A Study of Elementary School Students' Perceptions of Science Teachers' Pedagogical Content Knowledge and Their Learning Motivation in the Kaohsiung Area
| Autor: | Ching-yuan Liao, 廖靜苑 |
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| Rok vydání: | 2011 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 99 A Study of Elementary School Students’ Perceptions of Science Teachers’ Pedagogical Content Knowledge and Their Learning Motivation in the Kaohsiung Area ABSTRACT The main purpose of this study was to explore the relationship among elementary school students’ perceptions of science teachers’ subject knowledge and their learning motivation. The subjects were 670 sixth graders who were selected from different elementary schools in the Kaohsiung area via stratified random sampling. The research instruments included “elementary school students’ perceptions of science teachers’ pedagogical knowledge questionnaire” and “students’ leaning motivation questionnaire”. The data were analyzed by using various statistic methods: descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple stepwise regression analysis. The main findings of this study are summarized as follows: 1. There were significant differences among students’ scores and the length of teachers’ teaching years in the students’ perception of teachers’ knowledge. 2. There was significant difference among students’ motivation; the higher students scored on science tests, the higher student learning motivation was. 3. There were significant differences on the five sub-scales on the questionnaire which were “encouraging engagement”, “subject and curriculum”, “evaluating and understanding students”, “applying medium and instrument” and “representation” in the students’ perception of teachers’ knowledge. 4. There were medium positive correlations between the five sub-scales in the questionnaire of students’ perception of teachers’ knowledge. Also, there was medium positive correlation between the five sub-scales on the questionnaire of students’ perception on teachers’ pedagogical knowledge and students’ motivation. This shows that students’ learning motivation and their perception of teachers’ knowledge is positively and significantly correlated. 5. The 5th and 6th grade students’ perception of teacher’s subject knowledge were positive predicators for their learning motivation. Finally, some suggestions for elementary teachers, teacher education institutions and the future research are proposed according to the results of this study. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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