• Journal of the Korean earth science society
• /
• v.26 no.3
• /
• pp.183-198
• /
• 2005

The purpose of this study was to develop teaching modules related to Earth Science courses in order to enhance scientific inquiry skills of middle school students. A 'process skill-centered' module was developed to induce scientific process skills, while students explore specific scientific context. A module consists of several activities, and each activity focuses on a specific science process skill. Modules were designed such that the skills would improve depending on the completion of the module. To evaluate the effectiveness, field workshops for middle school science teachers were done twice. Science teachers, who were participants of the workshop, commented that the activities in each module were suited to enhance students' interest in science. They noted that scientific inquiry skills would be developed from each activity. Students responded that the activities in the modules were interesting, and it was a good experience to do them by themselves. Students were the focal point in class, not teachers. This enabled teachers to evaluated each student's achievement level, and provide a proper feedback. Hence, applying these modules in classes should enhance the students' scientific inquiry skills.

• Journal of The Korean Association For Science Education
• /
• v.30 no.2
• /
• pp.261-274
• /
• 2010

In this study, we investigated the influences of teaching practices upon preservice elementary school teachers' self-images of science teaching. Twenty-six juniors were selected from the departments of science education in a national university of education. The Draw-A-Science-Teacher-Test Checklist (DASTT-C) was administered before and after teaching practices. Five juniors were also interviewed in depth, and some of their science classes during teaching practices were observed, in order to investigate the factors influencing the formations of their self-images of science teaching. Analyses of the results revealed that their self-images of science teaching changed from near 'studentcentered' to near 'teacher-centered'. Many juniors responded that the main factors affecting the formations of their images of science teaching before teaching practices were teaching-learning experiences in elementary and secondary schools, and/or universities. After teaching practices, however, many juniors responded teaching-learning experiences during teaching practices. The factors were classified into three types, which are the influences of the experiences in teaching elementary school students in science classes, the influences of other preservice elementary school teachers, and the influences of guidance teachers. Educational implications of these findings are discussed.

• Journal of the Korean Society of Earth Science Education
• /
• v.16 no.1
• /
• pp.30-42
• /
• 2023

The purpose of this study is to quantitatively and qualitatively analyze the science journals written by pre-service elementary school teachers, and to categorize the view on the nature of science and the process of their change. For this purpose, 112 science journals written by 13 pre-service elementary school teachers were analyzed. The frequency of each area was analyzed using the research framework of the four areas of the nature of science, and the pattern of change in perspective on the nature of science was inductively derived and classified using the VNOS-C test analysis framework. As a result, The nature of scientific thinking, nature of scientific knowledge, nature of STS, and nature of scientific inquiry were described in relatively similar proportions, but among them, The nature of scientific thinking appeared in the largest percentage, and the nature of scientific inquiry was described in the smallest percentage. The variability of scientific knowledge, the importance of empirical evidence, and the positive and negative effects of science were especially intensively addressed. In addition, the changing aspects of pre-service elementary school teachers' perspectives on the nature of science could be categorized into 'naive view maintenance type', 'informed view maintenance type', 'regression type', 'development type', and 'mixed type'. The element of 'the empirical nature of scientific knowledge' showed various patterns of change depending on the students, and most of the students maintained a informed view on the tentativeness of scientific knowledge for several sessions.

• Journal of The Korean Association For Science Education
• /
• v.14 no.3
• /
• pp.356-365
• /
• 1994

A survey has been conducted on the employment test for the secondary school science teachers. The questionnaires were answered by 118 applicants who took the employment test of 1992. The adequacy of the employment test was analyzed in such categories as the evaluation weight of subjects, the length of time for the test, the number of questions, the contents and level of questions, the materials used for preparing for the test, etc. Based upon the results, several problems were pointed out and suggestions were made for the improvement of the test.

• Journal of The Korean Association For Science Education
• /
• v.7 no.2
• /
• pp.45-59
• /
• 1987

The purpose of the present study is to show the way to develop and use the teaching materials for biology in Japan. This study was mainly carried out in documents. The following suggestions should be taken in moderate consideration: 1. Private enterprises as well as the government make heavy investments and careful considerations for the promotion of the science education including biology education. 2. Among in-service teachers one or two volunteer(s) chosen for special training course managed by the local education center are cultivated as excellent teachers on the development and using of teaching materials through an intensive study and training for six months or twelve months. 3. Most research groups consist of specialists in every field and they carry out studying the development of teaching materials in biology.

• International Journal of Computer Science & Network Security
• /
• v.22 no.8
• /
• pp.208-216
• /
• 2022

In Saudi Arabia, female students tend to struggle with the basics of computer programming, especially coding. To better understand why female students sometimes perform poorly in this discipline, this qualitative study aims to obtain the views of female computer programming teachers at a Saudi university on using mobile learning (m-learning) methods in computer programming lectures. Ten teachers from the all-female Aljouf University were interviewed to assess their perceptions of m-learning, in particular, the usefulness of ViLLE visualisation software. Data were analysed using thematic analysis. Most interview responses about m-learning and ViLLE were positive, although there were some notable negative responses. The Saudi culture-related responses were evenly divided between positive and negative, reflecting the culture's limitations.

• Journal of Advanced Information Technology and Convergence
• /
• v.9 no.1
• /
• pp.67-76
• /
• 2019

Recently, with the advent of the software-based society, many organizations have been providing software developing education, such as coding, to Computer Science majors and non-Computer Science majors. When implementing a program, teachers can let students draw a variety of diagrams, such as flowcharts, UML diagrams, and ERD diagrams ahead. As the importance of computational thinking is increasingly emphasized, abstracting algorithms into diagrams is considered an important educational element. In this paper, we examined the visual literacy and abstract/concrete way of thinking of novice programmers in order to analyze factors affecting the abstraction process of drawing diagrams, and how they influence students' ability to understand diagrams and ability to draw. If we understand what factors influence the abstraction process in this study, we can suggest educational alternatives for future strategies in which teachers will teach students.

• Educational Technology International
• /
• v.12 no.1
• /
• pp.47-66
• /
• 2011

This study examines strategies and obstacles encountered in infusing digital resources in the middle school mathematics and science classroom. It draws on data from principals, technology coordinators and math and science teachers in three urban middle schools in United States. All three of these schools have recently invested heavily in technology hardware and high speed Internet connectivity and as such they provide an opportunity to look beyond well documented obstacles such as outdated computers and poor Internet access. The logistical, preparatory, pedagogical and curricular challenges encountered by teachers within the study have important implications for professional development efforts aimed at improving science education through the integration of Web-based resources.

• Journal of the Korean Society of Earth Science Education
• /
• v.4 no.2
• /
• pp.142-150
• /
• 2011

This study is aimed to offer the elementary school teacher's experience and awareness about science field trip and science museum field trip, by analyzing the survey of 867 students and 81 teachers in Seoul. Research shows 67.9% high figure of elementary school teacher's experience on science field trip. That experience is include 61.8% of science museum using experience. In case of elementary school teacher's pre-activity is only 53.1% and most of them was visiting Website. Post-activity is more than preceding activity(74.1%) but method is too simple like checking work sheets. 62.3% of elementary school students have been to science field trip and science museum that is higher than teachers'. 66.5% of students said science field trip is influence on science study in good ways but there are some difficulties like lack of pre-activity(33.0%) and unkind information about science museum(21.9%). For activation of science field trip, resources development for effective science field trip operating, program development for pre- and post-activity, school group science field trip program development which is linked science curriculum, complement and expand activity information of science field trip institution.

• Journal of The Korean Association For Science Education
• /
• v.34 no.4
• /
• pp.407-415
• /
• 2014

Genetic determinism of human behaviors is considered as a philosophical perspective that genes in humans determine biological as well as social traits. However, many biologists agree that human traits are determined by interactions between genes and genes, as well as between genes and environments. In this context, genetic determinism still affect ideas of the general public as well as research directions of biologists. According to Cl$\acute{e}$ment's KVP model (Cast$\acute{e}$ra & Cl$\acute{e}$ment, 2012), teachers' conceptions of genetic determinism influence students' concepts of genetics. This study intends to investigate teachers' conceptions on genetic determinism of human behaviors. For this end, a questionnaire adopted from a previous research (Cast$\acute{e}$ra & Cl$\acute{e}$ment, 2012) has been administered to 308 teachers including 151 pre-service and 157 in-service. Factor analysis has been conducted to extract major factors and one-way ANOVA has been employed to find out differences in extracted factors among different groups of teachers. Four factors have been extracted from 14 items of questionnaire, including factor 1, a perspective of genetic determinism of gender differences in intellectual ability, social status, and emotional traits; factor 2, a perspective of genetic determinism of individual differences in intellectual ability; factor 3, a perspective of genetic determinism of individual differences in biological immune function and behavioral trait; and factor 4, a perspective of genetic determinism of ethnic differences. From the results of One-way ANOVA among teacher groups on four factors, first, it has shown a significant difference in factor 1 (F=3.325, p=.006), factor 3 (F=3.320, p=.006) and factor 4 (F=4.325, p=.001) due to their subject matters. In post-hoc comparison there have been no significant difference between biology teachers and other teachers. It has also been found that there was a significant difference between pre-service and in-service teachers in factor 1 (t=-3.938, p=.000) and factor 4 (t=-3.121, p=.002) and in-service teachers are more genetic deterministic than pre-service teachers. Finally, different religions have no influence on teachers' conceptions of genetic determinism of human behaviors.