초등학교 교사들의 과학 교수 방법에 영향을 미치는 과학에 대한 학문적 배경 , 과학 교수에 대한 태도 , 과학 교수 효능에 대한 신념의 상호 관계성 조사 ( 1 ) - 양적 연구를 중심으로 - = Reserch Article : An Investigation of the Relationships among College Backgrounds in Science , Attitudes toward Teaching Science , Science Teaching Self - Efficacy Beliefs , and Instructional Strategies of Elementary School Teachers ( 1 ) - Based on a Qua

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the relationships among elementary school teachers` high school and college backgrounds in science, their attitudes toward teaching science, their science teaching efficacy beliefs, and their instructional strategies. Both quantitative and qualitative research methodologies, were utilized in this study. This paper, however, presents only the results of the quantitative data analysis while expecting to report the qualitative data analysis outcomes afterwards. Four instruments were used to ascertain information concerning teachers` backgrounds in science(the number of high school science courses they took and the grades of courses, the number of college science courses and grades, the number of college science methods courses and grades), attitudes toward teaching science, science teaching self-efficacy beliefs(personal science teaching efficacy and science teaching outcome expectancy), and their instructional strategies(indirect, direct, and mixed methods). A sample of 340 practicing elementary school teachers participated in this study. To determine statistically significant results, Pearson`s correlation coefficient was used to relate teachers` backgrounds in science, attitudes toward teaching science, science teaching self-efficacy beliefs and their instructional strategies. The correlation coefficients were statistically significant regarding four variables, teachers` backgrounds in science, attitudes toward teaching science, science teaching self-efficacy beliefs, and instructional strategies investigated in this study. These results can be interpreted that programs of teacher preparations and trainings which include science and science methods courses should help prospective and practicing teachers change in their attitudes and beliefs toward science teaching. It is expected that future studies concerning teachers` attitudes, beliefs, and behaviors toward teaching science can help to improve science teacher education in Korea.