본 연구의 목적은 초등 예비교사들의 환경교수효능감과 환경에 대한 정신 모델을 분석하는데 목적이 있다. 본 연구의 결론은 다음과 같다. 첫째, 초등 예비교사들의 환경교수효능감은 대체적으로 낮은 평균 점수를 나타내었다. 하위 범주인 환경교수개인효능감은 평균 점수가 5점 만점에 2.64점으로 나타났다. 즉, 다소동의하거나 동의하지 않는다는 비율이 높았다. 또한 교사의 노력에 의해 환경 교수 결과에 긍정적인 기대를 할 수 있다는 환경교수결과기대감 범주에 대에서도 매우동의하거나 동의한다는 예비교사들 보다 다소 동의하는 예비교사들의 비율이 높게 나타났다. 둘째, 초등 예비교사들의 환경에 대한 정신 모델을 분석한 결과, 정신 모델 1인 동식물이 사는 자연장소로 환경을 인식하는 예비교사들의 비율이 가장 높았다. 셋째, 초등 예비교사들의 환경교수효능감과 환경에 대한 정신 모델의 관계를 분석한 결과, 환경교수효능감의 점수가 높을수록 정신 모델 4를 가지고 있는 예비교사들이 많았다. 따라서 인간과 모든 생물체가 환경에 공존하는 정신 모델을 가진 예비교사는 환경교수효능감 또한 대체로 높은 것으로 나타났다.
This study is to analyze pre-service elementary teachers’ environmental teaching efficacy and mental models for environment. This study came to the following conclusions. Firstly, most of the pre-service elementary teachers showed low points on average for environmental teaching efficacy. Especially, for individual environmental average out of 5. In other words, the rates of ‘Agree Somewhat’ and ‘Do Not Agree’ were quite high. Even in the category of environmental teaching result expectation, which teachers’ endeavor could bring about positive expectation for environment education teaching results, the rate of pre-service teachers who agreed somewhat was higher than that of pre-service teachers who agreed so much or agreed in general. Secondly, when analyzing pre-service elementary teachers’ mental models for environment, this study found out that they understood environment most as natural places where animals and plants live, which as Mental Model 1. Thirdly, when analyzing the correlation between per-service elementary teachers’ environmental teaching efficacy and mental models for environment, this study found out that the higher point per-service teachers had for environmental teaching efficacy, the more likely they were to have Metal Model 4. Therefore, it was found that pre-service teachers who had mental models that human beings and all the living things coexist in environment showed high environmental teaching efficacy in general.
This study is to analyze pre-service elementary teachers’ environmental teaching efficacy and mental models for environment. This study came to the following conclusions. Firstly, most of the pre-service elementary teachers showed low points on average for environmental teaching efficacy. Especially, for individual environmental average out of 5. In other words, the rates of ‘Agree Somewhat’ and ‘Do Not Agree’ were quite high. Even in the category of environmental teaching result expectation, which teachers’ endeavor could bring about positive expectation for environment education teaching results, the rate of pre-service teachers who agreed somewhat was higher than that of pre-service teachers who agreed so much or agreed in general. Secondly, when analyzing pre-service elementary teachers’ mental models for environment, this study found out that they understood environment most as natural places where animals and plants live, which as Mental Model 1. Thirdly, when analyzing the correlation between per-service elementary teachers’ environmental teaching efficacy and mental models for environment, this study found out that the higher point per-service teachers had for environmental teaching efficacy, the more likely they were to have Metal Model 4. Therefore, it was found that pre-service teachers who had mental models that human beings and all the living things coexist in environment showed high environmental teaching efficacy in general.
