Korean Elementary Teachers’ Beliefs in Constructivist Science Teaching Practice

• 영문명: Korean Elementary Teachers’ Beliefs in Constructivist Science Teaching Practice
• 발행기관: 경인교육대학교 교육연구원
• 저자명: Shin, Myeong-Kyeong
• 간행물 정보: 『The Journal of Education』제1권 제1호, 51~60쪽, 전체 10쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2018.06.30

영문 초록

This study aims to explore elementary science teachers’ perception of constructivist teaching practice. Teachers’ belief may well be related to actual teaching practice in their classrooms. More than that, these days are called as the era of post-constructivist teaching. In order to depict how close Korean elementary classrooms are to constructivist teaching practice, the first and critical indicator would be science teachers’ perception on that. Philosophy of Teaching and Learning(PTL) and Seven Constructivist Questions(SCQ) were used as self-evaluation questionnaires. The SCQ consisted of seven questions describing of the seven constructivist teaching elements including Content, Context, Constructivism, Curriculum, Curiosity, Assessment, and Inquiry. Based on the results, it will be hardly generalized but it could be stated that Inservice teachers’ believes regarding science teaching are at the conceptual stage of constructivist teaching practice.

목차

ABSTRACT

I. Introduction

II. Research Method

III. Research Results and Discussion

References

키워드

teacher belief constructivist teaching practice science teacher