• Journal of the Korean earth science society
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• v.43 no.4
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• pp.557-566
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• 2022

The purpose of this study was to examine the status of the field application of the Science II career electives with the application of the 2015 revised curriculum up to the 3rd year of high school. This study focused on examining high school science teachers' perceptions of the student-participatory class and process-centered assessment in Science II subjects, which are career-intensive high school science electives. A total of 192 science teachers responded to the survey questionnaire, and 12 teachers participated in interviews. In the in-depth interviews conducted to supplement the survey results, questions were asked about changes in the overall class, the status of student-participatory classes, and changes in the assessment of Science II subjects due to the emphasis on process-centered assessment. The main research results included teachers' perceptions of changes in teaching and assessment methods with the application of the revised curriculum, the degree to which the eight skills used in Science II classes develop the key competencies of science, and the teaching and assessment methods commonly used in Science II classes. Science teachers generally agreed with the purpose and necessity of introducing student-participatory classes and process-centered assessment, which are the core purpose of the 2015 revised curriculum. However, they had difficulties in practice due to the excessive content of Science II subjects. Problems were also encountered with securing objectivity and fairness during assessments and the operation of online science classes due to COVID-19.

• Korean Journal of Childcare and Education
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• v.10 no.3
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• pp.69-84
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• 2014

The purpose of this study was to examine the influence of educare teachers' science education knowledge and attitudes towards science on science teaching anxiety. 259 teachers of young children were recruited from 19 daycare centers and the data were analyzed through frequency, percentage, Pearson's correlations using PASW 18.0 and structure equation modeling using AMOS 7.0. The findings are as follows. First, educare teachers showed more than median scores in all science education knowledge, attitude towards science and science teaching anxiety. Second, in total 57% of the variance in teachers' science teaching anxiety was accounted for by teachers' science education knowledge and attitude towards science. This result implied that teachers' science education knowledge and attitude towards science should be improved in order to reduce teachers' science teaching anxiety.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.399-416
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• 2005

The purpose of this study was to examine the relationship between science teaching practices and beliefs about the nature of science. Defining teachers' beliefs as a broad construct, the researcher tried to examine not only the teachers' understanding about the nature of science, but also the effect and reflection in science teaching practices with regards to the nature of science. Guiding research questions were how the teachers' science teaching practices reflected their beliefs about the nature of science. The methodology of this study was qualitative approach that included interviews, classroom observations, and instructional materials. At an urban area of Korea, five beginning elementary teacher was chosen. The cross-case and grounded theory study design were adopted as data analysis process. The results of data analysis were checked by teachers for internal validity. This study identified the teachers' beliefs about the nature of science suggested by many researchers and revealed that these teachers' beliefs reflected a little in science teaching practices. On the occasion it was reflected, restricted merely within the narrow limits the way to teach the concepts and contents presented in science curriculum. In addition, some of the obstacles that these teachers' beliefs did not reflect the science teaching practices with regards to the nature of science were investigated in this study.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.535-552
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• 2011

The purpose of this study was to investigate elementary school teachers' conceptions on the general remarks (GR) in the new science teacher's guide, the teachers' conceptions on inservice training program of the GR, and their opinions of improvement on the GR. Also, the teachers' utilization of the GR was examined. The participants were 152 elementary school teachers who were teaching grade 3~6. A questionnaire was used to collect data. The results of this study are as follows; First, at least 13.2~17.1% of the teachers did not have specific conception of the purpose of the GR, and more than 90% of the teachers expressed that the GR is necessary in the teachers' guide. Second, about 60% of the teachers responded that the training program on the GR is necessary, and when the program is open, their most favorite agency and speaker were a provincial education office and a textbook developer(or author), respectively. Their most favorite time and period of the training program were the vacation and 15~30 hours, respectively. Third, the mean values on the frequency of use were lower than 3 point of the five-point Likert scale at both the GR for grade 3~4 and the GR for grade 5~6, and the teachers' main use of the GR was the planning a science lesson for an open class. Fourth, the teachers suggested various opinions and there was difference between the opinions about the GR for grade 3~4 and the opinions about the GR for grade 5~6.

• Journal of the Korean earth science society
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• v.25 no.3
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• pp.160-175
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• 2004

This study examined the knowledge and practices of scientific inquiry displayed by three student teachers and two beginning teachers at secondary levels. Observations using the instrument of OTOP designed by the research team of OCEPT (Oregon Collaborative for Excellent in the Preparation of Teachers) generalized similar teaching strategies of scientific inquiry between student and beginning teachers, such as using group work for students' first hand experience, using concrete materials for experimentation or visual tools for demonstration, using questions for factual knowledge mainly without opportunities to understand how scientific knowledge is constructed. Those scientific inquiry activities were very confirmative ones to follow the steps without opportunities of understanding nature of science or nature of scientific inquiry. However, all participants in this study hold knowledge of scientific inquiry envisioned by the National Science Education Standards [NSES] (NRC, 1996), where students identify their hypothesis, use critical and logical thinking, and consider alternative explanations through argumentation as well as experimentation. An inconsistent relationship between participating teachers knowledge and practices about scientific inquiry resulted from their lack of pedagogy skills of implementing it in the classroom. Providing opportunities for these teachers to reflect on their beliefs and practices about scientific inquiry was recommended for the future study. Furthermore, increasing college faculty interest in new teaching approaches for upgrading the content knowledge of student teachers and beginning teachers was recommended as a solution, since those teachers showed evidence of influence by college faculties at universities in their pedagogy skills.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.89-95
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• 2006

The purpose of this study was to examine elementary teachers' perception on birds and problems on teaching it. For this study, the science textbooks from 3rd grade to 6th grade according to the 7th national curriculum were analyzed. Results revealed that, firstly, there were 34 bird species recorded and these were described 55 times in the surveyed textbooks. Secondly, the survey showed that $20\%$ of the teachers were interested in birds despite the fact that $98\%$ of them had no special knowledge about birds nor had studied them in college. Additionally, it was revealed that $41\%$ of the teachers felt lacking in specialist knowledge about birds and this lead to difficulties in teaching on this subject. Thirdly, academic backgrounds had an affect teachers' perceptions on teaching this area. The teachers' levels of interest in birds and the teachers' ratio of teaching on this topic tended to increase as their academic careers developed, and the proportion of male teachers in this category were higher than female teachers. To overcome difficulty in teaching on this area, it is suggested that a reconstitution of subject materials, as well as a revision of the teachers' guidebooks be undertaken.

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1391-1404
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• 2012

This study was conducted for the purpose of analyzing the teachers' and students' preferences and reality with regard to their interaction in secondary school science classes. The subjects of this study were 180 teachers and 1,389 students. The contents of the questionnaire for the teachers included the quality of the personal relationships between the teachers and students as well as the teachers' recognition of teaching activities, and the questionnaire for the students dealt with the quality of the personal relationships between the teachers and students as well as the students' perceptions of their classes. The questionnaire responses were divided into preferences and reality for the research. The results are as follows. First, the levels of the teachers' and students' perceptions of their interaction were significantly lower (p<0.05) compared to their preferences with regard to such. Second, the female teachers showed higher levels of preferences and reality compared to the male teachers in the case of the teacher variables, and the middle school teachers showed higher levels of preferences and reality compared to the high school teachers. Third, the male students showed a higher perception level compared to the female students, and both the preferences and reality levels of the middle school students were significantly higher (p<0.05) than those of the high school students. In addition, the level of interaction was lower in big cities than in small cities. Fourth, there was a significant difference between the levels of the teachers' and students' preferences and reality with regard to their interaction.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.794-800
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• 2005

The purpose of this study was to examine the state of management and science teachers perception of science classes and clubs in secondary schools. There ware 125 participants (75 middle school teachers and 50 high school teachers) from eight metropolitan cities and local areas, and more than 80% of the participants had managed science classes or clubs. Results found that a significant number of science teachers felt it necessary to manage science classes and/or clubs in secondary schools. They believed the classes and/or clubs to be beneficial in the activation of students' interest in science, even though they might not be effective ways of improving scientific achievement. In addition, it was found that secondary science teachers desire financial support, in-service programs, and efficacious programs supporting science class and club management.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.690-700
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• 2022

This study aimed to compare academic passion for science pedagogical content knowledge (PCK) between pre-service and in-service elementary teachers. In addition, a comparison between passion for science subject matter knowledge and passion for science pedagogical knowledge was made for each group of teachers. Participants comprised 182 students from colleges of education and 161 in-service teachers. We analyzed between- and within-subject comparisons for each component of academic passion for science PCK. The results of this study are as follows: First, between-subject comparison demonstrated that, in academic passion for science subject matter knowledge, in-service teachers had a higher passion for "liking" and "importance" than pre-service teachers, whereas pre-service teachers had a higher passion for "time/energy investment" than in-service teachers. In academic passion for science pedagogical knowledge, pre-service teachers had a higher passion for "time/energy investment" than in-service teachers. Second, the within-subject comparison showed that only "harmonious passion" was higher for science pedagogical knowledge than science subject matter knowledge in pre-service teachers. However, "liking", "importance", "time/energy investment", and "obsessive passion" were higher for science subject matter knowledge than science pedagogical knowledge in in-service teachers. The educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1599-1612
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• 2012

The purpose of this study was to examine the management status of science in senior high schools based on the 2009 Curriculum Revision and the science teachers' perception of the content and a class of science. The way of managing a class was surveyed and discovered that the percentage of more than two teachers giving lessons depending on their major was higher than that of a teacher giving all the lessons. Analysis of teachers' perceptions of the content of science showed that science textbooks reflected the revised science curriculum well. However, teachers thought that the terms and concepts introduced to describe the knowledge of frontier science were so difficult that they feel it's very hard teaching them to the students. Even though science teachers thought that science was mainly focused on cultivating scientific literacy of the students, they assess mostly understanding of science concepts on the students. It means that science teachers stay in line with old position in assessment.