• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.778-788
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• 2013

The purpose of this study was to examine the change of the beginning science teachers' perception change through the mentoring program. Participants in this study were four mento-teachers, one university professor, two teachers in doctor, two teacher in doctor's or master's course, and four mentee-teachers who had less than three years teaching experience. We performed five times one to one mentoring for a year. We collected data such as video recordings of mentee-teacher's classes, lesson plans, recording of one to one mentoring and transcription, mento and mentee journals, preliminary-interim-post interview and transcription, and RTOP class observation report. Based on the result of this study, five times mentoring over a year changed mentee-teacher's perception and their teaching practice.

• Journal of The Korean Association For Science Education
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• v.32 no.3
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• pp.415-427
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• 2012

In this study, we conducted preliminary survey, diagnostic test and in-depth interview in order to study Korean pre-service chemistry teachers' understanding on entropy and investigate how Korean pre-service chemistry teachers deal with the natural phenomenon which is related to entropy conceptions. Firstly, as a result of the preliminary survey, it was found that pre-service chemistry teachers strongly recognized entropy as the degree of disorder. Secondly, the diagnostic test showed pre-service chemistry teachers were mostly confused about whether the entropy of the universe increases during a spontaneous change, and they had a tendency to interpret the natural phenomenon related to entropy change as the change of disorder. Finally, during in-depth interview, after we explained entropy change in all diagnostic test questions with the concept of microstate, pre-service chemistry teachers revealed a better understanding about entropy. Through this research, pre-service chemistry teachers had an opportunity to reflect on their deficiencies of entropy conceptions, which will ultimately help students to approach the concept of entropy more correctly.

• Journal of Korean Home Economics Education Association
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• v.8 no.2
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• pp.81-89
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• 1996

The purpose of this study were to investigate the sex difference of the perceived social support and to identify relation between children’s social support and children’s adjustment ability. So, It is intended to propose the preliminary data for children’s adjustment ability progress program. Subjects of this study were 412 children from the 5th and 6th grades of elementary school. The results were as follows： Sex difference of perceived social support level were partially found. Also, There were significant relations between social support and adjustment. Specially, maternal and peer support levels were most highly correlated to boy’s adjustment. Father, mother, teacher and peer support levels were highly correlated to girl’s adjustment. In conclusion, children’s social support can be recognized as significant variable in predicting the adjustment of children.

• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.501-514
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• 2022

This study aims to reveal what is necessary for pre-service science teachers to make good use of online formative assessment in the context of online classes. For 22 pre-service physics teachers, first, the preliminary perception of online classes, online formative assessment, and formative assessment was investigated; second, the practice process of online formative assessment was examined. Then the differences between perception and practice were compared and analyzed. Data were collected in preliminary surveys, lesson plans, online formative assessment items, and interview data. As a result of the study, an interaction was mentioned as the difficulty of online classes in the preliminary perception, and pre-service teachers mentioned the use of technology, feedback, and adjustment as advantages of online formative assessment. In most cases of practice, the automated feedback was used using the platform's technology, but it did not lead to adjustment and interaction. In addition, the use of items in online formative assessment was not suitable for formative functions. The reason why the interaction using formative feedback did not occur seems to be because the understanding of formative assessment was insufficient. Pre-service teachers need to be prepared for the 'formative' function through the feedback of online formative assessment so that can lead to interaction in online classes. The shift to online classes is creating difficulties, especially in interaction. It is necessary to prepare and educate pre-service teachers on fundamental aspects that can overcome these difficulties.

• Journal of the Korea Convergence Society
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• v.11 no.2
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• pp.331-339
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• 2020

The purpose of this study was to develop and validate future teacher competencies diagnosis tools required for pre-service teachers. In this study, the hypothesis model was established by hierarchizing basic competency and job competency in three dimensions such as knowledge, practice, and personality as teachers' competencies required in future society. Based on this hypothesis model, 54 preliminary questions were developed, and competencies diagnosis test was conducted for 237 pre-service teachers in J area, Korea. The results of this study are as follows: First, as a result of this study, a total of 53 questions were extracted, including 18 questions with 6 factors in the knowledge dimension, 17 questions with 6 factors in the practice dimension, and 18 questions with 6 factors in the personality dimension. Second, the goodness-of-fit of future teacher competencies diagnosis model required was verified, and convergence and discriminant validity were verified. The results of this study were discussed. Finally, the implications and suggestions for further research were presented.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.213-228
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• 2009

The purpose of this study was to examine whether the new introduction of elementary science experiment specialist is appropriate under the current situation of serious emphasis of the importance in science experiments in elementary science in Korea. For this study, the survey items were developed twice through the preliminary study. The results show that most elementary teachers consider the importance of experiment in elementary science and the critical role of science experiments to increase students' curiosity and scientific understanding. About 80% of the teachers stressed the professionalism in elementary science. Although 65% of the teachers believed their having basic professionalism, 53% of them appealed the difficulty in teaching science experiments to students. Nevertheless, 67.5% of the teachers opposed to the idea of teaching elementary science in separation between experiment and theory in science, and only 8% of them agreed the idea of induction or adoption of the college graduates majoring in science and engineering, or holding the secondary teacher's certificate. Further, over 60% of the teachers responded no necessity of inducing the new policy of elementary science specialist. Many numbers of teachers revealed their serious worries about the new policy because of their past experience to suffer from the side effects of inducing the teachers with secondary teacher certificate to the elementary school. In particular, they also made a proposal to make a good use of the current system of exclusive elementary science teacher in Korea. The educational implication and suggestions for policy making were discussed.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.7
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• pp.341-350
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• 2018

The purpose of this study was to develop science essay writing activities for developing elementary pre-service teacher's scientific thinking ability and scientific emotion and to analyze its effects. For the study, 60 first grade students attending teacher training institutes in the G region of Korea were selected. All 60 elementary pre-service teachers were students who selected a liberal arts lecture related to 'science inquiry'. As a result of the study, we confirmed that the preliminary teacher uses the scientific method of 'induction' in the article related to scientific thinking and the description related to the past time, agency, and purpose of the story is included in the essay related to scientific emotion. In addition, it was confirmed that elementary school teachers' writing ability was improved as the writing was repeated, and that the image of 'science' changed positively in many areas. This study suggests that a various and interesting scientific inquiry activities are needed to improve the science writing skills.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.11 no.4
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• pp.355-361
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• 2018

Recently, there are efforts to improve my learning ability by using various learning tools based on ICT technology. The application such as games is used in conjunction with lecture class to induce interest in the class and to enhance the learning effect by using smartphone app as learning tool. In addition, we are trying to improve creative thinking ability, problem solving ability and logical thinking ability through early coding education. In this paper, we describe the learning and quiz app using the app inventor and conducted the related questionnaire. We developed a learning philosophy for preliminary early childhood teachers using the developed apps and taught them how to utilize them in early childhood education by explaining the apps and using the app inventor. Through questionnaires, we confirmed the learning effect and the willingness to use in early childhood education. Through this study, I hope to improve the ability of early childhood teacher learning and to utilize the coding in early childhood education with the app developed as the app inventor.

• Journal of Educational Research in Mathematics
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• v.17 no.2
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• pp.127-145
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• 2007

There have been several international lesson studies such as TIMSS Video Study and Learner's Perspective Study. According to the TIMSS Video Study report, within differences found in the lessons in each country is much less than the between differences found in the lessons across countries. This means that each country has its own way of teaching, so called 'national script'. On the contrary, LPS researchers are skeptical about the existence of 'national script' since significant differences are identified within the lessons conducted by the same teacher. The purpose of this study is to analyze the LPS Korean data in terms of class organization and teacher's approach and activities. The categories of class organization are classwork, small group seatwork, and individual seatwork, and the those of teacher's approach and activities are exploratory, directive, summarization, exercises and practice, and assigning homework. Ten lessons were videotaped from two Korean schools respectively, thus altogether twenty lessons were recorded and analyzed. Each lesson shows unique class approach and teacher's approach and activities, however the average of each category in class organization and teacher's approach and activities for the two schools are very similar. This result supports the TIMSS Video Study in the regard that there is a commonality among the lessons within the country, but also confirms the LPS result that it is difficult to assume 'national script'. This study is a preliminary investigation into the LPS Korean data, and the further in-depth interpretation of LPS lessons will be followed.

• The Journal of Korean Association of Computer Education
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• v.21 no.2
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• pp.11-19
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• 2018

The informatics computer teacher appointment examination is the only national test to measure the competence of educators in teaching students relevant informatics content. The purpose of this study is to provide suggestions and directions for improvement of the informatics computer teacher appointment exam. To this end, we collected appointment exam questions from 2002, when the informatics computer teacher appointment exam first started, to 2017. Based on evaluation areas and evaluation content factors of the indication subject of informatics computer, we built the analysis framework and criteria used in this study. The analysis took into account the revision of basic required courses and changes in the types of exam questions. We analyzed the percentage of points allotted to the subject matter compared to the total number of points, and also the trends of exam questions by school year. The results of the analysis are as follows: first, improvements should be made to avoid concentration in certain areas of the basic required courses of the informatics computer subject. Second, the discrepancy between the exam and the curriculum of basic required courses must be addressed to properly teach and evaluate preliminary teachers. It is significant that this study serves as a stepping stone in supplying highly competent teachers to the field through improving the informatics computer teacher appointment examination.