• Journal of The Korean Association For Science Education
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• v.9 no.1
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• pp.39-52
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• 1989

The purpose of this study is to propose a direction for the improvement of biology teacher education based on the status survey of the biology teacher preparation curriculum and its implementation. The following Improvements in the biolgy teacher training are suggested from this study 1. Biology education courses should be established as a major in the biology teacher preparation program. 2. Biology teacher educators with major in biology education should be employed in all the departments of biology education. 3. The manpower for biology education should be cultivated. 4. The research and development for biology education should be promoted and supported. 5. The biology educators at the biology teacher education program should implement its curriculum with correct and clear understanding of the program purposes in mind.

• The Korean Journal of Community Living Science
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• v.22 no.1
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• pp.163-179
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• 2011

This study was conducted in an inclusion class in M Inclusion Day Care Center in Busan. Thirteen sessions of cooperation teaching were applied in the inclusion class. In this sense, the purpose of this study was to identify what kinds of change occurred in the perspectives of teachers' role on both the general education teacher and the special education teacher during cooperation teaching. The data were collected through participation observations, teachers' reflective journals, and interviews. From the results of the study, it could be suggested that various types of teaching strategies need to be introduced to both teachers from the beginning of inclusion so that the general teacher and the special education teacher could understand each others roles and tasks, share opinions and ideas about daily activities, and experience the roles of the other teacher.

• Journal of The Korean Association For Science Education
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• v.13 no.3
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• pp.377-388
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• 1993

This research was developed to investigate the apprehension of the ideal image of science teacher and the view of science teaching profession. The samples were drawn from middle/high schools students, university students of colleges of education, science teachers of secondary schools. principals of middle schools and masters of high schools, and professors majoring in science and/or science education. Data were collected through the use of questionaires. The samples responded differently to the Questions depending on their personal needs and professional viewpoints. Very few of the students wanted to be a science teacher in the future. Even the many numbers of college students gave up becoming a science teacher. Furthermore greater portion of science teachers were not satisfied with their profession as science teaching. More findings are described in the paper.

• Journal of the Korean earth science society
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• v.31 no.5
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• pp.521-530
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• 2010

This study aimed to explore how to characterize the earth science inquiry in schools in terms of science teaching interaction and constructivist teaching practice. The constructivist teaching practices were analyzed with Reformed Teaching Observation Protocol (RTOP) in three aspects including (1) student oriented class implementation, (2) subject knowledge and representation, and (3) classroom communication. Fourteen earth science classes were observed and scored with RTOP. The class was evaluated to be transitional stage in terms of constructivist teaching, e.g., moving toward student-centered teaching practice. Especially, Korean teachers tend to lean their classes more on propositional knowledge than procedural knowledge. To interpret science teaching interactions, an earth science teacher with a RTOP top rank was selected. Her class was then videotaped for detailed analysis. I adopted the analytical framework of communicative approaches and discourse patterns among the five aspects of interactions presented by Mortimer and Scott (2003). It was found that this earth science teacher used more authoritative patterns than the dialogic. In addition, she used IRE discourse pattern more frequently. Interestingly, teachers interacted with their students more frequently in the form of repeated (or IRE chain pattern), that is IRFRF (teacher initiation-student response-teacher feedback-student response-teacher feedback) in the context of dialogic communicative approaches, while simple IRE occurred in an authoritative approach. In earth science classrooms, typical interaction may well be constructed in the form of IRFRF chains to allow students free conjectures and abduction.

• Journal of Science Education
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• v.47 no.1
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• pp.88-106
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• 2023

This study aims to investigate the disparity between the teacher's perception of student-centered inquiry classes and the actual implementation of such practices. Specifically, we compared an elementary science teacher's self-perception of her science lessons with the observers' evaluation using the Reformed Teaching Observation Protocol (RTOP) of the "Temperature and Heat" unit. Research data were collected through classroom teaching survey, interview, and science lessons video which were analyzed using the RTOP. As a result of the study, the teacher recognized that she was practicing inquiry-oriented/student-centered classes, but the results judged by the RTOP score were found to be transitional/student-affected classes by a slight difference. Teacher H planned and practiced classes based on a high understanding and content knowledge of the curriculum and created a science classroom culture that promotes active interaction among students as well as students and teachers. However, teacher-led aspects were still emphasized in teaching design and implementation, and the project theme and content were inappropriate to improve the quality of students' science inquiry experience. In the end, the slight difference between teacher's perception of inquiry-oriented/student-centered classes and actual implementation is related to how student-centered "lesson design" is and how to plan and implement classes supported by "procedural knowledge" for students' experience in the science inquiry process. These results indicate that the teacher's self-evaluation alone is not enough to determine whether the teacher's intentions and efforts are actually being implemented, and that it is necessary to conduct objective analysis, evaluation, and discuss the results of science classes by the external observers.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.162-177
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• 2011

The purpose of this qualitative case study was to investigate the 'structure' of an elementary school teacher's practical knowledge concerning science experiment lessons. A female elementary teacher in the early career years participated in the study, and video recordings of her science experiment lessons as well as audio-taped interviews with her were analyzed by means of Elbaz's framework. The teacher expressed six images of science experiment lessons: 'Science is difficult', 'Experiments are dangerous', 'Experiments are accurate', 'A science experiment takes a long time', 'Science experiments are interesting', and 'Children are little scientists.' These images were supported by several principles and rules, most of which were clearly described. Among the images, principles, and rules, there were complex relationships with some working in synergy and some conflicting. In case of the image 'Children are little scientists', its subordinate principles and rules were not fully realized in the classroom. Implications for science teaching reform and science education research were discussed.

• Journal of the Korean Society for Library and Information Science
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• v.17
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• pp.229-259
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• 1989

The school library plays very important and central role for the fullfillment of educational objective in the process of implementing the school curriculum. And the media specialist known as teacher-librarian is. primarily responsible for the successful operation and effective management of the media center. It is true that effectiveness of the school library depends greatly on the cooperative coordination among teacher-librarian, teacher and principal in addition to the strong support and effective supervision of school district authority, specifically, supervisor of school library program. The successful program therefore is influenced by their perception of the teacher-librarian's role. The purpose of this study was to investigate the teacher-librarian's. educational role perceived by teacher-librarian, teacher, principal and school district supervisor. A standard task model describing both the management and educational functions and expectations of teacher-librarian was proposed after studying the relevant current standards of four countries. Serveral hypotheses were made regarding role perception and a survey instrument was designed based on this proposed task model and the results of the literature review to validate the hypotheses. The questionnaires were mailed out and the returned questionaires were analyzed by SPSS computer routine. The major findings are summarized as follows: 1) There was difference of the role perception among teacher-librarian, teacher, principal and district supervisor at the significance level of p<0.001 for both management and educational functions of teacher­librarian. The mean score of the teacher-librarian was highest among four groups and the score for the educational function tasks were lower than that of management function tasks. 2) The positive correlation exists at the significance level of p<0.001 between the role perception and the attitude toward changing social trends such as acceptance of new technology, need for better communication and information. 3) The positive correlation exists at the significance level of p<0.001 between the role perception and the view on the curriculum and teaching method.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.171-180
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• 2007

This study analyzed the effect of Human-oriented Alternative Science Activities(HASA) on a coaching teacher and the students who participated in this activity. Human-oriented alternative science activities were used in the experimental group and traditional teaching methods were used in the control group. In pretest and posttest sessions, both groups were evaluated using an academic achievement test, and an affective characteristics related science test. After the activity, questionaries regarding attitudes to science lessons were administered as well. The process of change (if any) which occurred in the science lessons of the experimental group teacher was also analyzed through the teacher's diaries. The results showed that application of HASA had a positive effect upon affective characteristics and attitudes to science classes held by the experimental group and teacher. However, the result of this study also showed that the variation between academic achievement of each group was statistically insignificant.

• Journal of the Korean earth science society
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• v.26 no.4
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• pp.347-357
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• 2005

Since 1998, an elementary teacher education institute in Korea has hosted the center for the gifted education. The institute hired undergraduate students to escort and liaison each class of the gifted student participants with assisting classroom activities. These liaison teachers observed the gifted classroom activities and evaluated them by using a given checklist and filling out pre-made evaluation forms. Currently this system is being transferred from part-time jobs for students to earn allowance into well organized pre-service teacher program focusing on the gifted education. In other words, the purpose of system is being shifted from how liaison teachers facilitate the gifted program to how the system helps the liaison teachers to be quality teachers for the gifted who can understand what the gifted are and how to facilitate them. Analyzed were the self reports of the liaison teachers regarding their perceptions and beliefs of the gifted and their education program. It was found participant liaison teachers purposed to have more live experiences with getting along with students as well. Liaison teachers’ perceptions on establishing a gifted teacher professional education sequence were reported in this study. The potential scaffolding of the pre-service teacher education program model of the gifted education was provided as a consequence of this study.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.102-115
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• 2019

This study investigated how elementary school teachers reconstruct science curriculum and how they perceive about their experiences. In-depth interviews were conducted with four elementary school teachers who had experience in restructuring science curriculum. Two distinct types of reconstruction were found; restructuring within the subject and integrating between subjects. The teachers who were restructuring science curriculum from personal needs usually substitute, delete, add some contents or activities and change the order of unit within science subject. In contrast, the teachers who were participating in research school usually integrated science with other subjects, developing a new unit or project. The latter recognized the need of teachers' reconstruction of science curriculum more strongly and the importance of teacher's voluntary learning community in implementing the reconstruction. Though they had some difficulties in identifying students' interests and level of understanding and lack of time, all teachers valued curriculum reconstruction by relating it to teacher professional development, identity as a teacher, and job consciousness.