Korean Journal of Child Studies (아동학회지)

Korean Association of Child Studies (한국아동학회)
권호 표지
DOI QR코드

DOI QR Code

Exploring Science Education Anxiety Among Early Childhood Teachers Using Q-Methodology

Q 방법론을 사용한 유아교사의 과학교육에 대한 불안 탐색

  • Kim, Ja Eun (Department of Early Childhood Education, Kyung Hee University) ;
  • Kim, Yeon Ha (Department of Child & Family Studies, Kyung Hee University)
  • Received : 2016.02.29
  • Accepted : 2016.06.10
  • Published : 2016.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

Objective: This study aimed to explore early childhood educators' anxiety regarding science education via Q-methodology. Methods: As the first step, 268 Q samples were collected from resources such as books and research papers related to science education for young children. Through five stages of excluding and modifying, a set of 33 Q statements was finalized. The P sample consisted of 40 early childhood educators and was based on educational levels, years of teaching experiences and types of centers. The collected data were analyzed using QUANL statistical program. Results: The results of this study indicate that science anxiety among early childhood educators are classified into four types, explaining 45.13% of the total variance. Conclusion: We conclude that early childhood educators' science anxiety stems from "preparing educational environment and materials," "instructional methods focused on process and scientific inquiry skills," "lack of understanding regarding early childhood science education," and "simple science avoidance."

Keywords

References

  1. Chaille, C., & Britain, L. (1991). The young child as scientist: A constructivist approach to early childhood science education. New York: Harper Collins.
  2. Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19(1), 150-158. https://doi.org/10.1016/j.ecresq.2004.01.009
  3. Hong, S.-Y., & Diamond, K. E. (2012). Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills. Early Childhood Research Quarterly, 27(2), 295-305. https://doi.org/10.1016/j.ecresq.2011.09.006
  4. Perry, G., & Rivkin, M. (1992). Teachers and science. Young Children, 47(4), 9-16.
  5. Sherwood, R. D., & Westerback, M. E. (1983). A factor analytic study of the state trait anxiety inventory utilized with preservice elementary teachers. Journal of Research in Science Teaching, 20(3), 225-229. https://doi.org/10.1002/tea.3660200306
  6. Tsou, J. Y. (2006). Genetic epistemology and Piaget's philosophy of science Piaget vs. Kuhn on scientific progress. Theory and Psychology, 16(2), 203-224. https://doi.org/10.1177/0959354306062536
  7. Cho, B. K., & Go, Y.-M. (2004). A study on factors influencing kindergarten teachers' science anxiety. Journal of the Korean Association for in Science Education, 24(2), 267-276.
  8. Cho, B. K., Go, Y.-M., & Nam, O. J. (2015). Science in early childhood education. Paju: Yangseowon.
  9. Cho, B. K., & Seo, S. Y. (2001). Self-efficacy beliefs of kindergarten science teachers. Korean Journal of Child Studies, 22(2), 361-373.
  10. Cho, H.-S. (1998). Early childhood teachers' self-efficacy in teaching science. Korean Journal of Early Childhood Education, 18(2), 283-301.
  11. Cho, H.-S., & Yoo, E. Y. (2011). Elements of good science teaching as perceived by early childhood teachers with high science teaching self-efficacy. Korean Journal of Early Childhood Education, 31(2), 333-359. https://doi.org/10.18023/kjece.2011.31.2.015
  12. Cho, J. H., & Kim, K. S. (2013). Early childhood teachers' science teaching intentions and science anxiety based on their level of pedagogical content knowledge in science teaching. The Journal of Eco-Early Childhood Education, 12(1), 139-158.
  13. Han, Y. M. (2010). Early childhood science education. Seoul: Changjisa.
  14. Hwang, U. M., & Cho, H. S. (2001). (Research to improve the ability for) early childhood science education. Paju: Jungminsa.
  15. Kang, K.-S. (2007). Science anxiety of science-gifted elementary school students (Unpublished master's thesis). Korea National University of Education, Cheongju, Korea.
  16. Kim, B. J. (1999). Consumer taxonomy using Q methodology. Korea Marketing Review, 14(4), 53-71.
  17. Kim, H. (2013). Effect on early childhood teachers' self-efficacy in teaching science of attitude toward science and knowledge about science education. Korean Journal of Early Childhood Education, 33(2), 281-296.
  18. Kim, H. & Chae, J. Y. (2014). The influence of educare teachers' science education knowledge and attitudes towards science on science teaching anxiety. Journal of Korean Child Care and Education, 10(3), 69-84. doi:10.14698/jkcce.2014.10.3.069
  19. Kim, H. K. (2008). Q methodology: Philosophy, theories, analysis, and application. Seoul: Communication Books.
  20. Kim, M. A. (2002). The effects of inquiry-centered science education based on constructivism for preservice early childhood teachers (Unpublished doctoral dissertation). Seoul Women's University, Seoul, Korea.
  21. Kim, S. E. (2010). Theory and philosophy of Q methodology. Korean Society and Public Administration, 20(4), 1-25.
  22. Kim, Y. H. (2010). Prospective early childhood educators and early childhood special educators' self-reported instructional competencies in the 7th national preschool curriculum. The Korean Journal of Early Childhood Special Education, 10(2), 139-159.
  23. Kim, Y.-O., Lee, G.-R., Cho, H.-J., & Cha, G.-A. (2012). A study on early childhood teachers' science activity anxiety, attitude, and teaching efficacy according to their scientific knowledge levels. The Journal of Korea Open Association for Early Childhood Education, 17(1), 99-115.
  24. Kwon, J. Y. (2007). Study of science education practices based upon science teaching efficacy belief levels of kindergarten teachers. The Journal of Eco-Early Childhood Education, 6(1), 85-113.
  25. Lee, E.-J. (2010). Development of an early childhood science education lecture model for enhancing pedagogical content knowledge in pre-service teachers' course (Unpublished doctoral dissertation). Korea National University of Education, Cheongju, Korea.
  26. Lee, E. J. (2013). Relationships between pedagogical content knowledge in science teaching of pre-service early childhood teachers and their attitude toward science and science teaching efficacy belief. Journal of Korean Child Care and Education, 9(4), 135-158. https://doi.org/10.14698/jkcce.2013.9.4.135
  27. Lee, J. H. (1998). Concept of representation: Its relation to symbol, image, and imitation. Korean Journal of Early Childhood Education, 18(1), 55-68.
  28. Lee, K. M. (2005). An investigation of science anxiety of kindergarten teachers. Journal of Future Early Childhood Education, 12(1), 385-406.
  29. Lee, K. M. (2009). Teachers' perception on their own science teaching. Early Childhood Education Research & Review, 13(3), 237-263.
  30. Lee, M.-A. (2008). A study on the child care teacher's perception of early childhood science education (Unpublished master's thesis). Inje University, Gimhae, Korea.
  31. Lee, S. J. (2007). A study on the child care teacher's goal of scientific education and understanding as well as practice teaching method (Unpublished master's thesis). Duksung Women's University, Seoul, Korea.
  32. Ministry of Education and Science Technology. (2013). Manual book of Nuri curriculum for the 3 to 5 years old. Seoul: Ministry of Education and Science Technology.
  33. Ministry of Health and Welfare. (2013). The third standard care program. Sejong: Ministry of Health and Welfare.
  34. Park, H.-S. (2007). Analysis of inquiry levels in the laboratory practices by science teaching efficacy belief of elementary school teachers (Unpublished master's thesis). Korea National University of Education, Cheongju, Korea.
  35. Park, S. (2003). Development of PCK (pedagogical content knowledge) instrument in science teaching for elementary school teachers. The Journal of Korean Teacher Education, 20(1), 105-134.
  36. QUANL program [Computer software]. Retrieved from Korean Society for Scientific Study of Subjectivity website: http://www.kssss.org
  37. Shin, D. (2010). The effect of practical teaching for developing in prospective secondary science teachers' science teaching efficacy belief and pedagogical content knowledge (Unpublished master's thesis). Ewha Womans University, Seoul, Korea.
  38. Shin, E.-S., & Kim, H.-J. (2007). Development of assessment tools for kindergarten teachers' pedagogical content knowledge of science teaching. The Journal of Korean Teacher Education, 24(3), 221-250.