• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.63-95
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• 2012

Since performance assessment was implemented for 10 years, a survey has been carried out from 212 elementary school teachers in Seoul area in terms of their perception and status about descriptive assessment. As results, most of teachers agreed strongly that using constructed-response items is necessary for assessment, and they showed that purpose of using constructed-response items in their mathematics classrooms was to evaluate accurately student achievement in accordance with learning objectives in mathematics and they referred mainly to items which they modified from problems or items in the textbook when they generate constructed-response items. In addition, they considered level of difficulty in creating constructed-response items mostly. Moreover, they indicated that the effects of assessment through constructed-response items would be improvement of students' problem solving and reasoning skills.

• 대한지구과학교육학회:학술대회논문집
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• 2010.08a
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• pp.22-22
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• 2010

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.277-287
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• 2022

This study aims to investigate the main effects and interaction effects of individual variables on the epistemological beliefs of elementary school science teachers. For this purpose, a survey was conducted on 338 elementary science teachers in the metropolitan area on gender, teaching career, and epistemological beliefs. Epistemological beliefs show significant differences not only in gender and teaching career, but also in the interaction between gender and teaching career. Depending on gender, female teachers are more integrated in knowledge than male teachers, and process is more important than outcome in learning. Depending on the teaching career, it was found that high-career teachers generally value the process rather than the results, as knowledge is integrated and constantly evolving, knowledge is acquired by individual reasoning and justified through external interaction. On the other hand, teachers with low career perceive that efforts are indispensable in learning compared to other groups. Depending on the interaction between gender and teaching career, elementary school teachers believe that the higher the teaching career, the more integrated and constantly evolved, but low-career male teachers believed that learning ability was born with experience, while high-career male teachers value the learning process. Based on this study, it is expected that many training sessions aimed at improving the quality of teaching and learning will provide more effective opportunities to develop elementary science teachers' epistemological beliefs, considering teachers' personal characteristics.

• Journal of Science Education
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• v.38 no.1
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• pp.133-143
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• 2014

The purpose of this study is to analyze elementary school teachers' perception on application of STEAM education. For this study, a survey was administered to 80 primary teachers. The result showed as follows: First, even though, elementary school teachers have known about the meaning and aims of the STEAM education in detail, they often took a neutral attitude toward the actual teaching method. In addition, they take a negative attitude toward having the gathering. Second, only a few elementary school teachers prepared and used the teaching materials related to the STEAM education in class and teach students the concept based on the STEAM education. Only a few elementary school teachers said that they used the developed modules. However, the demand, developing the modules, was extremely high. This result means that the easy and available modules should be developed to establish the STEAM education. Third, only a few elementary school teachers applied the subject, activity, and estimation related to the STEAM education in actual class. Forth, even though, after applying, there much be the positive affects, most elementary school teachers could not recognize the positive affects. At the same time, elementary school teachers suggested the curriculum should be reorganized for students to connect between the results of the STEAM education and the contents of the textbook, and the easy and available program should be developed and spread, also. The attitude of elementary school teachers toward the application of the STEAM education was normally negative. Therefore, it is needed to include more STEAM related contents in the science textbooks and to develop various STEAM education materials and circulate them as well as to establish adequate teaching and assessment methods for STEAM education.

• Journal of Korean Library and Information Science Society
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• v.47 no.1
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• pp.305-337
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• 2016

The purpose of this study is to obtain basic information and suggestions needed to measure reading attitude by obtaining the tacit knowledge. For this, a semi-structured interviews were carried out with teacher librarians and elementary school teachers and elementary students in five elementary schools. The results were as follows: Students and Teachers divided standard and attribute for assessing reading attitudes as student's ability, personality and behavioral aspects towards reading. Students were aware of the necessity of reading and accepted a pleasant feeling of reading. However, group of students with low reading skill recognized reading as an academic purpose as compared to other student groups and expressed a negative feeling on reading. Peers, teachers and family members were recognized as figures who make an impact on reading by students and further considered the subject, content and physical attribute of book as important factors. Teachers recognized reading attitude as a concept on attitude about book and book reading. Further they mentioned reading environment, interests, habits, books, and experience as factors affect reading attitude.

• Journal of the Korean earth science society
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• v.42 no.3
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• pp.344-364
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• 2021

The study explored how two elementary school teachers perceived computational thinking, reflected them into curriculum revision, and taught them in the classroom during longitudinal professional developed program (PDP) for nine months. Computational thinking is a new direction in educational policy-making including science education; therefore we planned to investigate participating teachers' perception of computational thinking to provide their fundamental understandings. Nine meetings, lasting about two hours each, were held with the participating teachers and they developed 11 lesson plans for one unit each, as they formed new understandings about computational thinking. Data were collected through PDP program while two teachers started perceiving computational thinking, revising their curriculum, and implementing it into their class for nine months. The results were as follows; first, elementary school teachers' perception of computational thinking was that the definition of scientific literacy as the purpose of science education was extended, i.e., it refers to scientific literacy to prepare students to be creative problem solvers. Second, STEAM (science, technology, engineering, arts, and mathematics) lessons were divided into two stages; concept formation stage where scientific thinking is emphasized, and concept application, where computational thinking is emphasized. Thirdly, computational thinking is a cognitive thinking process, and ICT (informational and communications technology) is a functional tool. Fourth, computational thinking components appear repeatedly and may not be sequential. Finally, STEAM education can be improved by utilizing computational thinking. Based on this study, we imply that STEAM education can be activated by computational thinking when teachers are equipped with competencies of understanding and implementing computational thinking within the systematic PDPs, which is very essential for newly policies.

• School Mathematics
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• v.18 no.1
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• pp.61-83
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• 2016

There has been a continual need for change of teachers' assessment practices as shifting a paradigm in education. Teachers' appropriate perception of assessment influences quality of assessment and leads to change of teachers' assessment practices. This study aimed at investigate prospective elementary teachers' perceptions on assessment in mathematics. To this end, we conducted a survey with the questionnaire which was developed based on previous studies on assessment. The questionnaire was composed of 41 questions about purposes and roles of assessment, materials of assessment, reliability of assessment, methods and strategies of assessment. 95 prospective elementary teachers participated in the survey. As a result, we found that prospective elementary teachers had appropriate perception on roles of assessment, materials of assessment and strategies of assessment, whereas they showed somewhat narrow perception on reliability of assessment, purposes and methods of assessment. Based on the results, we presented possible explanations about prospective elementary teachers' lack of perception on assessment and discussed implications for prospective elementary teacher education.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.2
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• pp.134-146
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• 2020

The purpose of this study is to examine how elementary pre-service teachers have a perception of 'science'. Especially, this study used photo-narrative method to analysis pre-service teachers' perception of 'science'. Photo-narrative is a way of describing what a study participant wants to say by taking a picture. Participants were 66 elementary pre-service teachers. The results of this study were as follows: First, elementary pre-service teachers used many words such as people, life, everyday as well as scientific terms such as phenomena and principles to explain science. Secondly, the pictures used by elementary pre-service teachers to explain science included household goods, natural phenomena, advanced devices, and living things. Third, elementary pre-service teachers explained science with knowledge of science, knowledge, convenience, and nature of science. As a result of this study, it was found that elementary pre-service teachers recognized that science is closely related to life and that it is necessary for learning. The results of this study can contribute not only to curriculum composition and curriculum content of elementary and middle school science education but also to curriculum development for teacher training.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.505-518
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• 2014

The purpose of this study was to examine how pre-service elementary teachers develop mathematical tasks in the elementary teacher education program. Elementary pre-service teachers revise their tasks in clarifying representation, reflecting curriculum, modifying mathematical errors. Elementary pre-service teachers' perspective on assessment has been changed from focusing on tasks to focusing on students.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.467-479
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• 2023

For the successful implementation of education using artificial intelligence (AI) in schools, the perception of teachers is important. This study focuses on elementary school teachers and their perception of the need and teaching efficacy of science classes using AI before and after participating in a research school program. The analysis explores four key aspects, namely, learning, teaching, assessment, and communication. The study recruited 24 elementary school teachers from a school designated by the Gangwon Provincial Office of Education to participate in a year-long research school program. The study collected data using pre- and post-program surveys to explore changes in the perception of teachers regarding AI-based science classes. Furthermore, the researchers conducted individual in-depth interviews with four elementary school teachers to investigate the experience factors that influenced the changes in their perception of the aforementioned classes. The main findings were as follows. First, elementary school teachers were positively aware of the need for science classes using AI even prior to their research school experience; this perception remained positive after the research school program. Second, the science teaching efficacy of the elementary school teachers using AI was generally moderate. Even after the research school experience, the study found no statistically significant increase in efficacy in teaching science using AI. Third, by analyzing the necessity-efficacy as quadrants, the study observed that approximately half of the teachers who participated in the research school reported positive changes in learning, teaching, and assessment. Fourth, the study extracted four important experience factors that influenced the perception of the teachers of science classes using AI, namely, personal background and characteristics, personal class practice experience, teacher community activities, and administration and work of school. Furthermore, the study discussed the implications of these results in terms of the operation of research schools and science education using AI in elementary schools.