• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.164-180
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• 2011

In this study, pre-service elementary teachers (n=68) participated in an inquiry of exploring children's science ideas as group work. After conducting interviews with children, the pre-service teachers analyzed their science ideas on specific concept and propose a teaching plan based on their findings. This paper aimed to find the positive learning experiences of the pre-service teachers by looking into their inquiry process. Questionnaire, researcher's journal, classroom videos and final reports were collected and analyzed for this multiple case study. Four representative groups were chosen and interviewed after submitting their final reports for in-depth understanding of their inquiry process. The positive learning experiences found in the process of their inquiry into children's science ideas were as follows: (1) exploring children's ideas have brought the opportunity for enhancing pre-service teachers' science content knowledge. (2) the pre-service teachers developed their ability in creating questions that probe into children's understanding. (3) the pre-service teachers recognized that children have various incomplete and unstable science ideas. (4) the pre-service teachers could suggest teaching strategy based on their findings.

• Journal of Digital Convergence
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• v.19 no.8
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• pp.75-88
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• 2021

Along with the advent of the Fourth Industrial Revolution, fostering young talents with convergent mind is getting important. Moreover pre-service teachers' ability to design proper convergent classes can be a meaningful issue for high quality future education. This study proposes the role of professors' exquisite feedback is so significant for developing their competence in STEAM education, It analyzed how various theories regarding feedback support them to enhance convergent knowledge with e-learning. They participated in the 5 step group and individual activities for creating STEAM lesson plan and received suitable feedback. Lastly a survey was performed. The researchers did modeling how integrative feedback was applied to the procedure step by step according to the 'Ladder of Inference' theory. This strategic model contributed to elevating the participants' convergent knowledge, competence, achievement and satisfaction.

• Journal of Science Education
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• v.44 no.1
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• pp.1-14
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• 2020

In this study, we analyzed the written and drawn explanations of thirty elementary school pre-service teachers in order to examine their perception on the seasonal length of day and night. The main findings are as follows: First, pre-service teachers used the most common term in the description of the texts, such as meridian altitude, axis of rotation, and revolution, and there were more misconceptions in the drawn explanation than in the written explanation. Second, by analyzing the pre-service teachers' perceptions by combining written and drawn explanations, it is possible to detect scientific errors that the distance between the Earth and the Sun is closer when the axis of rotation is tilted in relation to the revolution and seasonal changes due to changes in the orbital radius of the Earth. In addition, there have been types of explanations such as seasonally changing meridian altitudes related to the rotation of the Earth but no change in the location of the Sun. Based on the results of the analysis, we discussed the lack of experience in constructing an explanatory system of specific phenomena using scientific knowledge, lack of observational experiences about natural phenomena, and lack of exposure to other explanatory systems that cause cognitive conflicts. We hope that it will be concrete and practical help to improve the understanding of pre-service teachers in the science domain of primary teacher training program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.317-324
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• 2019

The purpose of this study is to find how the childcare teacher aptitude of students majoring in childcare and education influences their perception of teacher professionalism. To achieve that, a questionnaire survey was conducted with 216 early childhood preservice teachers living in A city. For data processing and analysis, SPSS program was used so as to conduct frequency analysis and calculate the mean and standard deviation. In addition, to test reliability and find relations between variables, Cronbach's ${\alpha}$, correlation analysis, and multiple regression analysis were conducted. As a result, firstly, in terms of the childcare teacher aptitude perceived by the students majoring in childcare and education, they highly perceived an affinity with young children and a sense of calling of their job; in terms of their perception of teacher professionalism, they highly perceived social necessity and vocational ethics. Secondly, early childhood preservice teachers' childcare teacher aptitude had a statistically significant correlation with their perception of teacher professionalism. Thirdly, the sub factors of early childhood preservice teachers' childcare teacher aptitude all positively influenced the sub factors of the perception of teacher professionalism. Given the study results, the students majoring in childcare and education perceived the importance of their aptitude of childcare teacher. In order to provide high-quality childcare service and create the positive aptitude of childcare teacher, it will be necessary to conduct a variety of basic research.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.415-432
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• 2024

This study developed and applied the teacher education model and its principles for science classes using Virtual and Augmented Reality (VR/AR) content and analyzed preservice elementary teachers' feedback on the teacher education model and the changes in their perceptions as to the use of VR/AR content. First, existing Technological Pedagogical Content Knowledge (TPACK) teacher education models and prior studies on the use of the VR/AR contents were reviewed to derive the teacher education model to cultivate the VR/AR-TPACK and set the key principles for each of its stages. The developed teacher education model has five stages: exploration, mapping, collaborative design, practice, and reflection. Second, to examine the appropriateness of the model's five stages and principles, we applied it within the regular course of instruction at the university of education, which was attended by 25 preservice elementary teachers. This study collected data from surveys on the perception of the usage of VR/AR contents before and after the course, as well as the group lesson plans prepared by the preservice teachers, and their feedback on the teacher education model. The feedback on the teacher education model and the survey conducted by the preservice teachers before and after the course were analyzed through open coding and categorization. As a result, most preservice teachers expressed positive opinions about the activities and experiences at each stage of the implementation of the teacher education model. Perceptions related to the usage of the VR/AR content changed in three aspects: first, the vague positive perception of the VR/AR content has changed to a positive perception based on specific educational affordance. Second, they recognized the need for preparedness by anticipating potential problems associated with the use of the VR/AR content. Third, they came to view the VR/AR contents as a useful instructional resource that the teachers could use. Based on these results, we discussed the implications for the VR/AR-TPACK teacher education model and assessed the limitations of the research.

• 한국과학교육학회:학술대회논문집
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• 2008.08a
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• pp.97.2-97.2
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• 2008

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.495-519
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• 2017

The purpose of this study is to analyze the concept of the real number e and to investigate the understanding of pre-service teachers about the real number e. 28 pre-service teachers were asked to take a test based on the various ideas of the real number e and 8 pre-service teachers were interviewed. The results of this study are as follows. First, a large number of pre-service teachers couldn't recognize relation between the formal definition and the representations of the real number e. Secondly, pre-service teachers judged appropriately for the irrationality and the construction impossibility of the real number e, but they couldn't provide reasonable evidence. Lastly, pre-service teachers understood the continuous compounding context and exponential function context of the real number e, but they had a difficulty in understanding the geometric context and natural logarithm context of the real number e.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.170-184
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• 2024

This study focused on the practical research needed to improve elementary school science lesson plans. Specifically, a video clip-based pedagogical reasoning activity that included elementary student misconceptions was presented and the influences of this activity on preservice teachers' science lesson planning were assessed. First, the eight preservice teacher participants were asked to write a lesson plan for a dissolution and solution unit, after which a first semi-structured interview was conducted. Then, the participants participated in a video clip-based pedagogical reasoning activity. Based on the activity results, the participants revised their previously planned lessons, and second semi-structured interviews were conducted. The data from the preservice teachers' lesson plans and interview transcripts were analyzed using a constant comparative method to investigate the lesson plan changes. It was found that after the video clip-based pedagogical reasoning activity, the preservice teacher tightened the activity or changed the material to understand the students' thinking processes. In addition, they supplemented their goals and assessment criteria to accommodate the diverse students' thinking. Some also specified motivational strategies that considered student interests, motivation, and possible misconceptions. However, some preservice teachers still set goals that did not sufficiently account for student misconceptions and some planned the student assessments based only on the learning goals rather than the students' thinking. The few preservice teachers were able to develop motivational strategies that considered interest, motivation, and misconceptions. The preservice teachers claimed that they had difficulty predicting the misconceptions and connecting these to the lesson content. Discussions were then held to assist the preservice teachers to consider possible student misconceptions when planning their lessons.

• Journal of the Korean Chemical Society
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• v.59 no.5
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• pp.454-465
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• 2015

The goal of this study is to investigate pre-service chemistry teachers’ understanding of the boiling process of a liquid mixture. We surveyed 65 students in the chemistry program of the College of Education about the boiling point of a 50%(by mole) ethanol aqueous solution and the temperature changes during heating. We then interviewed 9 of these students. According to the survey results, the percent of the pre-service teachers who thought that the boiling point of the ethanol solution would be ‘between the boiling points of ethanol and water (78-100 ℃)’ and ‘the same as that of ethanol’ were 52.3% and 35.4%, respectively. The majority of those who stated the former explained that the boiling point of the ethanol solution increased due to the effects of attraction or blocking by water molecules. Most of those who believed the latter explained that physical properties such as the boiling point would not be changed by the addition of water. With regard to the temperature change during heating, 69.2% of the teachers thought that the temperature would increase gradually while boiling, which some thought resulted from the increasing amount of water in the solution as the ethanol boiled off. Others thought that two temperature plateaus would be observed as each component of the liquid mixture underwent phase transition at its specific boiling point. When asked about the particle model of the gas phase during the boiling and evaporation process, some students drew both ethanol and water during evaporation but only ethanol when boiling. We discussed several alternative concepts of pre-service chemistry teachers about the boiling process of liquid mixtures and ways to improve their understanding.

• Journal of the Korean School Mathematics Society
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• v.22 no.4
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• pp.461-482
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• 2019

The purpose of this study was to analyze the elementary pre-service teachers' perspectives on the use of the elementary mathematics textbooks by observing mathematics classes at the schools and to present suggestions on the use of textbooks in the mathematics classes. For this study, let 54 pre-service elementary school teachers observe a total of 54 classes (1,299 students) in the first through sixth grades at 15 areas in Seoul city. With the observations of the mathematics classes, the researcher analyzed the pre-service elementary teachers' perspectives on the use of resources including mathematics textbooks in the elementary mathematics classes. As a result of the study, the pre-service teachers recognized that mathematics textbooks are the main material for mathematics classes, but they think that they need to reconstruct the contents of the textbooks for effective teaching and learning mathematics. In addition, various additional materials need to be used in order to help students learn mathematics more effectively, including by differentiated materials. Also, instruments used in the classes were mainly consisted of TV and PPT data. Pre-service teachers were not much satisfied with the contents of the elementary mathematics textbooks. However, they did not feel the need for development of digital textbooks. The researcher suggested a long term research on how to use study materials such as textbooks within the overall mechanism of teaching and learning processes. Also, practical teacher education programs that include applications of textbooks at schools are necessary in order to improve the quality of mathematics teaching and learning.