The purpose of this study is to investigate kindergarten teachers' STS (Science -Technology-Society) perception and to examine the effects of teachers' STS perception levels on science teaching efficacy, teaching practices, and children's attitude toward science. This study was performed in the foll...
The purpose of this study is to investigate kindergarten teachers' STS (Science -Technology-Society) perception and to examine the effects of teachers' STS perception levels on science teaching efficacy, teaching practices, and children's attitude toward science. This study was performed in the following steps. First, 296 kindergarten teachers in Daegu, Kyung buk province, Busan were selected, and their perceptions about STS were analyzed. Second, two kindergarten teachers from each high and low STS perception levels were chosen. These teachers' ways of teaching practices were analyzed; how they set the objective for STS, select the types of STS activities, have verbal interactions and view the nature of science were analyzed. Lastly, how the teachers' STS perception level affects on children's attitude toward science were examined. The data were analyzed with ANOVA, t-test, Pearson's product-moment correlation analysis, and Content analysis. The major findings of this study were as follows: First, there were significant differences in teachers' STS perception in terms of their educational background, types of kindergarten program, and science classes that they took in teacher education. Second, teachers' STS perception had a positive relationship with science teaching efficacy beliefs, including science teaching outcome expectancy and personal science teaching self-efficacy. Third, there were significant differences between high and low STS perception levels of teachers. The differences were existed in the way of setting the objective for STS, selecting the types of STS activities, having verbal interactions, and viewing the nature of science. Forth, the level of teachers' STS perception resulted in significant differences in children's attitudes toward science. In conclusion, teachers' STS perception had a positive relationship with teaching efficacy beliefs, and affected science teaching practices, views of the nature of science and children's attitude toward science. These results have important implications for the necessity and means of effective STS education for kindergarten teachers.
The purpose of this study is to investigate kindergarten teachers' STS (Science -Technology-Society) perception and to examine the effects of teachers' STS perception levels on science teaching efficacy, teaching practices, and children's attitude toward science. This study was performed in the following steps. First, 296 kindergarten teachers in Daegu, Kyung buk province, Busan were selected, and their perceptions about STS were analyzed. Second, two kindergarten teachers from each high and low STS perception levels were chosen. These teachers' ways of teaching practices were analyzed; how they set the objective for STS, select the types of STS activities, have verbal interactions and view the nature of science were analyzed. Lastly, how the teachers' STS perception level affects on children's attitude toward science were examined. The data were analyzed with ANOVA, t-test, Pearson's product-moment correlation analysis, and Content analysis. The major findings of this study were as follows: First, there were significant differences in teachers' STS perception in terms of their educational background, types of kindergarten program, and science classes that they took in teacher education. Second, teachers' STS perception had a positive relationship with science teaching efficacy beliefs, including science teaching outcome expectancy and personal science teaching self-efficacy. Third, there were significant differences between high and low STS perception levels of teachers. The differences were existed in the way of setting the objective for STS, selecting the types of STS activities, having verbal interactions, and viewing the nature of science. Forth, the level of teachers' STS perception resulted in significant differences in children's attitudes toward science. In conclusion, teachers' STS perception had a positive relationship with teaching efficacy beliefs, and affected science teaching practices, views of the nature of science and children's attitude toward science. These results have important implications for the necessity and means of effective STS education for kindergarten teachers.
주제어
#STS 교수실제
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