KOREAN SCIENCE TEACHERS’ PERCEPTIONS AND ACTUAL USAGE OF EDUCATIONAL THEORIES/TEACHING STRATEGIES IN THEIR TEACHING

TitleKOREAN SCIENCE TEACHERS’ PERCEPTIONS AND ACTUAL USAGE OF EDUCATIONAL THEORIES/TEACHING STRATEGIES IN THEIR TEACHING
Publication TypeJournal Article
Year of Publication2016
AuthorsPark, J, Kim, Y, Park, J, Jeong, J-S, Park, Y-S
JournalJournal of Baltic Science Education
Volume15
Issue4
Start Page411–423
PaginationContinuous
Date PublishedAugust/2016
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1217753
Keywordsscience teacher education, secondary science teacher, teaching strategy, theory-practice gap
Abstract

Many researchers have reported that there is a significant gap between theory and practice in education. This research sought to contribute to this work by examining the theory/practice gap in secondary school science teaching in South Korea. To do this, a questionnaire was developed to investigate the gap between Korean science teachers’ knowledge about Educational Theories and Teaching Strategies (ETTS) and the usage of it in their science classroom. The questionnaire was administered to 87 science teachers and results showed that even though participants were knowledgeable about many ETTS, only 26% of the teachers reported using it in their teaching. Major reasons reported for this gap in theory and practice were restrictive educational environments that did not support the use of ETTS, irrelevancy and difficulties of ETTS, and students' low interest in learning science. However, teachers’ perception of the importance of ETTS positively affected their usage of ETTS. Implications of the results are discussed, and alternative in-service training program is suggested to activate science teachers’ ETTS what they already know and to guide them to use ETTS in their actual science teaching.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1217753
Refereed DesignationRefereed
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