Journal of Fisheries and Marine Sciences Education (수산해양교육연구)

The Korean Society for Fisheries and Marine Sciences Education (한국수산해양교육학회)
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The Effects of Pedagogical Content Knowledge Instruction in Elementary Science on Academic Achievement and Self-Efficacy for Underachievers of Science

PCK 설계수업이 초등학교 과학교과 학습부진아의 학업성취 및 학업적 자기효능감에 미치는 영향

  • Received : 2013.10.08
  • Accepted : 2013.10.29
  • Published : 2013.12.31
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Abstract

The purpose of this study was to examine the effects of PCK designed instruction on academic achievement and self-efficacy for underachievers in science of elementary school. The hypotheses were as follows: First, PCK designed science instruction would improve academic achievement of the children. Second, PCK designed science instruction would improve academic self- efficacy of the children. The subject was 14 students of forth graders of elementary school who are underachievers in science class. For group composition, self efficacy test and science achievement test were conducted and they were divided into experimental group and control group. Each group has 7 participants. A total of 16 sessions were conducted for 8 weeks, twice per week, with experimental group were taught PCK designed classes while control group were taught teacher-led explanation type class. The result of statistical analyses were as follows: First, the experimental group in PCK designed class showed more improvement on academic achievement than the control group in the teacher-led explanation type class. Second, the experimental group in PCK designed class showed more improvement on self efficacy than the control group in the teacher-led explanation type class.

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References

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