Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Secondary School Students' Science Anxiety in Relation to Their Science Teachers' Teaching Styles in Korea

중등학교 과학 교사의 교수유형에 따른 학생들의 과학 불안도

  • Received : 2014.03.28
  • Accepted : 2014.06.24
  • Published : 2014.06.30
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Abstract

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.

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