유아교사의 과학교과교육학지식과 인지조절능력, 과학교수효능감, 과학불안의 관계

초록

To make science education more active, this study aims to suggest a new approach to teacher education. The study analyzed the varied relationships among pedagogical content knowledge for science education, cognitive regulation ability, science-teaching efficacy, and science anxiety of early childhood teachers. Participants consisted of 102 in-service teachers, who answered a questionnaire. The data thus collected was analyzed using descriptive analysis, Pearson's correlation analysis, and multiple regression analysis through the SPSS 18.0 program. The results showed that the cognitive regulation ability and science-teaching efficacy positively correlated with the pedagogical content knowledge in science education. The most influential factor for early childhood teachers' pedagogical content knowledge in science education was verified to be the cognitive strategy of cognitive regulation ability. The study then discusses teacher educational directions considering the cognitive strategy of cognitive regulation ability.

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