• Journal of the Korean Society of Earth Science Education
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• v.11 no.1
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• pp.55-62
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• 2018

The purpose of this study was to examine the pre-service elementary teachers' views on the necessity of science learning. The eighty five student teachers in their second year of studies were participated in this study. The participants freely wrote their thoughts on a question'Why should students learn science?' The results of the study are as follows: (1) The participants' responses were very diverse, so their responses contained almost all kind of values or arguments about the science learning suggested by researchers, and there was no difference in their response ratio between views of focusing on intrinsic values and views of focusing on extrinsic values; (2) About 30% of the participants had the biased conceptions on the necessity of science learning and they would be likely to explain their biased conceptions to their future students. The educational implications and the suggestions for further studies are also presented in this paper.

• Journal of Science Education
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• v.34 no.2
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• pp.246-259
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• 2010

The purpose of this study was to investigate pre-service biology teachers' perception of the evolution. This study was to compare the views of pre-service biology teachers with no religion with those of christian preservice teachers. Subjects were 77 pre-service biology teachers who enrolled in an university and graduate school of education located in Seoul. The instrument of this study was a questionnaire which consisted of 14 items on 2 domains: the nature of science, the origins of human beings. The key results are as follows. Most pre-service teachers showed highly understanding of the characteristics of science. However pre-service biology teachers still possessed naive views on the distinction of law and theory. In terms of the methods of science, many of the pre-service biology teachers considered scientific theories to progress through the accumulation of observation and experiments or through changes and modifications in existing theories. Compared with the pre-service teachers with no religion, christian pre-service teachers had conflicting views and misconceptions about the origins of human beings. The factors of religion were found to be one of the important barriers which prevent them from understanding the origins of human beings. The results suggested that the education program for pre-service biology teachers integrating the concepts and development process of the scientific knowledges should be effective for understanding the nature of science. For pre-service biology teachers, It is important to understand conflicting views of the christian pre-service teachers who understand creationism as a science.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1039-1048
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• 2015

The purpose of this study is to examine implications of pre-service science teacher training by analyzing science field integration and connection between learning content presented in 'Integrated Science' for high school students based on the 2015 revised science curriculum, and in pre-service science learning materials (textbooks) of the college of education. For this study, the 2015 revised 'Integrated Science' curriculum and 11 types of pre-service science teachers' learning materials related to physics, chemistry, biological science, and earth science were selected. The results were as follows. Most of the learning content presented in the 2015 revised 'Integrated Science' curriculum had integrated two or more science fields. Also, almost all learning content presented in the 2015 revised 'Integrated Science' curriculum were included in pre-service science teachers' education content, with educational content for chemistry introduced at the highest rate. The textbooks for pre-service science teachers had the most learning contents of 'Energy and Environment' domain of 'Integrated Science' for high school students. Accordingly, these results suggest that 'integrated science materials' should be developed for proper the curriculum implementation. Also, training courses for science teachers responsible for 'Integrated Science' are required. Furthermore, a revised curriculum for the college of education and a method to link with certification examinations for secondary school teachers are needed.

• Journal of the Korean earth science society
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• v.33 no.3
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• pp.294-305
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• 2012

Scientific literacy has long been as one of the key goals of science education, and using scientific inquiry in school science has became an important objective to be achieved. The processes of scientific inquiry consist of proposing/developing inquiry question, designing and conducting investigation, collecting, analyzing and interpreting data, and communicating the results. However, most students experience mainly collecting and transforming data in inquiry processes in science class and they are barely exposed to the opportunities of proposing/developing inquiry questions. Middle school earth science preservice teachers participated in this study (N=36) and their abilities of developing inquiry questions were surveyed. Participants' abilities of developing inquiry questions were investigated whether they were enhanced with activities using the Inquiry Questions Development Guide (IQDG). Also, this study was interested in whether there was any relationship between abilities of developing inquiry questions and designing inquiry investigation. The results of this study were as follows; first, the level and preciseness of inquiry questions and its preciseness developed by participating teachers were enhanced after experiencing IQDG. In addition, teachers' dominating inquiry question-types were two: one is a 'relationship-inquiry question' in which students could discover the relationship between results found in the given experimental situations and the other one is a 'why-how inquiry problem' in which students could explore a cause or a process that results in the outcomes. Finally, the higher level of and preciseness the of inquiry questions were identified as an important factor the determined teachers' abilities of designing more logical investigation. A process of proposing/developing inquiry question was identified as one of the most important processes contributing to a success of scientific inquiry investigation.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.276-290
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• 2023

The purpose of this study is to analyze the characteristics and specific elements of successful science classes that pre-service elementary school teachers think. For the study, 61 pre-service elementary school teachers (47 females, 14 males) were recruited as research participants. The data used in the study are mutual evaluation papers prepared during class performances by group and individual. The amount of data was a vast amount of qualitative data with a total of 150 pages, and the research results were derived by inductively categorizing this data through qualitative analysis. The summary of the research results is as follows. First, the factors constituting a successful science class were analyzed into 7 categories (14 sub-categories, 33 sub-elements). The elements that make up a successful science class in detail were analyzed as science subject contents, class management, selection of teaching and learning methods and organization of class contents, teaching and learning materials, understanding of students, understanding of teaching situations, and class-related efforts. Second, it was possible to describe the practical classes of pre-service teachers by collecting the details of the elements that make up a successful science class recognized by pre-service teachers. As seen in the above research results, the characteristics and specific elements of successful science classes recognized by pre-service teachers were identified, and based on this, pre-service teachers will be able to develop support for effective science class operation, and continuous analysis should be conducted.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.886-901
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• 2004

The purpose of this study was to document the changes in astronomical concepts for preservice and inservice elementary school teachers after being presented with the newly devised Earth Motions Centric Solar System Model. The subjects of the study were 31 preservice and 30 inservice elementary schools teachers in the Jeonbuk Province. First, the author investigated the naive theories of the subjects, and then, compared that data to the data obtained after their exposure to the model. The total number of items on the instrument for this study was 10. These items included questions about the motion of interior planets, the phases and sizes of interior planets, and the motion of exterior planets and comets. After analyzing the answers to the items before the experiment, the author was able to confirm the existence of the naive theories regarding astronomical phenomena. Also, after the experiment, the author was able to observe the conceptual change in thought of the preservice and inservice elementary school teachers. Results showed that learning through the new model had positive effects on the preservice and inservice elementary school teachers' conceptualization of the interior planets' motion, phases and sizes, and the exterior planets' motion.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.30-42
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• 2023

The purpose of this study is to quantitatively and qualitatively analyze the science journals written by pre-service elementary school teachers, and to categorize the view on the nature of science and the process of their change. For this purpose, 112 science journals written by 13 pre-service elementary school teachers were analyzed. The frequency of each area was analyzed using the research framework of the four areas of the nature of science, and the pattern of change in perspective on the nature of science was inductively derived and classified using the VNOS-C test analysis framework. As a result, The nature of scientific thinking, nature of scientific knowledge, nature of STS, and nature of scientific inquiry were described in relatively similar proportions, but among them, The nature of scientific thinking appeared in the largest percentage, and the nature of scientific inquiry was described in the smallest percentage. The variability of scientific knowledge, the importance of empirical evidence, and the positive and negative effects of science were especially intensively addressed. In addition, the changing aspects of pre-service elementary school teachers' perspectives on the nature of science could be categorized into 'naive view maintenance type', 'informed view maintenance type', 'regression type', 'development type', and 'mixed type'. The element of 'the empirical nature of scientific knowledge' showed various patterns of change depending on the students, and most of the students maintained a informed view on the tentativeness of scientific knowledge for several sessions.

• Journal of the Korean earth science society
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• v.27 no.1
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• pp.20-31
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• 2006

This study analysed student teachers' notable questions about the earth science contents in the elementary science textbooks. The contents of notable questions were defined as ‘notable question contents 1' and 'notable question contents 2'. Both the question contorts are contents about which the number of questions is above three times and from two times to three times as much as the mean number of questions per page of each unit respectively. The results are as follows. First, question contents 1 are found as 'clouds observation', 'geological strata formation' and so on. Question contents 2, 'rainfall measurement', 'moon's movement during one night' and so on are found. Second, the number of interrelationships of main terms in questions increased in each question of question contents 1, but 4 term-patterns are found more in question contents 2 than question contents 1. Third, high interrelationship patterns of terms in question contents 1 are 'coal and petroleum-generation', 'metamorphosis-heat and pressure', 'metamorphosis-heat and pressure-metamorphic rocks', 'planet-sun-comet-revolution' and in question contents 2. 'constellation plate-use', 'dryness and wetness hygrometer-principle', 'seismograph-principle-earthquake', 'earth rotation axis-tilting-occurrence', 'dryness and wetness hygrometer-principle-humidity' and so on. The sources of questions analysed in this study are estimated as the content construction system of textbooks, or students' general questions about the earth science contents. If this is the former, the problems in texts and illustrations in textbooks should be articulated and resolved. And if the latter, the elementary science curriculum has to be reconsidered in view of scientific literacy in earth science.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.221-233
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• 2002

This study investigated preservice science teachers' understandings of philosophical foundations(i.e., ontological and epistemological beliefs) underlying constructivist notions of learning. The teacher education program these subjects participated in explicitly addressed philosophical notions consistent with different views of constructivism. For these preservice science teachers, the program provided them with the opportunity to reflect upon the implications that their ontological and epistemological commitments had for their role as a science teacher. Data from four in-depth interviews were used to explore changes in each preservice science teacher's ontological beliefs, epistemological commitments, and pedagogical preferences. Results indicated that ontological beliefs and epistemological commitments were not necessarily consistent with conceptions of science teaching and learning for these preservice teachers. While some students internalized idealist and relativist perspectives, they did not integrate these relativist epistemological views into their preferred instructional practices. Also, regarding the fallible and tentative nature of knowledge, data in this study indicated that participants' epistemological beliefs about scientific Knowledge did influence how they were thinking about their roles as science teachers. Implications for teacher education programs and research on preservice science teacher's philosophical beliefs are discussed.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.72-86
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• 2023

The purpose of this study is to examine what epistemological beliefs pre-service teachers have about science depending on the situation, and to explore in-depth changes in epistemological beliefs through disciplinary reading. For this purpose, 77 essays written by pre-service elementary school teachers after reading Feynman's 'the meaning of it all' were analyzed using an inductive analysis method. As a result of the study, the epistemological beliefs of pre-service teachers were divided into two situations: 'science in subject learning' and 'science in daily life', and the epistemological beliefs formed in the 'science handled by scientists' situation were analyzed after reading the book. Each situation was divided into sub-categories of 'Impression of Knowledge', 'Source of Knowledge', 'Justification of Knowledge', 'Variability of Knowledge', 'Structure of Knowledge', and 'Value of Knowledge Acquisition' to reveal differences in sophisticated beliefs and naive belief levels. As a result, it was derived that Feynman's science lecture influenced pre-service teachers in terms of establishing new perspectives and recontextualizing existing epistemological beliefs. This study is meaningful in that pre-service teachers' scientific epistemological beliefs may vary depending on the situation, and that the scope and depth of epistemological beliefs may be expanded to include scientists' beliefs in science through disciplinary reading.