Secondary School Students' Science Anxiety in Relation to Their Science Teachers' Teaching Styles in Korea

김영신; 서유선; 임수민; 이효녕; 윤회정

추천

검색

자료유형: 학술저널

저자정보: 김영신 서유선 임수민 이효녕 윤회정

저널정보: 한국과학교육학회 한국과학교육학회지 한국과학교육학회지 제34권 제4호

발행연도: 2014.1

수록면: 367 - 373 (7page)

이용수

📌

연구주제

📖

연구배경

🔬

연구방법

🏆

연구결과

초록· 키워드

오류제보하기

The purpose of this study was to survey secondary school science teachers' teaching styles and to recognize students' science anxiety about science teachers' different teaching styles. One hundred seventy-four science teachers and 2,122 students participated. The teaching style questionnaire and the science anxiety measurement scale (SAMS) with teaching style were administered to teachers and students, respectively. Teaching styles were analyzed in terms of teacher's individual variables, such as gender and school level. The science anxiety related to each teaching style was analyzed and compared in terms of students’ gender and school level. The results were as follows. First, the secondary school science teachers were classified into four types based on their teaching styles: expert, provider, facilitator and enabler. Most teachers fell under the expert style category and the least under enabler style. This indicated that numerous science teachers in secondary school employ a teacher-directed style rather than a student-centered style in class. Second, students felt the highest science anxiety with experts and the lowest science anxiety with enablers. The students’ science anxiety showed statistically significant differences with different teaching styles (p<.05). Even though female students felt higher science anxiety than male students towards all four teaching styles, no statistically significant gender differences were found. Middle school students were more influenced by teaching style than high school students. Some suggestions were made for teachers to reduce students’ science anxiety in classes based on results.

#teaching styles #science anxiety #science teacher #secondary school students

참고문헌 (25)

참고문헌 신청

Anderson, L. W. / 2000 / Assessing affective characteristics in the schools / Lawrence Erlbaum

Chiarelott, L. / 1987 / Science anxiety : Implications for science curriciulum and teaching / Clearing House 60 (5) : 202 ~ 205

Czerniak, C. / 1984 / Science anxiety: An investigation of science achievement, sex and grade level factors / ERIC Document Reproduction Service No. ED243672

Emer, D. / 2002 / Which group teaching styles best promote information gain for adults with mental disorder? / Journal for Specialists in Group Work 27 (2) : 205 ~ 232

Hancock, D. R. / 2000 / The impact of teachers'instructional strategies and students' anxiety levels on students'achievement in eighth grade German and U. S. classrooms / Jou