• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.99-110
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• 2023

In this study, in order to strengthen the AI utilization competency of pre-service secondary science teachers, a project activity in which pre-service teachers directly create an 'AI-based molecular structure customized learning support tool' by using Google's teachable machine was developed and applied. To this end, the program developed for 26 third-grade pre-service teachers enrolled in the Department of Chemistry Education at H University in Chungcheongbuk-do was applied for 14 sessions during extracurricular activities. Then, the perceptions of 'understanding how AI works', 'efficacy of using AI in science classes', and 'plans to utilize AI in science classes' were investigated. As a result of the study, it was found that the program developed in this study was effective in helping pre-service teachers understand the operating principle of AI technology for machine learning at a basic level and learning how to use it. In addition, the program developed in this study was found to be effective in increasing the efficacy of pre-service teachers for the use of AI in science classes. And it was also found that pre-service teachers recognized the aspect of using AI technology as a new teaching·learning strategy and tool that can help students understand science concepts. Accordingly, it was found that the program developed in this study had a positive impact on pre-service teachers' AI utilization competency reinforcement and perception improvement at the basic level. Implications of this were discussed.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.595-609
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• 2020

The purpose of this study is to analyze the experiences of teachers who participated in the development of online science class videos in the context of covid-19, their perception of online science class, and the characteristics of the online science class content developed by teachers. A survey and interviews were conducted with ten elementary school teachers who made online science class videos themselves. Also the characteristics of the online science class were investigated by analyzing the online science class video produced by the participants. As a result, participants in the study recognized the lack of production time, difficulty in filming and editing, concerns over misconceptions, the problem of solving copyrights for existing materials, and the burden of external disclosure. Although it was a teacher who had experience producing online science class video contents, no research participants actively answered the merits of online science class. On the other hand, the study participants cited that the shortcomings of online science classes were that students had fewer opportunities for inquiry and lack of communication or interaction. In particular, these shortcomings were thought to have a great influence on the quality of online science classes, especially in making inquiry classes difficult. Some teachers took a negative view that online science classes could not completely replace face-to-face classes. However, if multiple teachers are presented with supplementary teaching activities that complement the content-based online teaching method, the method of combining online science classes and face-to-face classes is not. Through the analysis of the contents of the online science class, the introduction and arrangement steps of the online science class were similar to the process of the face-to-face science class, but the inquiry step and the conceptual explanation step showed a big difference from the face-to-face science class.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.427-439
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• 2019

In this study, we investigated how scientists and teachers engaged in mentoring program are conducting research ethics education and how they are creating an ethical educational environment. A questionnaire survey was given to 32 scientists and 44 teachers conducting mentoring programs for gifted high school students. In the content of research ethics education, most of the respondents opined that they should teach against falsification, plagiarism, and fabrication. Teachers were most likely to teach ethical decision-making in each step of the research process. Most of the scientists said that they should teach how to write research note. For the difficulties, the teachers pointed out the challenging system that focuses only on college entrance exams while the scientists answered that it was difficult to recognize research ethics as the problem of the students themselves. For the teachers, the most affective factor in creating an ethical research environment is the amount of time to teach research ethics while for the scientists, it is the ethics of the mentors. For creating an ethical research environment, the teachers responded with making an atmosphere wherein failure is tolerated, and the scientists responded with increasing the degrees of freedom in results. For the difficulties of creating an ethical research environment, the teachers were constrained by research time while the scientists were pressured about the results. These results provide implications for ways to teach research ethics and for ways to create an ethical research environment in the mentoring program for science-gifted students.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.630-637
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• 2014

In this study, we investigated the current situation of implementing cooperative learning (CL) in elementary science classes and teachers' perceptions toward CL in science instructions. Participants were 138 elementary school teachers and 96 of them had experiences of implementing CL in their science classes. We developed a questionnaire on the basis of previous studies. The results indicated that many teachers did not seem to comprehend CL and some of them did not seem to distinguish CL from the traditional small group learning. The teachers who had experiences of implementing CL tended to exhibit positive perceptions toward CL than their counterpart in the effects of CL category whereas they did not show any positive evidence in the processes of CL category. The influences of teaching career and the experience of participating inservice training about CL on teachers' perceptions toward CL were not clear. Educational implications are discussed.

• Korean Journal of Human Ecology
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• v.10 no.1
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• pp.1-13
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• 2001

본 연구는 가정과 교사교육자(전국 국 사립 대학의 가정교육과에 재직하고 있는 교수)들의 교육과정 관점을 조사함으로써 실천적 비판 중심 가정과 교육과정 개발을 위한 기초자료와 교사교육자들을 위한 세미나 프로그램 개발을 위한 유용한 자료를 제공하고자 한다. 본 연구의 결과는 다음과 같다. (1) 가정과 교사교육자들은 하나의 두드러진 교육과정 관점을 선호하지는 않았지만 인지과정중심 교육과정에 가장 높은 선호도를 보였다. (2) 석사과정에서 가정학 세부영역을 전공한 교사교육자는 가정교육학을 전공한 교사교육자보다 학문중심 교육과정과 기술중심 교육과정을 가정과 교육을 위한 적절한 관점으로 인식하였다. (3) 박사과정에서 가정교육학을 전공한 교사교육자는 가정학 세부영역을 전공한 교사교육자보다 개인중심교육과정을 가정과 교육을 위한 적절한 관점으로 인식하였다. (4) 가정교육학 관련 교과목을 가르치는 교사교육자는 가정학 세부영역 관련 교과목을 가르치는 교사교육자보다 기술중심 교육과정을 가정과 교육을 위한 적절한 관점으로 인식하였다.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.103-112
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• 2017

The purpose of this study was to investigate elementary and middle school teachers' perception and the need for the application of 2015 revised science curriculum. Four hundred and sixty-eight elementary school teachers and four hundred and twenty-two middle school teachers were surveyed. The results of the research are as follows. many elementary and middle school teachers responded that major changes in the 2015 revised curriculum were applicable in school science education. However, they expected that the lack of teaching and learning materials, lack of experiment preparation time, and lack of their understanding about how to improve the scientific core competencies and how to use the content system were major difficulties in applying the major changes in the 2015 revised science curriculum. They also thought that teaching and learning materials were needed in order to apply the 2015 revised science curriculum. Based on these results, this study suggested content for teacher training, the role of teachers, and formation of a teacher community.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.349-357
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• 2014

The purpose of this study is to consider the implications of science experiment in class and to seek a direction for its improvement. For this purpose, Science textbooks, teachers' cognitions, and classroom activities have been analyzed to find out how many and what kind of levels of inquiry elements are included in those. In this study, 22 teachers have participated in the questionnaire to investigate their perception about experiment class, and the two instruction cases in two classes of 9th grade have also been analyzed. Results show that most of the textbooks have included questioning, evidence collecting, explanation of phenomena, and connection with existing scientific knowledge. But the elements of communication and justification have been few. Most levels of the inquiry are teacher-led. Although the teachers thought communication and justification are important, their classroom activities does not coalesce with their thoughts. The students mostly spend their time with connecting evidence, they hardly explain the phenomenon based on the proofs as the results of experiment, and the activities of connection with the existing scientific knowledge, and communication and justification.

• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.319-327
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• 2008

The goal of this study is to examine the perceptions of pre-service teachers that directly affect the concepts and ways of the consideration of Earth systems by students studying the water cycle. A concept sketch method was applied to a survey involving 131 pre-service teachers. The survey was designed to analyze the perception of subordinate concepts of Earth systems from the applied components of the water cycle process and to code the applied concepts with components of the water cycle to the subordinate concepts of Earth systems that were the Hydrosphere, the Atmosphere, the Geosphere, and the Biosphere. The survey was designed to examine the perception of the water cycle from the perspective of Earth systems. The recognition by pre-service students was largely confined to components of the atmosphere and the hydrosphere. With regard to the water cycle process, all subjects surveyed recognized precipitation, and most of those expressed recognition of evaporation and condensation. Many of them recognized the surface flow, while they scarcely expressed knowledge of the underground flow.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.693-703
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• 2017

In this study, 37 elementary, middle, and high school science teachers attending graduate schools of education were surveyed about their thoughts about the difficulty of teaching science units and teaching methods to teach these units to students. After experiencing the activity of making new teaching tools using scratch, we tried to confirm the development of TPACK among the teachers. Through the questionnaire survey for elementary, secondary, and high school science teachers, we selected the unit of Planetary Movement of the Solar System as a unit that is difficult for teachers to teach. We gave them the experience of instruction on tool making process for implementing a planetary operation model using scratch. Then, based on the questionnaires and class presentations, we analyzed the change of awareness about technology introduction and the development of their TPACK. As a result, most of the teachers showed changes of perceptions related to TK, TCK, TPK; the use of programming for creating teaching materials enhances teachers' understanding of the teaching contents; the teachers were convinced that students would develop the ability to construct models that fit observational phenomena; they thought that there would be a positive educational effect in the positive domain.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.331-338
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• 2005

본 연구는 과학영재교육의 질적 수준을 제고하는 데 핵심이 되는 영재교육 담당교사를 위한 연수의 효율성을 높이기 위하여 새로운 형태의 교사의 인식수준 파악과과 신념 변화 과정을 조사하고바람직한 교사연수 모형을 개발하는 기초 자료를 수집하는데 그 목적이 있다. 따라서 서울시교육청에서 처음 시도하는 교사연수 형태인 [파견연수] 전후에 있어서 과학교사들의 신념변화 과정을 설문지와 관찰, 인터뷰를 통하여 확인하고 논의점을 찾고자 하였다. 따라서 본 연구 결과가 우리나라 과학영재교육의 질적 수준을 향상시키고 영재교육 담당교사의 전문성을 효율적으로 신장시키는 연수 프로그램의 기본 틀로 활용될 것을 기대한다. 후속 연구로는 영재교육 담당교사의 전문성을 측정하는 도구 개발과 전문성 실태 분석 및 연구 결과를 토대로 한 연수 프로그램 효과 분석 및 효율적인 과학영재교육분야의 교사연수 모형개발이 필요할 것으로 생각된다.