• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.245-256
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• 1998

In this study, we discussed about the implications of the idealization, which take an important role in physics, to the physics education. First, understanding of the idealization help the physics learning itself. This is because that various types of idealizations are included in the physics terms and concepts, derivation processes of physics laws and formulas, and explanation of natural phenomena and problem solving activities. Second, understanding of the idealization can help the application of the physics world to the real world. That is, by understanding the extent and the limit of idealization used in physics world, physics students can understand the discrepancies between the real world and the physics world. And also, by modifying or eliminating the idealization, students can extend the extent of understanding about how predictions based on the idealization used in the physics world will change. To do this, we suggested the application of computer simulation program in physics laboratories. Third, idealization take an important role in the inquiry learning for students' originality. The activities of identifying or controlling the variables, as one of the principal factors of scientific inquiry, need the appropriate establishment of the ideal conditions. And to analyze the limiting case or practice the thought experiments for understanding the impossible situation in the real world, ideal conditions also are needed. This study discussed above three aspects with various concrete examples and, with Park et al.'s study (Park et al., 1998), present the theoretical basis for the study of students' and teachers' understanding the idealization.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.826-834
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• 2006

The purpose of this study is to examine the pre-service teachers' concept of measurement uncertainty. The subject of this study were 27 pre-service middle-school teachers in Seoul. They carried out open-ended inquiry tasks and surveyed two kinds of open questionnaires, and interviewed several persons. We analysed their behavior and responses. Through the analysis, we summarize pre-service teachers' concept about measurement uncertainty with representation data, precision and accuracy, error analysis, propagation of uncertainty. The results show that the teachers' concept is different from scientists' concept. They make a mistake in using term of precision and accuracy and pay no attention to measure precisely. Also they only point out sources of error but don't consider how the error affects the results of experiment. The results of study will give! 1 some implications for the curriculum and teaching material developers in order that pre-service teacher and student gain scientific concept.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.533-547
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• 2023

This study is an action research aimed at improving the instruction of a teacher educator who teaches science teaching methods to elementary preservice teachers. After identifying the cause of their low levels of curiosity and interest in physics, teaching plans addressing this problem were explored, applied to classes, and reflected upon. Through this process, ways to improve teaching practice in science classes for elementary preservice teachers and pique their scientific curiosity and interest were proposed. A spiral implementation structure that repeats implementation and reflection a total of three times was designed for the prospective preservice teachers who participated in elementary science textbook research physics classes. Self-reports, student participation data, and results from both peer and self-evaluations were collected and analyzed. The reasons for the preservice teachers' low levels of curiosity and interest in science were identified as their inability to recognize and express information gaps and their low levels of willingness to resolve this. Practice expressing information gaps, raising the level of knowledge to be able to recognize information gaps, and a strategy to have the will to resolve information gaps were introduced into the class. To the extent that changes can be made by improving unit classes, elementary preservice teachers can express their curiosity and interest in science through this process.

• Hwankyungkyoyuk
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• v.14 no.2
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• pp.40-50
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• 2001

To meet the objectives of environmental education, teachers especially have to perceive the importance of environmental education, comprehend various characteristics of teaching/learning methods, and be able to conduct classes by choosing proper teaching/leaming methods in accordance with a specific purpose and educational focus about environmental education. Therefore, it Bs necessary to investigate the current status of Korean environmental education and provide teachers with appropriate environmental teaching/leaming methods. To this end this study aims to examine Korean science teachers'perceptions'on environmental education and the kind of teaching/learning methods which can be utilized in environmental education. Teachers who completed the survey were 135 science teachers from middle and high schools in Seoul, and 126 social science teachers from Kyoungki province. The majors of the science teachers were in physics, chemistry, biology, geology, and earth science. Also, there was one teacher who majored in special education. For social science teachers two majors were common, geography and general sociology. After analysis of the data from the surveys the results are as follows. First, science and social science teachers in middle and high school recognized the necessity of environmental education in school education. Second, most teachers had applied environment related topics to their subject of study occasionally, but they mostly concurred that environment related contents should be included in their textbooks. Third, science teachers agreed that field trip, discussion, and the STS approach were the most proper methods for environmental education, and social science teachers agreed that field trips, inquiry, and discussion were the most appropriate methods for a teaching environment. They realized that they should decide good teaching-learning methods appropriate to the objectives and content needed for effective environmental education as they selected different teaching-learning methods according to detailed environmental objectives and contents in their textbooks.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1356-1366
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• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

• Journal of the Korean earth science society
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• v.34 no.5
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• pp.435-449
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• 2013

The purpose of this study was to investigate the difference of teachers' interaction with their students when teaching science in New York (NY) and in Korea. As part of the 2011 Korean International Teacher Fellows (KITF), supported by the Ministry of Education, Science and Technology (MEST) and the National Institute for International Education Development (NIIED), Korean science teachers observed, for six months, New York's science classes in terms of how teachers interact with their students and how students learn science during science instruction. The participants were 10 science teachers in five middle and high schools that taught Physics, Chemistry, Biology, Earth Science, and Environment Science in NY. The National Board for Professional Teaching Standards (NBPTS, 2003) and Instruction as Interaction (Cohen et al., 2003) were used as an instrument to identify each teacher's teaching and classroom interaction. Several characteristics of science classes in NY were revealed, which are different from Korean science classes. First, science teachers in NY dominantly put more focus on their subject of teaching during science interaction while, Korean science teachers not only teach science but also do counseling to students as a homeroom teacher. Second, science teachers in NY acknowledged the students' individuality and have positive experiences of professional development supported by their school and district more than Korean science teachers do. Third, science teachers in NY sometimes showed limited knowledge about the concepts of science and lack of collaboration with other science teachers. This characteristics may prevent the school from strengthening its subject program and keeping equity across the grade levels and courses.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.199-213
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• 1994

The quality of science teachers is one of the most important factors to improve the science education in secondary schools. In this study the current status of preservice education of secondary science teachers was surveyed and the directions for the improvement were suggested as follows: 1. The purposes of departments of science education have to be partially revised to include other education programs related to science education than preservice training courses of science teachers. 2. Training courses of integrated science teacher should be organized differently from those of physics, chemistry, biology or earth science teachers because their requirements are different. 3. Strict standards of curricula for training science teacher have to be established and applied practically. 4. The curricula of departments of science education have to reflect the contents and the changes of secondary science education. 5. More credits to subjects on the science education, the nature of science, and the laboratory experiments should be taken in the preservice courses of science teachers. 6. Professors at the department of science education have to use various methods to teach inquiry lab and evaluation techniques so that students can experience them at the training courses. 7. The number of professors majoring in science education at the department of sciece education should be increased. 8. Enough research funds have to be supported to activate the researches in science education.

• Research in Mathematical Education
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• v.23 no.1
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• pp.23-45
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• 2020

Many researches proposed different models and concepts for the PCK. It is important to understand its composition. Most studies investigated the development of PCK and its influence on students' learning from the teachers' perspectives. We developed an instrument for assessing middle school students' perceptions of mathematics teachers' PCK (SPOMTPCK) to investigate the nature of PCK. Theoretical claims and empirical research in PCK were used to design questions and sub-scales for the SPOMTPCK. The face validity of the instrument was established by the expert mathematics teachers and students. A questionnaire consisting of 38 items on a five-point Likert-type scale was used for data collection from 799 middle school students. The exploratory factor analyses resulted in the development of a three-factor scale of 17 items that was proved valid and reliable, that is, pedagogical representation, understanding students and curriculum, and encouraging students' engagement. The Cronbach α coefficients of the scale was 0.935, and the Cronbach α coefficient of three factors were ranged from 0.721 to 0.912. The confirmatory factor analysis showed that the questionnaire has good construct validity and the fit indexes are good. MANOVA analysis of variance revealed that the differences in mathematics teachers' PCK identified by students of different school types and grades were statistically significant. It is a validate measurement to evaluate the perceived mathematics teachers' PCK for middle school students.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.464-470
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• 2008

In this study, we investigated the characteristics of elementary school teachers' self-images of science teaching by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). A survey was administered to 178 elementary school teachers in Seoul, Gyeonggi province, and Gangwon Province. It was found that elementary school teachers' self-images of science teaching for four science subjects (physics, chemistry, biology, and earth science) were more 'teacher-centered' than 'student-centered'. The results may imply that elementary school teachers' beliefs of science teaching tend to be more traditional than constructive. Therefore, there is a need to develop an effective education system for pre- and in-service elementary school teachers based on constructivism.

• Journal of Magnetics
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• v.17 no.1
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• pp.13-18
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• 2012

Starting with Kubo's formula and using the projection operator technique introduced by Kawabata, EPR lineprofile function for a $Mn^{2+}$-doped wurtzite structure GaN semiconductor was derived as a function of temperature at a frequency of 9.49 GHz (X-band) in the presence of external electromagnetic field. The line-width is barely affected in the low-temperature region because there is no correlation between the resonance fields and the distribution function. At higher temperature the line-width increases with increasing temperature due to the interaction of electrons with acoustic phonons. Thus, the present technique is considered to be more convenient to explain the resonant system as in the case of other optical transition systems.