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https://doi.org/10.3938/NPSM.68.1140
Analysis on Pre-service Science Teachers' Physics Images by Using the Semantic Differential Method
New Phys.: Sae Mulli 2018; 68: 1140~1146
Published online October 31, 2018;  https://doi.org/10.3938/NPSM.68.1140
© 2018 New Physics: Sae Mulli.

Kyunghee KANG*

Department of Science Education and Research Institute of Education Science, Jeju National University, Jeju 63243, Korea
Correspondence to: kkh6554@jejunu.ac.kr
Received September 11, 2018; Revised October 1, 2018; Accepted October 1, 2018.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The purpose of this study is to analyze the physics images of pre-service science teachers by using the semantic differential method. The subjects of this study were 93 pre-service science teachers at the College of Education National University. The results showed that the pre-service science teachers' physics images showed an average of 4.40 points. The t-test analysis of physics images according to the majors of the pre-service science teachers showed significant differences. Also, significant differences according to gender were found. The only significant difference in the analysis by grade was in the area of feeling, that of fourth year sudents being significantly lower than those of students in other years. The results of this study suggest that an overall review of physics-related teaching and learning activities in the current science teacher education curriculum is needed.
PACS numbers: 01.40.jc
Keywords: Pre-service science teacher, Semantic differential method, Physics image, Feeling


October 2018, 68 (10)
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