과학수업의 심리적 학습 환경에 대한 교사와 학생의 인식차이 조사

Abstract

This study investigated difference between students' and teachers' perception of psychological learning environments formed by science teachers, and related the factors which made perception difference to degree of interaction between students and teachers. Therefore, the primary purpose of this study was to find out relation between perception of interaction and perception of psychological learning environments. Following questions are made to investigate these things. 1. How does perception of psychological learning environments vary from middle school students' gender, grade, science achievement, science preference, and self-efficacy in science? 2. How does perception of psychological learning environments vary from teachers' gender, age, career year, and major? 3. How does students' perception of psychological learning environments differ from teachers' perception of psychological learning environments? 4. How is degree of interaction with teachers that students recognize? 5. Is there any relation between degree of interaction with teachers that students recognize and perception of psychological learning environments? To find out these questions, this study sampled 503 middle school students and 16 teachers who teach them from 6 classes in Jeolla-do Y-City. Data was analyzed by various statistical method using SPSS 12.0, and the results are following. First, average difference between boys' and girls' perception of psychological learning environments was not large, and there was no perception difference by grades, but there were meaningful differences by science achievement, science preference, and self-efficacy in science. Second, there were no perception of psychological learning environments differences in science teachers' gender, age, career year, and major. Third, average difference between teachers' and students' perception of psychological learning environments was not large, showing no statistical significance. But teachers' perception of psychological learning environments was higher than students' in 9 classes out of 16, and students' perception of psychological learning environments was higher than teachers' in 7 classes. In addition, there were many significant results in sub categories. Fourth, as a result of (chi square) test, there were many meaningful differences in degree of interaction with teachers that students recognize by students' gender, grade, science achievement, science preference, and self-efficacy in science. Fifth, the result of searching relationship of perception of psychological learning environments and student-teacher interaction was that there was correlation between degree of perception on psychological learning environments and student-teacher interaction. The result of this study would help schools and teachers to provide better educational environments, and to initiate appropriate school curriculum and science-instruction, and to establish a new picture of teachers for learner-centered curriculum.