FACTORS AFFECTING KOREAN BIOLOGY TEACHERS&#039; INTENTIONS TO TEACH DISSECTION

Sein Shin; Jun-Ki Lee

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FACTORS AFFECTING KOREAN BIOLOGY TEACHERS' INTENTIONS TO TEACH DISSECTION

Title	FACTORS AFFECTING KOREAN BIOLOGY TEACHERS' INTENTIONS TO TEACH DISSECTION
Publication Type	Journal Article
Year of Publication	2025
Authors	Shin, S, Lee, J-K
Journal	Journal of Baltic Science Education
Volume	24
Issue	4
Start Page	706-720
Pagination	continuous
Date Published	August/2025
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	intention to teach dissection, partial least squares structural equation modelling (PLS-SEM), South Korean biology teachers, teaching dissection
Abstract	Even as regulation policies prohibiting educational dissection have become more prevalent, some teachers continued to express an intent to perform it. This study attempted to empirically explore how biology teachers' intentions to teach dissection are constructed, focusing on four factors: the perceived educational effectiveness of dissection, self-efficacy in teaching dissection, concerns about dissection, and perceived effectiveness of alternatives. Survey data from 124 Korean biology teachers were analyzed using partial least squares structural equation modeling. The results revealed that the perceived educational effectiveness of dissection strongly predicted intentions to teach dissection, both directly and indirectly, through teachers’ self-efficacy. Conversely, concerns about dissection did not directly impact intentions, but indirectly diminished them by reducing self-efficacy and enhancing the perceived effectiveness of alternatives. These results suggest that biology teachers’ intentions to teach dissection are resilient as long as they perceive the educational effectiveness of dissection. Thus, it is crucial not only to emphasize concerns about dissection and the effectiveness of alternatives, but also to highlight the critical evaluation of the educational effectiveness of dissection in order to effectively mitigate teachers' psychological resistance towards regulatory policies.
URL	https://journals.indexcopernicus.com/search/article?articleId=4575706
DOI	10.33225/jbse/25.24.706
Refereed Designation	Refereed
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