교사 지식의 관점에서 학생들이 인식하는 과학 교사 효과성 요인 분석 = The Analysis of the Factors of the Effectiveness of Science Teacher as Perceived by Students through the Perspective of Teacher Knowledge

다국어 초록 (Multilingual Abstract)

This study has investigated the factors that make a science teacher effective by analyzing students`` perception of teacher knowledge required in enhancing their science learning. The basic components of teacher knowledge identified by previous researchers have been confirmed through Exploratory Factor Analysis (EFA). Based on the findings of the EFA, the questionnaire has been further analyzed using Confirmatory Factor Analysis (CFA) by means of Structural Equation Modeling (SEM). In addition, the differences in students`` perception on the identified factors of effectiveness have also been analyzed in terms of gender and achievement level. The findings of the EFA showed that five factors of scienceteacher effectiveness were identified; namely, substantive knowledge, syntactic knowledge, knowledge of students`` understandings, knowledge of instructional strategies, and knowledge of assessment. These five components have been divided into two categories of teacher knowledge, SMK and PCK. Whatwe found from the CFA was the respective high correlation between substantive and syntactic knowledge, knowledge of students`` understanding and instructional strategies and the low correlation between substantive knowledge and knowledge of instructional strategies. Students perceived substantive knowledge as the most effective factor, knowledge of assessment as the least effective factor. Also, there have been considerable differences in students`` perception by gender and achievement level. We proposed, based on the findings, that SMK and PCK need to be integrated into a coherent manner for the effective science teaching practice. This study provides some implications for science teacher professional development and the improvement of science teacher preparation program.

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