• Journal of Fisheries and Marine Sciences Education
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• v.13 no.1
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• pp.37-62
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• 2001

This study examined the qualities of an effective teacher needed to accomplish educational reform successfully and prepare for a rapidly changing knowledge-based society. To achieve the purpose of the study, the following specific questions were looked into; (1) knowledge, skills, attitude of an effective teacher. (2) a proposal for staff development programs to improve the effectiveness of teachers. (3) a proposal to support teachers' efforts to improve their effectiveness. (4) the factors inhibiting the improvement of teachers' effectiveness. In this study, 'in-depth interview' was used for data collection because the study deals with the "subjective consciousness" of teachers, and qualitative research methods are useful to such a case. The research was done on teachers from secondary schools in Pusan City. According to the teachers interviewed, an effective teacher needed in the new age has such knowledge, skills, and attitude as; (1) knowledge in their major, general culture and common sense, psychology of educational counselling, social science, and knowledge and information related to curriculum. (2) effective instruction skills, skills to guide student behavior, skills related to administrative clerical work, using the computers, extra curriculum activities, educational evaluation, using teaching materials, developing educational programs, and good communication skills. (3) attitude relevant to willingness to understand and converse with students at their cognitive level, positive expectations and concern toward students, democratic problem solving, continuous self-study and development, thoroughgoing mission and professionalism, will for educational reform and innovation, neat appearance and refined language, and successful interpersonal relationships. The teachers also said that the current staff development system, as a program to provide necessary qualities for teachers, has improved in the last 3 years through diverse curriculum and systematic programs. However, due to the problematic promotion system, the staff development program has turned into just a 'point collecting' game from the role of in-service training program; teachers take training courses as the means just collecting points for promotion purpose. Factors inhibiting the improvement of teachers are (1) overload of formal paperwork over emphasizing outcome, (2) mannerism of teachers not perceiving their lack of professionalism, (3) the general attitude in the teaching profession resisting change and reform, (4) supervisory activities lacking rigid regulation, (5) research just as the means of point-collection only for promotion, and (6) staff development programs lacking efficiency. These factors, interacting each other, inhibited the improvement of teachers.

• Journal of Science Education
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• v.39 no.3
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• pp.389-403
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• 2015

The goal of this study were to look into the elementary school teacher's experience in the self-review of science class and analyze the changes of reflection level revealed in it. This study was a qualitative example research where two elementary school teachers participated and performed self-review via reflective writings regarding their science classes. Both teachers showed changes in aspect and frequency of review to a certain extend by reflective writings based on their class experience and the educational settings they are at. They all revealed a high level of changes on reflection by the feedback from the class reviews. Affirmative changes of cognition on science class and the perception of factors affecting the practice of the class such as understanding students, class observation of the peer teachers et al. contributed to the elevation of reflection level by continuously adjusting and complementing the practical knowledge through the reflection during or after the class.

• Journal of the Korean Chemical Society
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• v.46 no.3
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• pp.252-264
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• 2002

In this study, the experimental apparatus for boiling point and melting point in science textbooks of various curriculums were analyzed. Science teachers' views on the difference between the experimental value and the value written in textbooks were inquired, too. Their views on the experimental apparatus, nd results of freezing point,melting point, boiling point, fractional distillation, and thermometer calibration were also investigated. The results of this study showed that the types of experimental apparatus for boiling point and melting point were somewhat dif-ferent with science textbooks and curriculum. The teachers' views were also various according to their background. In the experiment of the fractional distillat ion, a large number of teachers recognized mismatch between the exper-imental value and the value written in textbooks as mistake of textbook contents or problem of experiment itself. The teachers of chemistry background take higher recognition of the requirement of thermometer calibration than those of non-chemistry background in middle school.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.78-90
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• 1999

This study investigated the high school students' and science teachers' understanding of idealization involved in the physics experiment. Major research questions are as follows: (1) what kind of ideal conditions do subjects identify from the presented experimental context? (2) do subjects think how well ideal conditions are satisfied with the experiment? (3) how well do subjects expect the effect of idealization on the experimental result? (3) what kind of view point do science teachers have about the ideal condition involved in the experiment? A total of 85 subjects were given 6 questions related with the research questions I. 2. and 3. with simple experiment about the brightness of the bulbs connected with parallel to the battery. And another 4 questions for the forth research question were given to 42 science teachers. Subjects' responses were summarized and used to draw the implications for the teaching of physics experiment.

• Journal of The Korean Association For Science Education
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• v.34 no.1
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• pp.33-42
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• 2014

There are complex interactions between personal and contextual features in teaching in a science museum. In order to analyze two teachers' holding classes in a science museum, the CHAT (cultural historical activity theory) was used as an analysis tool in a case study. The analyses of the results revealed that both teachers had difficulties teaching in a science museum due to the contradictions among the factors of subject, rules, community, and division of labor in the activity system. Although both teachers had trouble with similar contradictions, there appeared to be different sets of internalization and externalization of such conflicts depending on the difference in the teacher's perceptions and experiences about teaching in a science museum, the passion and the motivation of the teachers. These suggested that efforts should be preceded to foster the activity system providing both emotional and social supports to teachers in order to activate teaching in a science museum. Taking a teacher training course on teaching in a science museum was also found to fail to function as mediating artifacts. The course should provide not only the experience of executing proper teaching strategies for teaching in a science museum and the feedback on their teaching, but also the guidance on how to lead to optimal expansion of the factors in the activity system.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.198-209
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• 2011

In this study, pre-service science teachers' reflective thinking in their journal writing was investigated. To do this, the authors used pre-service science teachers' journal writing abilities, wherein they not only reported data and result formally, but also wrote their feelings and reflections about an inquiry-based physics experiment they performed. Pre-service science teachers' writings were decomposed into sentences and each sentence was analyzed into a framework with 4 dimensions: knowledge, procedure, orientation and attitude. Reflective thinking in knowledge dimension included reflection on what they know before the experiment, what they still do not know and what they learned from the experiment. Reflective thinking in procedure dimension included recalls of experiences about general experimental procedures and specific experimental skill. Reflective thinking in orientation dimension included their views about the nature of science and science teaching and learning, and reflective thinking in attitude dimension consisted of interests, motives and values about the experiment they performed. While there were some variations in frequency distribution of reflective thinking by the topic of experiments, pre-service science teachers' reflective thinking in journal writings revealed their metacognition on their knowledge and learning, epistemological belief about science and science learning, and affective domain related to experiment. This study can infer that such kind of writing with 'their own language' in an informal way followed by formal 'scientific' reports in a scientific experiment has a significance not only as a mediator representing reflective thinking but also as an instructional activity to facilitate reflective thinking in science learning and teaching.

• The Journal of Sustainable Design and Educational Environment Research
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• v.16 no.3
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• pp.37-50
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• 2017

The Ministry of Education selected and implemented 'science core school' since 2009 as a policy to strengthen science education to produce talented science students. This study judged that it is necessary to examine the current management practice and diagnose problems to propose improvement measures for more successful management of science core school in the future. To this end, we interviewed and observed teachers and students at a high school specialized in science based in Gyeonggi province which was selected as a science core school, as qualitative study methods such as interview and observation to survey and analyze the current management practice of the school. The management outcome was that the school contributed to fostering talented students in natural sciences and engineering because more varied activities were implemented at the school to develop scientific knowledge of students including experiment, excursion, and circle activity. Identified problems were increased amount of private education due to intense competition over school achievement, negligence of extracurricular activities, burdensome workload for teachers of specific subjects, and lack of expertise of math and science teachers. In conclusion, the following improvement measures are suggested for sustainable management of science core schools: greater liberty should be granted to science core schools; more training opportunities should be given to teachers; college admission program should be improved for science core school students; and it is necessary to introduce courses taught by external teachers, and provide systematic support such as increasing administration staff.

• Journal of Science Education
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• v.45 no.1
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• pp.55-68
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• 2021

The modern society is rapidly changing, and accordingly, the required teacher image is changing as well. Middle school students are immature, when they undergo major changes both physically and mentally, and teachers have a great influence. How students perceive the teacher determines the relationship between teachers and students. Therefore, it is necessary to analyze what kind of teacher image middle school students want. The purpose of this study is to analyze the image of a science teacher who prefers and avoids each class situation perceived by middle school students. To this end, 502 middle school students were divided into five classes: class type, class material presentation method, subject instruction method, subject content explanation method, and class atmosphere, and the image of science teacher who prefers and avoids is described in an open format. Concepts presented by middle school students were analyzed through semantic network analysis (SNA). The conclusions of this study are as follows: first, in order to make middle school students interested in science, an inquiry-centered experiment class should be conducted. Second, the change of class by science teacher can change it into preferred science class. Third, student-centered classes should be conducted according to the level so that students can understand. Finally, science teachers continue to strive through communication between science teachers and students, and students and students, and look forward to changes in science classes through this.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.10
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• pp.4478-4486
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• 2012

The purpose of this stud is to find out what factors that multicultural awareness and multicultural attitude of early childhood teachers affect multicultural efficacy are. In order to achieve this research purpose, the survey was carried out by using questionnaires targeting 394 early childhood teachers working in Early Childhood Educational Institutions located in I city. The response results are as follows: First, multicultural awareness, multicultural attitude, multicultural efficacy of early childhood teachers did not show any difference by workplace. Second, it turned out that there is a significant correlation between multicultural awareness, multicultural efficacy of early childhood teachers. Third, it turned out that multicultural awareness and multicultural attitude of early childhood teachers have a positive influence on multicultural efficacy. In view of the results of this study, multicultural efficacy can be improved when awareness and attitude of early childhood teachers on multicultural education are changed so it is thought that various studies that can continuously conduct multicultural education training programs etc. for early childhood teachers should be conducted.

• The Journal of Korea Robotics Society
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• v.9 no.3
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• pp.185-195
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• 2014

This study aims to look into students' and teachers' recognition about learning with a humanoid robot and seek for a policy implication for the direction of education using humanoid robot. To achieve this goal, a survey with elementary school students and teachers was used as the method of analysis. The main results are as follows: There was a difference in the recognition of the teachers and the students regarding the most effective subject through the use of humanoid robot. While the students consider Physical Education as the major subject, the teachers consider Science as the one. The students recognize that the use of humanoid is most effective in helping their learning while the teachers recognize that it is most effective in helping their teaching. As an expected positive effect, both of them choose an increase in interest in learning as the main effect of the use of humanoid robot, but the students, unlike the teachers, consider the improvement of their academic achievement as its main effect as well. These results show differences in the recognition of the use of humanoid between the teachers and the students, and in addition, confirm the difference between them depending on their background.