• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.173-190
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• 2019

The self-efficacy of pre-service teachers has been reported as a major factor in the instruction of the curriculum. In particular, considering the importance of science learning instruction for underrepresented students from the viewpoint of science education for all, pre-service elementary teachers' self-efficacy about science instruction for underrepresented students will be an important factor of science education for these students. The purpose of this study is to investigate the self-efficacy of pre-service elementary teachers in science instruction for underrepresented students. To this end, the science teaching and learning self-efficacy test tool (Lee & Im, 2010) was revised in accordance with the context of science teaching for underrepresented students into a total of 24 items using 5 Likert scales. Through using the test tool consists of 3 dimensions as Learning Efficacy, Teaching Efficacy and Outcome Expectancy, 81 pre-service elementary teachers were surveyed and the reliability of test tool was verified through factor analysis and assessing construct validity by using the responses. As a result of the analysis, setting 5 as the standard perfect score, the average score of self-efficacy per dimension was shown as 3.29 in Learning Efficacy, 2.89 in Teaching Efficacy, and 3.39 in Outcome Expectancy. We confirmed the tendency and difference of self-efficacy of the research objects according to their background factors in which direct and indirect experience relating to the science education for the underrepresented students. Also, we verified that pre-service elementary teachers' interest in science subject matter, teaching science and their perception of the value of science learning had significant relations with self-efficacy on science teaching for underrepresented students.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.95-112
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• 2017

The competence of teachers, comes out through their lesson, is one of the key factors of school education. The purpose of this study is comparing the viewpoints on the science lessons in the elementary classrooms between pre-service teachers and highly experienced teachers in order to draw implications on pre-service teacher educating system. The participants of the study are 14 junior students in a university of education and 9 elementary school teachers who are highly educated and have much career experience. Each student participant observed one video clip with science lesson of their classmate. The total number of the video subject to observation is 4. Meanwhile experienced teachers observed 1 or 2 videos which are the same to those the students watched. The participants made a class criticism according to the General Standards for Class Critique made by KICE. The in-depth analysis of the criticism yielded the following conclusions; First, pre-service teachers had narrow views on the science class mainly limited in the practical part of class, but experienced teachers had wide views covered to class-knowledge, plan, and practice. Second, most experienced teachers thought that learning is the process by which students acquire knowledge or concepts by themselves, and the main purpose of the class is to help students' learning. Meanwhile, there were many pre-service teachers who thought that conveying knowledge or concepts to students was the main purpose of the class. Third, experienced teachers thought that a good science class should maintain consistency around the learning goals from the planning, implementation, and evaluation. However, many pre-service teachers did not take the learning objectives so seriously.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.404-414
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• 2009

The revised curriculum in 2007 includes open inquiry approach to increase students' interest in science and to build up creativity. So teachers and pre-service teachers should be equipped with the ability of open inquiry performance. In order to investigate pre-service teachers' readiness to perform open inquiry tasks, we analyzed reports written as homework by a group of 71 juniors in a national university of education. The investigation tool was composed of four domains: topic selection, the inquiry process, the conclusion, and reporting. Each domain had three or four sub-domains. By using the framework, four raters scored the students' inquiry reports. The findings reveal that the pre-service elementary school teachers have difficulty in the domain of 'topic selection' and the 'conclusion' compared with the other domains. Under the topic selection domain, they showed weaknesses in 'creativity' and 'scientific topic' and under the conclusion domain, they had difficulty in 'recognizing limits' and 'value of conclusion'. The finding suggests that pre-service teaching program should provide with opportunities to perform open inquiry continually.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.27-46
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• 2022

The purpose of this study was to examine the perceptions of novelty space among pre-service elementary and secondary earth science teachers. We conducted a survey to explore the perceptions of 38 pre-service elementary school teachers at the National University of Education and 31 pre-service secondary earth science teachers at the Department of Earth Science Education at B University. Semi-structured interviews were conducted with 12 participants, including three pre-service elementary teachers and nine pre-service secondary science teachers. In addition to the elements of novelty space, prior knowledge (cognition), prior outdoor learning experience (psychology), familiarity (geography) with outdoor field learning, and social and technical elements were added. When classified based on elementary and secondary levels, there were statistically significant differences in cognitive, psychological, geographic, and social areas for the elements of novelty space. Statistical differences indicated that the experience or capital related to outdoor learning may have resulted from more pre-service secondary earth science teachers than pre-service elementary teachers. In additional interviews, both elementary and secondary pre-service teachers reported that competencies in the technical domain would be emphasized in the future owing to the necessity and the technical development of virtual-reality-based outdoor field learning programs. This study emphasizes the academic significance of novelty space that should be considered to conduct geological field learning for elementary and secondary earth science pre-service teachers while considering the current post-pandemic educational context.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.71-84
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• 2012

The purpose of this study is to analyze some Korean elementary pre-service teachers' Mathematical Knowledge for Teaching(MKT) and compare the results with those obtained by Kwon, Nam, & Kim(2009), so that we can provide some suggestions to improve education of elementary mathematics subject at Korean teachers colleges. For this purpose, we selected the MKT items on number and operations which were adapted for Korean in-service teachers by Kwon et al. The survey consisting of those items was administered to 88 Korean elementary pre-service teachers at teachers college, J University. The results are the following: First, the respondents, elementary pre-service teachers, showed that they already had a sufficient amount of Content Knowledge(CK) on number and operations, but that their level of Knowledge of Content and Students(KCS) was insufficient. This means we need to strengthen our students' KCS in education of elementary mathematics subject at our teachers colleges. Second, there was a strong correlation, in both CK and KCS, of item difficulty felt by the respondents with that by the Kwon et al's in-service teachers. Third, although the respondents valued the MKT items more than the above-mentioned elementary in-service teachers, about 70% of them said the items were never learned at their college. Furthermore, they had different opinions on some of the items from their counterparts'. The suggestions we get here are we need to first consider the results in improving education of elementary mathematics subject at our teachers colleges and second develop MKT items suitable for the situation of Korean schools and curriculums in order to obtain exact estimations of Korean elementary pre-service teachers' MKT.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.334-346
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• 2012

For teachers' conceptions and understandings are critical to their decision making and classroom practice, this study attempts to understand pre-service elementary teachers' views and practices of science inquiry during peer teaching practice. Fifteen 4th year university students in teacher education program participated in peer teaching practice. Their teaching and reflective discussion were video and audio recorded and written lesson plans were collected for data analysis. Five science teacher educators individually looked into the data and shared their comments and interpretations on pre-service teachers' views and practice. The study findings suggest that pre-service teachers emphasized the importance of providing students with motivating resources in the beginning of lesson, employing certain inquiry teaching models, the process of predicting and dis/proving via experiment, and teachers' minimal intervention as the important features of inquiry teaching. Science teacher educators emphasized that it is critical to help children understand inquiry questions in the beginning of inquiry process, to be mindful of children's problem solving and critical thinking rather than following instruction models or simply going through prediction and test process. They also commented that teachers' guidance could lead a good inquiry process in classroom practice, not always interfering students' inquiry. Based on the findings, the study suggests science teacher educators need to understand what and how pre-service teachers view and practice science inquiry teaching and consider these as useful resources where they can start effective teaching for pre-service teachers at the university level.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.328-339
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• 2023

The purpose of this study was to investigate the astronomy-related concepts formed by elementary school pre-service teachers and analyze the distribution of misconceptions. The study was conducted on 43 pre-service teachers enrolled in the second year of an elementary teacher training college located in the central region of Korea. As a result of the study, first, pre-service elementary school teachers' misconceptions about astronomy concepts showed a diverse distribution. In particular, pre-service elementary school teachers still had misconceptions regarding seasonal changes, which were pointed out in many previous studies. Second, pre-service elementary school teachers had formed concepts at the level of simple memorization of astronomy concepts and were having difficulty applying the concepts they knew to various cases. Based on these research results, future astronomy-related education should be directed toward understanding astronomical phenomena through the application and application of various cases rather than simple memorization, and astronomy education in teacher training courses and teacher training should also reflect this content.

• Journal of Science Education
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• v.45 no.2
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• pp.172-186
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• 2021

The purpose of this study is to analyze the science lesson plan of pre-service elementary teachers about condensation. Pre-service elementary school teachers in A national university of education was included in this study. Through the analysis of prior research and expert review, a framework for analysis of science lesson plan of pre-service elementary teachers was derived. The results of the using the analysis frame are as follows: First, the ability to apply the instructional model in the science lesson plan about condensation differences in pre-service elementary teachers need to be enhanced due to deviations, and teaching on the exact understanding of condensation-related concepts of pre-service elementary teachers is also needed. Second, there is also a deviation of pre-service elementary teachers in the beginning, development, and finishing composition of lesson course, so feedback should be supplemented. Third, in the sub-domain of lesson environment, there was a demand for specific know-how on the lesson environment. Therefore, support is needed for related PCK growth. Fourth, the sub-domain of lesson evaluation have a variety of perspectives on timing and subjects, and some missing about learning objectives in the composition of evaluation content are found to require complementary teaching. In order to improve this situation, it was found that there was a need to prepare conditions for improving science teaching professionalism of pre-service elementary teachers through in-depth discussions on the teaching methods and organization related to science education in the university of education course.

• East Asian mathematical journal
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• v.33 no.2
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• pp.177-197
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• 2017

The purpose of this study is to investigate and analyze the understandings of elementary pre-service teachers about 'estimation' in the elementary mathematics. Together with this analysis, we identify elementary pre-service teacher's Mathematical Pedagogical Contents Knowledge(MPCK), especially focusing to Subject Matter Knowledge(SMK). In order to this goals, we investigate contents relating to 'estimation' from $1^{st}$ curriculum to 2009 revised curriculum and compare 'rounding up', 'rounding off', 'rounding' in the elementary mathematics textbooks. As results of investigations, 'estimation' has been teaching at the 'Measurement' domain from $3^{rd}$ curriculum, but contexts of measuring weaken from $7^{th}$ curriculum. 'Rounding up(off)' is defined three types in the textbooks from $1^{st}$ to 2009 revised curriculum. And we examine elementary pre-service teachers through the questions on these 'estimation' contents. On the analysis of pre-service teacher's understanding relating MPCK, four themes is summarized as followings; the understanding of '0' in the 'rounding up', the cognitive gap between 'rounding up' and 'rounding off', the difference of percentage of correct answers according to types of question in the 'rounding up', and the difference between the definition of 'rounding up' and the definition of 'rounding'.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.257-266
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• 2021

This study investigated the understanding of pre-service teachers in relation to the 'fog experiment' in the 5th grade 'Weather and Our Daily Life' unit of the 2009 and 2015 revised elementary school science textbooks. Pre-service teachers who participated in this study were 100 students, who are attending the university of education and taking courses in teaching research. After pre-learning about the 2009 and 2015 revised elementary school science textbooks and guide book, pre-service teachers conducted the experiment in groups. After that, the pre-service teachers individually presented answers to three questions, and the results of analyzing the answers are as follows. First, there were 24 (24%) preservice teachers who explained the difference in fog generation in the 2009 and 2015 revised curriculum with related scientific concepts such as condensation and water vapor, and only 1 (1%) of them explained the difference using the concept of saturation. Second, there were 48 (48%) pre-service teachers who found out the reason for the change in the fog experiment method according to the change in the curriculum. Third, pre-service teachers valued the reproduction and success of experiments rather than the importance of scientific knowledge, and such pre-service teachers suggested the use of alternative experiments or website.