• 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 Korean Elementary Science Education
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• v.41 no.2
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• pp.325-337
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• 2022

This study aims to determine the implications of the efficient and effective implementation of science core competency (ScC) education by examining the state of science core competencies derived from the 2015 revised elementary school science curriculum and analyzing teachers' and students' perceptions. To this end, this paper investigated the reality of reflecting the science core competencies of science textbooks in a group of third and fourth graders from seven elementary schools who passed the test. In addition, in-depth interviews were conducted with four elementary school teachers who participated in qualification textbook selection, and 156 elementary school students were surveyed to determine their perceptions of science core competencies. Findings showed that, first, 1,586 science core competencies were reflected throughout the textbooks, with an average of 227 per textbook and biology being the most salient area. Second, teachers did not understand the difference between previous inquiry activities in textbooks and ScC education. Third, no statistically significant differences were observed in the perceptions of male and female students on science core competencies, the highest average of perceptions being those of scientific thinking ability. From these results, this study concluded that for ScC education to be realized as a curriculum, textbooks must be organized according to the purpose of core competency education, implementing practical changes, and efforts must be directed toward changing the perceptions of individuals who deliver education.

• Education of Primary School Mathematics
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• v.19 no.4
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• pp.329-347
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• 2016

This paper investigated the views of effective mathematics instruction on the part of school administrators, and then compared and contrasted such views with those of elementary school teachers based on the previous study. A total of 32 school administrators participated in this study and responded to three types of the questionnaire. The results of this study showed that school administrators regarded good mathematics teaching as using concrete materials and teaching students to think. School administrators put their first priority on curriculum and content among four main domains of good mathematics teaching, and did on constructing curriculum among seven sub-domains of good mathematics teaching. They agreed that good mathematics teaching includes teaching by reconstructing the curriculum according to students' various levels and teaching to emphasize the connection among mathematical concepts. However, they thought that good mathematics teaching might not include teaching for fluent calculation or teaching in well-equipped learning environment. The results of comparison of perspectives regarding good mathematics teaching between school administrators and teachers showed remarkably similar tendency. However, a noticeable difference was that school administrators agreed more than elementary school teachers with regard to the 20 elements related to effective mathematics instruction. This paper closes with implications based on the similarities and differences regarding effective mathematics instruction perceived by school administrators and teachers.

• Journal of the Korean earth science society
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• v.24 no.3
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• pp.135-140
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• 2003

The purpose of this study is to assess pre-service elementary teacher's conceptions of environmental issues. 141 pre-service elementary teachers from local college participated in this study. We discovered that most of participants understood the possibility of technological abuse that could lead to environmental destruction. They also well understood the crisis of the Earth's ecosystem. Nevertheless, it seemed most of participants were not ready to take action to save ti. In addition, they also showed stereo-typically biased opinions about science, technology and their relationship with environmental issues. It appeared to come from media-oriented environmental education. Since pre-service teacher's conceptions could directly effect future education, it is necessary to establish a more systematic educational system for environmental education, for both pre-service teachers and students.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.405-435
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• 2019

Despite the recent emphasis on value research in mathematics education along with the significance of values from a new perspective, there has been a lack of research on the values perceived by teachers and students in Korea. This paper analyzes how fifth-grade students would perceive the values of a master teacher with expertise in elementary mathematics education after her teaching of mathematics and whether their values on mathematics learning would change. According to the study, the students recognized that the master teacher valued understanding, preview-review, picture, problem, and reason in mathematics learning. Among these, the value of understanding was perceived as the core value. An analysis of the students' values on general mathematics learning and personal mathematics learning showed that preview and review were the most important before and after the master teachers' teaching. An analysis of the changes in the values of students showed the greatest change in the value of understanding. Instead of accepting the values of the master teacher as it were, students actively reconstructed and maintained them. Based on these results, this paper has drawn implications regarding the consideration of students' values in mathematics learning.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.07a
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• pp.161-164
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• 2014

본 논문에서는 스마트교육에 대한 초등교사들의 인식이 어떠한지 알고, 그렇게 나타나는 이유에 대해 분석한다. 그 결과 초등교사들은 스마트교육의 도입 필요성에는 크게 공감하며 긍정적인 인식 가지고 있으나, 본래 스마트교육의 개념 및 목표, 방법과는 다른 형태로 오개념을 형성하면서, 시범적용을 거친 스마트교육의 전면시행에 부정적인 견해를 보였다. 스마트교육에 대한 부정적 인식이 생성된 이유는 정책하달식 교육체계, 실제적용의 부작용, 신 도입교육의 전례, 교육철학의 부족, 잘못된 연수방향 등으로 해석된다. 전면시행될 스마트교육의 본래 목표 달성을 위해 교사들의 부정적 인식을 개선할 필요가 있다. 따라서 하드웨어 보다 소프트웨어적인 투자가 우선시되어야 하며, 교육참여자의 의견이 적극 반영되는 정책 수립 및 실행이 필요하다.

• Journal of Convergence for Information Technology
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• v.9 no.7
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• pp.114-121
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• 2019

This study examined the Knowledge of Elementary School Teachers Regarding in ADHD Children Education of ADHD children education for 297 elementary school teachers. The knowledge of ADHD children in inclusive education was made through a questionnaire composed of four areas: attitude, burden, efficacy, and promotional conditions on ADHD children. The collected questionnaire was calculated using technical statistics from the SPSS (WIN 22.0) for frequency and percentage. The results of this study are as follows: First, the teachers of general elementary schools are trying to include education of ADHD children. Second, in the burden of general elementary school teachers on ADHD children education, ADHD children showed interruption of learning, interruption of positive learning atmosphere, interruption of order maintenance of general classroom and teacher's class progress. Third, in the efficacy of general elementary school teachers on ADHD children, they did not have the Knowledge of ADHD symptoms, diagnosis and evaluation of ADHD children, teaching ability for ADHD children education, and ability to deal with ADHD children's behavior. Fourth, in the promotion condition of school for ADHD child education, it was found that there was no connection with external institutions for the support of professional manpower for ADHD children and ADHD child supports.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.627-641
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• 2022

This study aims to help elementary school teachers increase their knowledge about the changes in the positions of the sun and moon during the day and the first time the moon observation begins in the Earth and Space section of the Earth and the Moon. The survey questions were grouped into four categories, namely, textbook explanation, inquiry activities, achievement of learning goals, and other opinions. The perception of each question differed according to advanced science majors and teaching careers and experiences of this unit. In addition, understanding the diverse views of the participants using descriptive questions was possible. The study recruited 67 teachers working at an elementary school in Gyeonggi-do. The conclusion is as follows. First, the teachers exhibited similar positive and negative perceptions about the description of the textbook on the changes in the positions of the sun and moon during the day. Second, the study found that majority of teachers used alternative methods when guiding students regarding the change in the positions. This trend was not correlated with the sun and the moon, and the study observed no difference in advanced majors and teaching careers and experience of this unit. Third, the majority of teachers responded that they could achieve their learning goals through this learning. However, many teachers complained of various difficulties in guiding students about the lesson, and the majority alternative methods. The results demonstrated the perception of teachers that students can achieve learning goals through alternative methods without direct observation.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.338-355
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• 2022

This study explored the effects of pre-service elementary teachers' inquiries into science class dilemmas. By closely examining the characteristics of the pre-service teachers' inquiry processes and changes in their educational decisions, the effectiveness of using dilemmas as part of teacher education was determined. Twenty fourth-year university pre-service teachers participated and conducted inquiries into science class dilemmas over seven weeks. Based on pre- and post-questionnaires, KWHL tables, inquiry reports, discussions, and group class presentations, the major factors that influence the pre-service teacher's decision-making changes were extracted. The pre-service teachers found the science inquiry process meaningful when exploring the science topics covered in the dilemmas, and claimed that elementary school students would be able to engage in meaningful science explorations if they learned science through inquiry. Furthermore, the pre-service teachers explored the thinking processes and background knowledge of the students in different ways. Documents such as teacher's guides and the curriculum were examined and the students' thought processes were identified through interviews with the teachers and students, which were found to reflect their educational decision-making. Moreover, it was recognized by the pre-service teachers that depending on the situation, alternative teaching methods were possible. The focus on the unstructured dilemma problems provided the pre-service teachers with problem-solving situations that triggered scientific inquiry and exploration of student thinking and revealed the complexity of science teaching and learning. Based on these results, the teacher education implications for using dilemma cases are discussed.

• 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.