职前物理教师物理学习信念与物理学习成果

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Hong-jeong Kim, Sungmin Im
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引用次数: 0

摘要

本研究调查职前教师对学习物理的信念,并以一年物理课程的概念理解和成绩为证据,探讨信念与学习成绩的关系。为了调查学习物理的信念,14名韩国教师培训项目的二年级职前教师完成了一份名为“学习物理信念调查”(BAPS)的李克特式问卷。为了衡量学习成绩,获得了物理课程的最终成绩,并使用力概念量表(FCI)来评估概念理解。分析发现,职前物理教师的物理学习信念与概念理解呈正相关,与动机信念不相关。无论测试前和测试后的反应如何,学生的物理成绩与认知信念呈正相关。讨论了如何利用职前物理教师关于学习物理的信念作为教学和学习物理的认识论资源的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pre-service Physics Teachers’ Beliefs about Learning Physics and Their Learning Achievement in Physics
This study investigates pre-service teachers’ beliefs about learning physics and explores how beliefs correlate with learning achievement as evidenced by conceptual understanding and grades in a year-long physics course. To investigate beliefs about learning physics, 14 second-year pre-service teachers in a teacher training program in South Korea completed a Likert-style questionnaire called the Beliefs About Learning Physics Survey (BAPS). To measure learning achievement, final grades for the physic course were obtained and the Force Concept Inventory (FCI) was used to assess conceptual understanding. Analysis revealed that pre-service physics teachers’ beliefs about learning physics had a positive correlation with conceptual understanding but not with motivational beliefs. Students’ grades in physics had a positive correlation with cognitive beliefs, regardless of changes in pre- and post-test responses. Implications about how to utilize pre-service physics teachers’ beliefs about learning physics as an epistemological resource for teaching and learning physics are discussed.
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来源期刊
AsiaPacific Science Education
AsiaPacific Science Education Social Sciences-Education
CiteScore
1.70
自引率
0.00%
发文量
8
审稿时长
20 weeks
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