• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.423-434
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• 2016

The purpose of this study is to investigate preservice earth science teachers' mental models through applications of Coriolis force experiment apparatus. After the root of preconception was examined by face to face interviews based on the questionnaire, five preservice earth science teachers were finally selected for this study. The mental models about concept of Coriolis force was classified into naive mental model, static unstable mental model, dynamic unstable mental model, and scientific mental model through the result of individual interviews and their drawings. According to the mental model analysis about Coriolis' force conception, students C and M showed naive mental model about concept of Coriolis force before experiment. After the experiment, student M's model changed to static unstable mental model. Student C's model improved to dynamic unstable mental model. In adiition, students D and O's model improved from static unstable mental model to dynamic unstable mental model. In the case of student B, the dynamic unstable mental model was maintained after the experiment, however, student B's preconception changed to scientific concept. It turned out that a change occurred from low mental model level to integrated mental model after the application of the developed Coriolis' force experiment apparatus. According to the results, national curriculum is similar to static unstable mental model and the result of developed Coriolis' force experiment apparatus is similar to dynamic unstable mental model. It is suggested that it become the theoretical foundation to develop more comfortable and advanced Coriolis force experiment apparatus by improving the experiment apparatus.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.537-546
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• 2001

The purpose of this study was to investigate preservice elementary school teachers' views on the relationship between science/technology and society. Freshmen (n=93) and seniors (n=82) at three universities of education were asked to express their views with 8 items in the Views On Science-Technology-Society, which consisted of two subcategories; 'influence of science/technology on society' (4 items) and 'influence of society on science/technology' (4 items). Mann-Whitney U test revealed that the scores of the freshmen were higher than those of the seniors. This trend was notable particularly in the item concerning 'influence of corporations on science/technology' and 'influence of interest groups on science/technology'. In comparing the scores by gender, a significant difference was found in the item concerning 'influence of policy on science/technology' for the freshmen.

• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.129-156
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• 2012

The purpose of this study was to examine the meaning of the diverse experiences of preservice early childhood teachers during their participation in a career portfolio production program. A career portfolio production program was implemented during a nine-week period of time, and data were gathered to explore the meaning of their experiences in that process, which involved their journals, the report of their coaching professor and small- group interview data. The collected data were analyzed by encoding. As a result of analyzing the data, their experiences were categorized into eight categories: perceiving the flow of time, gathering scattered experiences, finding oneself amid chaos, being aware of being together, building psychological wellbeing, imagining one's own future as an early childhood teacher, mapping out one's future and making one's way to the world. The meanings of their experiences were reclassified into three stages: beginning, development and wrapping-up stages, in which there were two, four and two meanings respectively. The findings indicated that they were mostly cognizant of the meaning of their own experiences of producing career portfolio while they participated in the program step by step.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.293-300
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• 2021

The aim of this study was to measure preservice teachers' perceptions of Technological Pedagogical Content Knowledge (TPACK). The researcher analyzed responses on the TPACK scale of 307 students in A University located in Chungcheongbuk-do. During the statistical analysis, IBM SPSS 21 program was used to implement Independent Samples T-test, One-way Analysis of Variance, and Multiple Regression Analysis (Enter method). The results are as follows. First, for the mean difference by gender, the mean of female students was higher than that of male students in Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge. Second, for the mean difference by grade level, the mean of the 1^st, 3^rd and 4^th graders was higher than that of the 2^nd graders in the Content Knowledge at a statistically significant level. Third, toward Technological Pedagogical Content Knowledge, Pedagogical Knowledge of .11 beta value, Pedagogical Content Knowledge of .11 beta value, and Technological Pedagogical Knowledge of .715 beta value were found to be statistically significant predictors. Finally, the researcher discussed development of the TPACK implementation manual and workbook and provision of various technology practice opportunities.

• Human Ecology Research
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• v.55 no.5
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• pp.527-538
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• 2017

This study examines the effects of university students' types of self-determination and academic emotions on their learning community participant competence. The subjects were 234 early-childhood preservice teachers attending a university or college in the Kyonggi and Incheon area of Korea. The first metric created by Bak et al. (2005) measured early-childhood preservice teachers' types of self-determination. The second metric developed by Kim & Kim (2016) measured their levels of learning community participant competence. The thirds metric, originally developed by Kim (2012) and So (2010), was modified by Chung (2015) to measure the academic emotions of subjects. The test results were analyzed by correlation and multi-regression techniques using SPSS 21 for Windows. The findings were as follows. First, there were significant relationships between the subjects' types of self-determination and the levels of learning community participant competence. Second, there were significant relationships between the subjects' academic positive and negative emotions and the levels of learning community participant competence. Third, the subjects' levels of learning community participant competence were perceived differently according to their academic emotions. Based on these results, implications pertaining to academic emotions on learning community participant competence are suggested.

• The Korean Journal of Community Living Science
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• v.21 no.2
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• pp.191-200
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• 2010

The purpose of this study was to research the differences between gender roles and creativity. This study was done based on 178 pre-service teachers who were from the Department of Early Childhood Education in Universities around the Busan area. The researchers have collected statistical data by questioning pre-service teachers about creative thinking tests, creative personality tests, and gender role identification awareness tests. The data was interpreted by the Paerson's Simple Product-moment Correlation Coefficient method, the one-way ANOVA method, and the $Sch\acute{e}ffe$ Post-hoc comparison method. According to this study, the group perceived of high androgyny type group showed the highest level in important factors of creative thinking, such as fluency, elaborateness, ness, and openness. This result meant that the more a pre-service teacher was aware of the identity of gender roles, the more she or he thought creatively. Additionally, the acceptance of authority, an element of the creative personality factor, showed the highest level in a high feminity type group. On the other hand, self confidence, inquisitiveness, and disciplined imagination showed the highest level in a group which perceived the identity of androgyny type roles.

• Human Ecology Research
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• v.56 no.3
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• pp.301-315
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• 2018

This study explores the critical reflection process experienced by home economics preservice teachers during practicum. Data were collected in a critical analysis of class, practicum review, and journals written by sixteen preservice teachers. Text material were composed of 188 transcripts on A4 paper and 36 page of mini-notes. The collected data were analyzed by a thematic coding method in qualitative research and proceeded in the order of three steps of transference, coding, and subject discovery. The emerging themes were: 1) Observing class 2) Practicing class 3) Growth of class practice 4) Reflecting class. First, the observing class was an exploration process through the viewing of daily classes that involved the process of recognizing the classroom situation and various classroom contexts. Second, the practicing class was to strengthen the consideration of the class to form a relationship that could lead to learning in educational situations. Third, the growth of class practice was intended to recognize the orientation of the subject matter with pedagogical content knowledge. Four, the reflecting class was the process of experiencing practice with a continuous understanding of the class, class reflection, and changing the perspective from the current status. There is a part where critical reflection is difficult to be promoted deeply during 4 weeks; however, there was a possibility of a reflection practice that could promote achievement through the experience of a practicing class.

• The Mathematical Education
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• v.53 no.2
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• pp.275-290
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• 2014

This study investigated the types of the 3D geometric thinking and spatial reasoning through the observation of the 2D representing activities for representing the 3D geometrical objects with preservice secondary mathematics teachers. For this purpose, the 43 sophomoric students in college of education were divided into 10 groups and observed their group task performance on the basis of the representation they used. Observed processes were all recorded and the participants were interviewed based on the task. As a result, the role of physical object that becoming the object of geometric thinking and spatial reasoning, and diverse strategies and phenomena of the process that representing the 3D geometric figures in 2D were discovered. Furthermore, these processes of representing were assumed to be influenced by experience and study practice of students, and various forms of representing process were also discovered in the process of small group activities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.3
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• pp.242-248
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• 2017

The purpose of this research is investigate the perception of first aid and differentiate between factors. The research subjects were 188 childcare teachers who work for day care centers in Chungchungnam-do, Republic of Korea and 70 pre-service childcare teachers who major in childcare in colleges in the same area. Collected data were converted to frequency and percentage, and cross correlation analysis was conducted for difference verification. The survey results are as follows. First, regarding the perception of first aid, there was a difference between childcare teachers and pre-service childcare teachers in their ability to cope with an emergency situation and responses to questions regarding frequent emergency situation. Second, the percentage of incorrect answers was high in the questions about impaction, poisoning, and biting. There were significant differences between the answers of childcare teachers and pre-service childcare teachers in questions about bleeding(injury), high fever, and CPR. In all of these questions, the percentage of correct answers of childcare teachers was higher. Regarding this result, clinical training for various emergency situations is needed.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.553-565
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• 2013

The purpose of this study was to examine how the Lakatos method works in the elementary teacher education program. Elementary preservice teachers were given a task in which they examined the Pick's theorem. The finding revealed that Lakatos method was usable in the elementary teacher education. They produced initial conjecture and found counterexamples, and finally made improved conjectures. These experience encourage them to change their belief of teaching and learning mathematics and to find alternative ways of teaching mathematics.