Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)
- Volume 29 Issue 4
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- Pages.465-473
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- 2010
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- 1598-3099(pISSN)
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- 2733-8436(eISSN)
The Influences of Scientific Inquiry-based Peer Teaching Experiences on Pre-service Elementary Teachers' Affective Features
과학 탐구중심 모의수업 경험이 초등예비교사의 정의적 특성에 미치는 영향
- Lee, In-Sun (Seoul National University of Education) ;
- Jo, Son-Mi (Seoul National University of Education) ;
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Jang, Shin-Ho
(Seoul National University of Education)
- Received : 2010.07.13
- Accepted : 2010.11.25
- Published : 2010.11.30
Abstract
The purpose of this study was to explore the impact of scientific inquiry-based peer teaching experience on pre-service elementary teachers' science teaching efficacy, anxiety to science and attitude toward science. The participants of this study included 118 pre-service teachers. The pre-post paired t-test design was implemented to examine the effect of this program. In addition, the semi-structured interviews were carried out for investigating their changes of affective characteristics. The result of this study showed that inquiry-based peer teaching provided pre-service teachers with the opportunities to enhance their science teaching efficacy and attitude toward science and reduce their anxiety to science. The findings imply that it is possible to meaningfully change elementary teachers' affective characteristics when effective strategies are adequately adopted.
Keywords
- scientific inquiry;
- peer teaching;
- science teaching efficacy;
- anxiety to science;
- attitude toward science