• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.23 no.2
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• pp.193-199
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• 2023

The purpose of this paper is to solve the difficulties of experimental education by using AR science experiments in class, prevent safety accidents, and maximize immersion through multilateral experiences to induce active participation. The problems with educational realistic content currently being developed were (1) the lack of exploratory content practically available in class, (2) the end of most applications with one-time content, and (3) the inability to interact between teachers and students. To solve these problems, we develop AR experiments according to the curriculum. It is developed so that teachers and students can use it together through the function that teachers can manage students.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.519-531
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• 2021

This study investigates the science teacher identity of pre-service science teachers (PSTs) in the context of a teaching practice course. Twenty-two PSTs who took the 'Biological Science Lab. for Inquiry Learning' course at the College of Education participated in this study. Artifacts created during the course were collected, and the teaching practices and reflections were recorded and transcribed. In addition, semi-structured interviews were conducted with nine PSTs, recorded, and transcribed. We found the science teacher identity was not well revealed at the beginning of the course. Authoritative discourse appeared in the early oral reflections of PSTs, indicating that the PSTs perceived oral reflection activities as 'evaluation activities for teaching practice'. This perception shows that pre-service teachers participate in teaching practice courses as students attending a university, performing tasks and receiving evaluations from instructors. After the middle of the course, discourses showing the science teacher identity of the PSTs were observed. In the oral reflection after the middle part, dialogic discourses often arose, showing that the PSTs perceive the oral reflection activities as a 'learning activity for professional development'. In addition, in the second half, discourse appeared to connect and interpret one's experience with the teacher's activity, indicating that the PSTs perceive themselves as teachers at this stage. In addition, the perception of experimental classes was expanded through the course. During the course, the practice of equalizing the authority of the participants, providing a role model for reflection, and experiencing various positions from multiple viewpoints in the class had a positive effect on the formation and continuation of the teacher identity. This study provides implications on the teacher education process for teacher identity formation in PSTs.

• Journal of Science Education
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• v.34 no.2
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• pp.405-420
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• 2010

The purpose of this study was to contrive the specific teaching plans based on the frame of 2007 revised science curriculum for applying open-inquiry lesson in real education situation and to research the effects of open-inquiry lesson on the student's science-related attitude, science process skill, and to investigate instructing teachers' cognition about open-inquiry. For this study, two fifth grade classes were chosen, one class was the experimental group, who were taught by open-inquiry based lesson, and another was the comparative group, who were taught by traditional method based lesson. The findings of this study were as follows: After open-inquiry lesson, the experimental group students came to enjoy open-inquiry learning and had the positive thought about it. After open-inquiry lesson, the experimental group marked higher mean score than the comparative group in science-related attitude's field but didn't showed the meaningful difference. On the other hand, in science process skill's field, the experimental group showed the significant higher improvement than the comparative one, especially in the subordinate area of basic science process skill. Finally, teachers who instructed students open-inquiry lesson thought open-inquiry lesson is the self-directed problem solving learning which raise the student's science process skill and interest. And the teachers thought the obstacles to instruct open-inquiry lesson are the lack of the student's cognition about open-inquiry and the insufficient circumstance for open-inquiry lesson. Therefore the teachers argued that the prerequisite for settling open-inquiry lesson successfully is to develope open-inquiry lesson curricula and teaching materials.

• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.208-218
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• 2017

This study was to investigate factors and disclose causal model of the scientific literacy competency about the motivation for science and the scientific literacy competency. The 3 grade university students and the 1 grade university students as pre-service elementary teachers were participated to questionnaire investigation. The data were analyzed by the factor analysis method and the structural equation model method, and the following results were obtained. First, the 3 grade university students and the 1 grade university students perceived the science interest factors and science usefulness factors as the motivation for science, and also revealed the scientific problem recognition factor and the scientific evidence use factor as the scientific literacy competency. Second, the science interest factor had a greater effect on the scientific problem recognition factor than the scientific evidence use factor in both the 3 grade and 1 grade university students. In the path from the science usefulness factor to the scientific problem recognition factor, the science usefulness factor of the 3 grade university students had a greater influence on the direct route to the scientific problem recognition factor than that of the 1 grade university students. In the path from the science usefulness factor to the scientific evidence use factor, the science usefulness factor of the 1 grade university students influenced more on the direct route to the scientific evidence use factor than that of the 3 grade university students.

• 한국과학교육학회:학술대회논문집
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• 2009.02a
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• pp.52.1-52.1
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• 2009

• The Bulletin of The Korean Astronomical Society
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• v.9
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• pp.3.2-4
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• 1984

• Animal cells and systems
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• v.8
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• pp.54-54
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• 2004

• Journal of The Korean Association For Science Education
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• v.5 no.2
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• pp.113-137
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• 1985

It is the purpose of this study that is to develop the materials of the Scientific activities by the medium of "play" having influence on the growth of the lower grades in elementary school. For the sake of this object, this study develops and presents the materials of tile basic logical thinking play and sense-thinking play activities. And it analyzes the degree that they can be applied to the elementary science textbook of nature current now. As a result this provides 39 of materials of the sense-play and 23 of materials of the logical thinking play activities. And then, if the materials presented here are changed adequatly and have the same main subject as contents of the present textbook, we shall be able to utilize them for the textbook of nature.

• Hwankyungkyoyuk
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• v.13 no.1
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• pp.14-22
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• 2000

This attempts to find out training system of environment education teacher in Korea. The results are summarized as follows. The primary and secondary school have focused on environment education and the environment course was designated as a subject, but only 12% of the 2741 middle school chose the environment subject in 1998. The environment education course is not popular among students. The environment education is an interdisciplinary subject, which is composed of natural science, social studies, earth science, and medical science, that is why the subject is so unsystematic and complicated that appropriate teaching methods and contents for school classes are not able to be developed. Moreover, material and manuals in environment education for students and teachers are limited. While the contents of environment education is composed of field experience learning and experiment learning, but lecture-centered instruction is emphasized in school because of materials, time and experts. Over 300 environmental education teachers are annually produced, but the ratio of employment low. is, Therefore, a retraining program for environment education teacher needs to be developed.

• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.743-754
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• 2007

Whether This paper argues that teacher efficacy is an affective affiliate of pedagogical content knowledge (PCK) based on empirical data of a study on the nature and construct of PCK. This study was a collective case study utilizing qualitative research methods. The participants of the study were three high school science teachers in the U.S. Data was collected from multiple sources such as classroom observation, interviews, teachers' written reflection, students' work samples, and researchers' field notes. Data was analyzed using the "In-depth Analysis of Explicit PCK" developed by the author. Data analysis indicated that teacher efficacy played a critical role in developing PCK by facilitating the movement from PCK to the enactment of PCK.