• Journal of the Korean Chemical Society
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• v.61 no.6
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• pp.388-401
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• 2017

In this study, we investigated the characteristics of curriculum design of pre-service chemistry teachers who participated in educational program for teaching in science museum. Three pre-service chemistry teachers at a college of education in Seoul participated. The educational program was composed of workshop, lesson planning and practice, and critique. After the workshop, we conducted semi-structured interviews based on pre-visit, during-visit, post-visit activities planned by the pre-service teachers. We observed and recorded their teaching practices in Gwacheon National Science Museum and following critique by their classmates. We also conducted final interviews. We used a framework for museum practice to analyze their curriculum design. The analyses of the results revealed that all planned their lessons in accordance with the National Science Curriculum, and considered geographical and psychological aspects in their pre-visit activities. They encouraged students to make joint products through small group activities, and gave students autonomy in choosing exhibits to facilitate spontaneous participation. However, they did not consider continuous aspects of pre-visit, during-visit, and post-visit activities. They did not effectively induce students to engage during-visit activities cognitively. They did not make post-visit activities connect students' experiences in science museum to personal experiences.

• Journal of the Korean Chemical Society
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• v.59 no.6
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• pp.508-519
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• 2015

In this study, the pre-service chemistry teachers’ understanding of potential energy curve was investigated. The subjects were 24 junior students and 26 senior students studying chemistry education in a college of education. A concept questionnaire consisted of thought experiments with different initial conditions was developed to survey the pre-service teachers’ conceptions of potential energy curve. The survey results showed that the pre-service chemistry teachers had difficulties to accept the negative values for potential energy and total energy. And they knew the mechanical energy conservation but they could not apply it properly to the thought experiment situations given in the questionnaire. Also they had the knowledge about the direction of force exerted between the two balls, but many of them believed that the balls would stop moving at the bottom of potential energy curve well. In addition, it was discovered that few pre-service teachers could relate the thought experiments to the chemical bonding, the liquefaction of gas, and the molecular vibration.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1055-1076
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• 2011

In this study, we investigated the changes in beginning chemistry teachers' teaching practice without mentoring program and after the implementation of mentoring program. Participants in our study included two chemistry teachers who have less than one year of teaching experience and three mentor teachers. We collected data such as video recordings of teacher's classes, interview, and recordings of mentoring after each class. The results show there were slight changes in teaching contents, teaching procedure, and explanation method without mentoring. On the other hand, there were a lot of significant improvement in classroom environment, teaching contents and teaching procedure, teaching-learning techniques, questioning and feedback, and explanation method after mentoring has been implemented. However, there were no easy changes in the teaching style, understanding of students, and ways of interaction with students in connection with teaching purposes. Based on the results of this study, we explored the possibilities of instructional improvement through mentoring on beginning chemistry teacher's teaching practice. Therefore, we consider that more systematic and long-term mentoring is necessary to improve professionalism in teaching beginning teachers. In particular, we propose mentoring programs reflecting the individual needs of beginning teachers.

• Journal of the Korean Chemical Society
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• v.46 no.3
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• pp.252-264
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• 2002

In this study, the experimental apparatus for boiling point and melting point in science textbooks of various curriculums were analyzed. Science teachers' views on the difference between the experimental value and the value written in textbooks were inquired, too. Their views on the experimental apparatus, nd results of freezing point,melting point, boiling point, fractional distillation, and thermometer calibration were also investigated. The results of this study showed that the types of experimental apparatus for boiling point and melting point were somewhat dif-ferent with science textbooks and curriculum. The teachers' views were also various according to their background. In the experiment of the fractional distillat ion, a large number of teachers recognized mismatch between the exper-imental value and the value written in textbooks as mistake of textbook contents or problem of experiment itself. The teachers of chemistry background take higher recognition of the requirement of thermometer calibration than those of non-chemistry background in middle school.

• Journal of the Korean Chemical Society
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• v.48 no.3
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• pp.311-321
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• 2004

This study was conducted to find out how many secondary school science teachers are aware and ready to implement new science curriculum as well as its revision process. For the purpose of this study, teachers had been asked to fill in a questionnaire. The results showed that teachers' overall understanding and readiness was low and that the implementation of new curriculum was a burden to a large number of teachers. Some teachers even expressed a negative opinion. Furthermore, it turned out that teachers didn't have an important role in revising the curriculum as a only small number of teachers participated. So, the second questionnaire and interviews were provided in order to ask for various opinions as to how new science curriculum should be communicated to schools and when school teachers should participate in the revision of curriculum, along with their role and participation methods.

• Journal of the Korean Chemical Society
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• v.66 no.1
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• pp.31-41
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• 2022

The purpose of this study is to draw implications for future Korean science education by analyzing the PISA 2015 science teacher questionnaire. To this end, descriptive statistics and difference tests were conducted for each questionnaire item, using raw data from science teacher surveys in Korea, the United States, and China. As a result of the analysis, first, the perception that Korean science teachers should participate in professional development activities was lower than that of comparative countries, and it was found that improvement was needed in the practice of adaptive instruction and various evaluation methods. Second, although Korean science teachers were generally satisfied with their jobs, the response that they were hindered in science education activities due to limitations in various resources at their current school was relatively higher than that of comparative countries. Third, scientific inquiry was less emphasized in science curriculum and science class in Korea, and self-efficacy in inquiry teaching process was relatively low. Fourth, in Korea, it was found that there were fewer classes for discussion and using ICT in science classes.

• Journal of the Korean Chemical Society
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• v.56 no.5
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• pp.617-627
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• 2012

We investigated pre-service science teachers' understanding of and problem-solving ability with regard to chemistry concepts in the high school curriculum. For this purpose, we used related certain items and analyzed the results. We found that in the case of all items, some pre-service science teachers, who do not have clear concepts, selected incorrect answers. The in-depth interviews we conducted with the participants revealed some of the causes for the results obtained. First, although pre-service science teachers have better concepts as compared to high school students, they have the same misconceptions as students with regard to some concepts. Second, although they are familiar with the general definitions or meanings of scientific concepts, they do not understand the specific content that is emphasized in the curriculum. Moreover, they tend to solve problems by the information visually conceived. Third, although they know the necessity of general concepts related to problem solving, they sometimes fail to apply inquiry skills and tend to suggest concepts from the higher education curriculum that are not helpful for solving problems.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.291-301
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• 2008

The purpose of this study was to investigate explanations of high school chemistry II textbooks and the diversity of chemistry major teachers' thinking types related to dilute solution properties for finding the sources of students' difficulties. Eight kinds of textbooks were analyzed, and the teachers' thoughts were searched by a questionnaire developed for inquiring teachers' preference of explanation types. We analyzed teachers' responses from individual interviews after the questionnaire to discern their deeper thoughts. From the results, it was found that the explanations of the textbooks were not clear enough to have scientific conceptions. The figures and explanations of the textbooks do not match either. It was also found that chemistry major teachers' thoughts were not solid when they suffered cognitive confliction by different situation with their thoughts.

• Journal of the Korean Chemical Society
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• v.66 no.5
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• pp.362-375
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• 2022

In this study, science teachers' NOS lessons were observed and the characteristics of the lessons were analyzed. Three science teachers who taught NOS in the 'Science Inquiry Experiment' developed under the 2015 revised curriculum participated in the study. Their NOS lessons were observed and interviews were conducted before and after lessons. The collected data were analyzed using analytical induction and constant comparative method. The analyses of the result revealed the teachers' naive views on NOS were also revealed during the lessons. There were some cases where they showed naive views during the lessons even if they showed informed views in the interviews. Although the domains of NOS taught by them were diverse, all of them taught 'tentativeness' and considered this an important goal. They tended to teach NOS with content related with their major, and teaching NOS was found to be deeply related to their major. In the activity where students learn NOS by inferring the unknown object, teachers disclosed the unknown object, which is unlike the rule of the activity. They thought that could help students' learning. At last, although they emphasized teaching NOS, they either did not assess NOS or assessed NOS in a limited way. Based on the results, some directions for teacher education and follow-up study are suggested.

• Journal of the Korean Chemical Society
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• v.66 no.1
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• pp.15-30
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• 2022

The purpose of this study was to examine interactions among components of pedagogical content knowledge of middle school science teachers in a teacher learning community targeting science practice-based instruction. Data collection consisted of pre and post questionnaire and interview with each of five science teachers, audio-recording of teacher discussion in a teacher learning community, lesson plans, teacher written reflection, and video-recording of teaching practice. Qualitative data analysis revealed that there were two types of interactions, i.e., one-way interaction and two-ways interaction among components of pedagogical content knowledge of science teachers in a teacher learning community. There were also consecutive interactions as well as one-shot interaction. For two-ways interaction there were synchronous two-ways interaction in a teacher learning community meeting as well as consecutive two-ways interaction along with several meetings. This study provides implications that collaborative learning context in a teacher learning community should stimulate various types interactions among components of pedagogical content knowledge.