• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.252-260
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• 2013

The purpose of this study is find out the correlation of level of knowledge of pre-service elementary teacher with space perception ability on 'Earth and Space' of elementary science. During the second semester of 2013, for 15 weeks, the classes were conducted for 3 hours per week and we find out knowledge Understanding degree and select terms offered by 5th grade science courses 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section and measured space perception ability degree of pre-service elementary school teacher with a questionnaire. We analyzed the correlation of understanding level of knowledge in the field of astronomy of pre-service elementary school teacher with space perception ability. The results of the study are presented as follows. First, pre-service elementary school teacher showed a low level of knowledge understanding as it goes the upper grades about upper concept in 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section' of astronomy area of elementary science 'Earth and space sector'. The pre-service elementary school teachers needs to acquire knowledge of astronomy area in elementary school curriculum. Second, pre-service elementary school teacher showed that there are differences individually in 'finding solid body' of sub-element of space perception ability. This shows that 'finding solid body' factor is associated with space perception ability. Third, in the section of 'The earth and the Universe' for elementary education, 'Reflection' and 'Finding solid body' which are low-level components of space perception ability were verified that have a corelationship with general grades in the astronomy conception test.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.152-158
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• 2013

The purpose of this work is to investigate pre-service elementary teachers' belief in science gifted education. To do that, from September to November 2012, this research had been conducted with 42 students who were in the third year of P University of Education. The conclusions of this work are presented as follows: First, the pre-service elementary teachers considered exploration ability to be the most important talent for the gifted students in science, and chose task commitment as the next most important. They regarded intelligent ability and leadership ability as the relatively less important. Secondly, regarding the most important tool in choosing scientifically gifted students, the pre-service elementary teachers preferred creativity test. It was found that they considered the intelligence test and academic achievements, which require intelligent ability, to be the less important. Thirdly, regarding the special knowledge related to science gifted education, the pre-service elementary teachers considered pedagogical knowledge about the gifted to be the most important. Fourthly, regarding a class type for gifted students in science, the pre-service elementary teachers most preferred project learning. Project learning is a learning method in which students choose an interesting problem and solve the problem in cooperation with group members. It is the most widely used exploration class in gifted education. It is in the same context as the result that exploration ability is the most important factor to elementary gifted students in science. This work revealed that, with regard to a talent for the gifted in science, judgment of the gifted in science and science gifted education, the potential ability and affective ability of gifted students are considered to be more important than their intelligent ability. Therefore, it was analyzed that pre-service elementary teachers' belief in the gifted students in science is almost consistent with the recent trend of gifted education.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.3
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• pp.338-346
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• 2014

In this study, find out of recognition of the effect of science, society and ethical aspects on natural disasters and understanding degree of knowledge applying for SSI class aimed at elementary pre-service teachers by developing SSI training program of the 'Earth and Space' field. Also, after SSI class application we examined the change perceptions of elementary pre-service teachers. SSI training program was that elementary pre-service teachers participated in the SSI class of a variety of subjects in the field of 'Earth and Space' and directly joined in the decision-making process and reflectional discussion with colleagues as conducted in this class reflective discussion with the pre-primary teachers pre-service teachers. Elementary pre-service teachers were understanding of the nature of the science and to understand in more depth about the SSI class characteristics. This study, second grade 115 people who was taking 'science and teaching materials' course in B National University of Education at B city participated. In order to apply for SSI class, one semester based on 15 weeks until seven weeks were science and teaching materials and based on the nature of science, after 8 weeks we set the theme of the contents related to the Earth and space and give lesson applied for SSI. During 8 weeks, test subjects 4 classes were taking 50 minutes a week 100 minutes. First time has theoretical lessons in topics related to the 'Earth and space' and on the second week, each classes participate in the decision-making processes respectivly by dicussing and debating on the first week's topic as regarding social and moral aspects of it. We obtained the following results. First, elementary pre-service teachers were acquiring the results of 67% in the knowledge aspects of the 'Earth and space'. This result was determined that most of the elementary pre-service teachers were liberal arts in high school. Second, while participating in the SSI class, elementary pre-service teachers were concretely aware of the nature of SSI and the characteristics of the class. Third, the elementary pre-service teacher are thaught that introduction education courses about 'Earth and space' are needed but most of the students responded that this would require a lot of effort of teachers. This was derived from not familiar class form that did not fulfill in the science teaching methods until now.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.378-386
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• 2015

This study is to find out that pre-service elementary teacher's the effects of a ecology mentor club activities to the environmental sensitivity and the effects on the environment friendly attitude of elementary school students. This study has been aimed at 25 students of 5th grade in B metropolitan city S elementary school in 2015, B educational University of elementary pre-service teachers 10 people, Elementary School Teachers10 people to apply a ecology club mentor activities to investigate a comment participated in environmental mentor club activities of elementary pre-service teachers and the environmental sensitivity and the effects on the environment friendly attitude of elementary school students. Procedures for this research was the topic for setting ecology club mentor activities of elementary school students, pre-service elementary school teachers receive consultation from field teachers and guide to ecology club mentor activities of elementary school students. Before the ecology club mentor activities, pre-test environmental sensitivity and the environment-friendly attitude of were carried out. After the experiment, post-test of environmental sensitivity and environmental friendly attitude check was carried out. Also, investigate a comment of pre-service elementary teachers participate and guide to ecology club mentor activities of elementary school students. After the experiment results are as follows. First, the ecology club mentor activities of pre-service elementary school teachers are effective to cultivate environmental sensitivity of the elementary school students. Second, the ecology club mentor activities of pre-service elementary school teachers are effective to cultivate eco-friendly attitude of the elementary school students. Third, after ecology club mentor activities of elementary school students, pre-service elementary school teachers now have a very good feeling. Based on these results, suggestions for further research are as follows. First, the variety of ecological club programs target to elementary school students are needed. Second, there is a need for continuing research on the ecology club activities.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.69-77
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• 2013

The study aims to figure out pre-service elementary teachers' knowledge understanding on 'stratum and rock' as well as teaching-learning types on the same topic. A total of 65 seniors in an advanced science education course at B University of Education joined the research to fulfill the purpose above. With PCK classification framework, the study examined pre-service teachers' knowledge understanding on 'stratum and rock' while it analyzed how the teachers would teach the given topic to students. The results of the study are presented as follows. First, it was observed that the pre-service elementary teachers have a great understanding on 'stratum and rock' that would be taught via a science textbook for elementary fourth graders. However, regarding terms in 'shale and limestone', they appeared to have a relatively short understanding. Second, PCK elements of the pre-service teachers related to 'stratum and rock' were analyzed and according to the results, the teachers would be interested in teaching model selecting in the teaching-learning strategy field while they would be well aware of how important it is for them to perform an experiment in a teaching process. The teachers also appeared to understand that the teacher question can be mutual complementary during class. However, it turned out that the teachers would have a very much low understanding on learners' prior knowledge as they particularly believe that learning could be significantly affected by the learners' perception level as well as their learning interest and motive. Third, the pre-service elementary teachers were told to design teaching plans on 'stratum and rock' so that the study could find out what learning-teaching methods the teachers would adopt to teach the topic. It was learned that the teachers would proceed with the class basically by giving the learners a descriptive explanation on the topic and also by using pictures and drawings to enhance the learners' understanding during the class.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.145-151
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• 2013

The aim of this research is clarify the relationship between concept understanding degree about the environment and environmental sensitivity and heighten understanding of environmental education target to pre-service elementary teacher. The subjects of this study are science education intensive course 65 students of B educational university. Concept understanding degree about the environment was separately investigated by 'the definition of environmental education', 'Write The positive concept of the natural environment education and briefly describe.''The negative concept of the natural environment education and briefly describe'. Next clarify the relationship between concept understanding degree about the environment and environmental sensitivity target to pre-service elementary teacher. Based on these results, propose an alternative to cultivate pre-service elementary teacher's knowledge about environmental education. Degree of understanding of the concept environmental education research results are as follows. First, Cognition degree about definition of environmental education of pre-service elementary teacher is correctly recognized generally. Second, They do not think deeply about natural environment when it comes to the positive concept of the natural environment of pre-service elementary teacher. Third, They have only a little interest in natural environment when it comes to the negative concept of the natural environment of pre-service elementary teacher. Correlation research results of degree of understanding of the concept of environmental and environmental sensitivity are as follows. High understanding degree of environmental education is high environmental sensitivity. Heighten environmental sensitivity of pre-service elementary teacher will be sustainable environmental education so education is necessary for environmental Sensitivity training.

• Journal of the Korean earth science society
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• v.31 no.3
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• pp.276-287
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• 2010

The purpose of this study is to develop a measurement tool quantifying the degree of high school students' scientific experience. Based on previous studies, we divided the factors that compose school scientific experience into three categories: general activity experience, scientific inquiry experience and laboratory apparatus experience. While, outside of school scientific experience was divided into general activity experience, interesting activity experience and field trip experience. Items consisting each factor were selected from scientific experience measurement tools used in previous researches, most frequent answers showed in open questionnaire about scientific experiences, and exploratory analysis of textbooks. After the measurement tool developed by pilot-questionnaires and previous researches were preliminary tested and then was secondarily tested for a group of 413 high school students. The content validity and construct validity of the measurement tool was evaluated by two school teachers and two experts in science education and by factor analysis, respectively. The reliability of the tool was estimated with Cronbach Alpha. The results of validity and reliability revealed that the tool was appropriate for measuring scientific experience.

• Journal of the Korean earth science society
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• v.36 no.4
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• pp.367-389
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• 2015

This study developed an experimental program for mapping temperature and salinity distribution around the Korean marginal seas using Ocean Data View (ODV) software. Serial ocean observational data have been analyzed after being converted to the ODV compatible format using a separated program newly developed for this study. When this new experimental program was applied to 65 pre-service teachers, it was found that the quality of assignment completion with a new program improved compared with that of the same group who used the existing program. A questionnaires was employed to delve into participants' satisfaction of the new program. Findings depicted that accurate and quick drawing of isoline drew the highest responses of satisfaction, and confirmed positive responses to the understanding and application of this new experimental program.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.1
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• pp.48-58
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• 2021

The purpose of this study is to analyze the contents related to the strata in the elementary science textbooks and to investigate the strata concepts of preservice elementary teachers. As a result of the study, most of the strata knowledge in elementary textbook has an explicit sentence structure, such as A is B. it is limited to being used as a subject of discussion and debate among students in science classes. Formal knowledge, although its meaning is clear, is disadvantageous as a material for core competency education. Regarding strata concepts, 70% of preservice elementary teachers thoughts that heat and pressure were the only key factors in turning sediments into hard rocks. Regarding whether information about the natural information in the geological period can be obtained through the strata, 20% thought that information on the natural environment could be obtained only through fossils and not from the strata. Even 80% of preservice elementary school teachers who thought that informations on the past natural environment could be obtained from the stratum showed a lot of scientific misconceptions in the information contents. In conclusion, in order to increase the effect of core competency education through elementary science education, it is necessary to review the form and contents of strata knowledge presented in elementary science textbooks.

• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.391-400
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• 2021

This study investigated science education experts' perception of remote laboratory sessions (RLS) provoked by the COVID-19 pandemic. We conducted a total of 10 semi-structured interviews with experts in physics, chemistry, biology, and earth science education. As a result, science education experts primarily understood the RLS concerning pre-service teacher education and reconsidered the aim and goal of conventional laboratory education. On practices of RLS provoked by the COVID-19, they pointed out the learning loss due to deficiency of hands-on experience, decreased interactions between instructor and students, and instructors' increased burden. Meanwhile, they contemplated upon their adaptive implementation of RLS to suggest ways to improve RLS instruction and directions of post-COVID-19 science education. We recommend that RLS should be understood as a complemented version of minds-on teaching rather than a degraded version of hands-on teaching to elicit its full potentials. This study has its own significance providing an in-depth science educational perspective interpreting the RLS phenomena.