was to evaluate how the classroom was prepared for student centered learning environment. The pre and post tests of student perceptions regarding their learning environment were compared in six domains: personal relevance, critical voice, shared control, student negotiation, scientific uncertainty, and attitude. Questionnaire regarding the general perception of the VR materials was administered as well. How future science teachers valued the use of VR materials in their classrooms was found from this study. Based on these results, we intend to contribute for a more complete understanding of the potential of VR materials in achieving better learner-centered classroom environment.