과학교육학 학위논문 요약과 종합해설
THE PRECEPTION OF KOREA SCIENCE TEACHERS AND STUDENT REGARDING SCIENCE AND SCIENCE-TECHNOLOGY-SOCIETY(STS) THEMES
Abstract of Doctoral Dissertation
The purpose of this study was to investigate Korean secondary science teachers' perceptions of contemporary science education to ascertain the extent to which the current science programs incorporate STS themes, and to investigate Korean secondary school student' perceptions of school science, science teacher, and STS issues.
A survey methodology was used in the study. Two survey were developed by the researcher: one for teachers, and the other for students, each having subscales, 4with teacher's survey and 6with student's survey. the subjects consisted of 213 Korean secondary science teachers and 1153 secondary school student.
Descriptive statics provided frequencies, percents, and means for all demographic variables and items. Pearson product-moment correlations were computed to reveal the relationships among subscales. the major statistical analysis employed analysis of variance (ANOVA) to determine differences in means for independent variables for each subscales of both surveys. For ranged items, the Friedman two-way analysis of variance by ranks was used to determine the significance of difference in the mean ranks. In addition, the Tukey HSD test and Nemenyi's test for post hoc comparisons were also used to identify specific areas of differences.
Results from teachers' data indicated that the perceptions of Korea secondary science teachers did not support the view that the STS themes have become established in contemporary secondary science education. They also revealed a lack of conceptual understanding of STS themes. However, they showed willingness of STS themes into their science teaching if the STS materials and teaching strategies are provided. This offers direction, and further supports the pressure toward integrating the STS themes into the science curriculum.
Korean secondary school students showed relatively a negative attitude toward current school science even though their sense of the value of science was high. They also indicated that science-technology-society related problems or STS issues were given little attention in their science classes, even though they believed that studying those problems would be important. Therefore, results of the study support the contention of need for more attention to both the student' affective outcomes from school science and implementation of STS themes into current Korean science education.
Temple University, january, 1994
Advisor: Mattew H. Bruce