과학교육학 학위논문 요약과 종합해설
An Investigation of the Attitudes toward Science and Science Teaching of Science Education Majors in Korea
The purpose of this study was to investigate the status of the attitudes toward science and science teaching among science education majors in Korea.
Their attitudes were analyzed with respect to sex, grade level, specialty, college, birth place, high school attended, religion, army service, career goal and self-estimation of academic achievement.
Position and attitude statements for science for science and science teaching were written by this researcher and scrutinized by thirty panel members. A trial test was done with Koreans in the USA and Korea. The final forms of the Attitudes Toward Science Scale (AS scale) and the Attitudes Toward Science Teaching Scale (AT scale) were four-choice, forth-item Likert type tests which were administered at eight colleges in Korea, from which 1,576 student responses were analyzed.
Concurrent validity with Moore`s scale was investigated to yield a correlation coefficient of 0.60. Five groups of students majoring in science education at the undergraduate and the graduate levels, in physics, medicine and humanities were compared for construct validity. Item correlation ranges (irs: 0.11∼0.52, irt: 0.38∼0.69), scale coefficient alphas (as=0.73, at=0.82), and correlations between total and positive or negative attitude related-item scores(PrT.s=0.78, nrT.s=0.83,. PrT.s=0.81, nrT.s=0.84) showed good reliability of the scales.
The conclusions of the study are:
1. the majority of science education majors have tendencies toward positive attitudes toward science and science teaching. Two-thirds among them have a balanced attitude toward science and science teaching, and one-third have tendencies toward biased attitudes about either science or science teaching.
2. The attitudes toward science of science education majors are moderately correlated with their attitudes toward science teaching. The total attitudes toward science and science teaching of the students are strongly correlated with their attitudes toward science and science teaching respectively.
3. There are no differences among the groups of grade level, birth place and religion for science education majors in attitudes toward science and science teaching.
4. There are differences among the groups of sex, specialty, college, high school attended, army service, career goal and self-estimation of academic achievement for science education majors in their attitudes toward science and/or science teaching.
Some pairs of the groups are significantly different. These are listed.
a. Male students` total attitudes toward science and science teaching are more positive than those of female students.
b. Physics teaching majors` attitudes toward science and science teaching are more positive than those of biology and chemistry teaching majors.
c. Special and old national college students` attitudes toward science and science teaching are more positive than those of students in new colleges. The attitude differences of new college students are greater than those of the students in special and old colleges.
d. Attitudes toward science of students who intend to become either scientists or educators are more positive than those of other groups. Attitudes toward science teaching of students who have no special intention are more negative than the other groups.
e. Attitudes toward science teaching of students who estimate their academic achievement at a grade of B are more positive than those who estimate at A.
5. One-third of science education majors had no specific intention to become an educator when they entered college, and estimate their academic achievement at a grade of C or lower.
6. One-fourth of science education majors have an opinion or belief in the absoluteness of science and the authoritative role of teachers, are confused about the main goals of science and technology, and have a pessimistic view of scientific development and their chosen profession of science education.
Published Doctor of Education dissertation, University of Northern Colorado, 1979.
Adviser: Professor Leslie Trowbridge
한국인으로 외국에서 과학교육학 논문으로 박사학위 이수하신 분은 요약을 투고 해 주시고, 또 이 요약에 대해 여러분께서는 건설적인 토론의 글을 올려 주시기 바랍니다.
Seoul National University