• Journal of the Korean Chemical Society
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• v.53 no.4
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• pp.432-444
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• 2009

In this study, we investigated the perceptions and the educational needs of pre-service primary and secondary teachers on cooperative learning in science. The survey was administered to 102 seniors at the department of science education in three universities of education and 64 seniors at the department of chemistry education in three colleges of education. The results revealed that the pre-service primary and secondary teachers learned the theories and experienced the practices on cooperative learning through various methods in the several subjects, and especially had many difficulties in appling cooperative learning to the demonstrations and/or the actual science classes. The degree of their understanding on cooperative learning was comparatively high, and the perceptions on the advantage/disadvantage of cooperative learning in science, the willingness practicing it, and the outside aids influencing on implementing it were relatively positive. They highly perceived on the necessities of diverse educations related on cooperative learning in science in pre-service teacher education processes. The willingness implementing cooperative learning in science class was significantly correlated with the necessities of diverse educations. These were also significantly correlated with the perceptions on the advantage/disadvantage of cooperative learning in science, the educational assessments on the advantage/disadvantage of it, and the educational assessments on the outside aids influencing on implementing it, respectively. Educational implications of these findings are discussed.

• Journal of Science Education
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• v.36 no.2
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• pp.263-278
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• 2012

The purpose of this study was to introduce the development and application of STEAM education science camp program conducted in J university for high school students and to suggest the ideal class design method and procedures along with STEAM logics and viewpoints. The pre-service science teachers participated in the class developed teaching materials in accordance with STEAM education model and the teaching procedures and materials were modified and supplemented through the education specialist group's assessment and the actual class. The developed program was applied to the second-year students(N=45) of a science-focus school in Jeonju City and the first and second-year students(N=61) of 13 high schools in Jeonbuk province who participated in the 'STEAM experiment camp' during the summer vacation in 2012. After the class, the learners' average satisfaction level in the program content and activities was 4.02 point out of 5 point and the pre-service science teachers' average satisfaction level in the program and teaching-learning was 4.28 point. Therefore, the STEAM education program of this case study can be a model to the teachers who desire to plan the science-focus STEAM class and conduct it.

• Journal of the Korean Chemical Society
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• v.48 no.4
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• pp.399-413
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• 2004

In this study, a survey was conducted of students of elementary through college on their conceptions of phenomenon related with dissolution, saturation, and extraction. The teaching strategies of elementary and secondary teachers related to dissolution phenomena were also investigated. Most of elementary and secondary school students thought of dissolution as a phenomenon in which particles broke into the spaces between other particles. This explanation called 'space conception' can be sought in elementary school science textbooks. Some of high school students also had this type of thought. A concept of dissolution phenomenon as 'hydration through attraction of solvent and solute' was held by most of students of 11th, 12th grade, and college. This explanation called 'attraction concept' can be sought in high school chemistry textbooks for 11th and 12th grade. But many students of elementary through college used analogies and models related to 'space conception' when they tried to explain the dissolution phenomena. This indicates that the 'attraction concept' was not firmly established in the students' cognition. 90% of elementary school teachers thought and taught dissolution as a phenomenon in which two different size particles were mixing together like as mixing beans and millets. The model does not represent the attractions among solvent-solvent particles, solvent-solute particles, and solute-solute particles. This model only represents the space size effect (smaller size particles fitting into the spaces of larger size particles). Half of the secondary school teachers also had 'space conception' and only 20% of the teachers had 'attraction concept' Many teachers who had 'attraction concept' used to represent explanation related to 'space conception' for teaching dissolution.

• Journal of The Korean Association of Information Education
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• v.22 no.2
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• pp.239-249
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• 2018

Software education will be implemented in elementary schools in Korea since 2019. Although 17 hours of software education is provided, it is necessary for preliminary teachers to have basic ICT skills in training software education. Therefore, it is necessary to objectively compare the basic ICT literacy of preliminary teachers in Korea. This study examines the ICT of preliminary teachers based on the OECD PISA 2015 questionnaires. The contents of the survey compares and analyzes ICT availability and usability items of students. Comparisons are made with students from OECD countries. ICT usability at school was the highest at 2.56, followed by ICT availability at school at 2.4. The third was high at 2.38 for using school works outside the school. Availability outside the school was low at 2.33, and the lowest at school was very low at 1.79. It is necessary for the preliminary teachers to have the ICT ability for the students who will be the protagonists of the future society and the ICT education which can be utilized in each subject in addition to the ICT education in the curriculum of the education college in order to raise the ability.

• Journal of the Korean Chemical Society
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• v.61 no.2
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• pp.65-76
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• 2017

The goal of this study was to discover factors of difficulties on learning Brønsted-Lowry acid and base focusing viewpoint of each definition. To achieve this, we were targeting statement of textbooks and perception of teachers that have a decisive effect on students' learning. Analysis of textbooks was performed for chemistry I of high school and EBS(total 6 textbooks) which dealt with Brønsted-Lowry definition. And a survey was conducted on 24 science teachers who had Brønsted-Lowry definition teaching experience. According to the textbooks analysis, characteristics of statement way were (1) statement without viewpoint of each definition, (2) convergent statement to Arrhenius. And features of teachers' perceptions were (1) teachers who have the only one viewpoint, (2) teachers with unawareness on coexisting reason of various definitions. All of these can be explained by absence from understanding viewpoints of Arrhenius and Brønsted-Lowry. To promote students' Brønsted-Lowry learning, students should obtain viewpoints of each definition. So we suggest that pre-service teacher training curriculum and statement way of textbook should reflect viewpoints of each definition.

• 대한공업교육학회지
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• v.34 no.1
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• pp.252-273
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• 2009

Due to the importance of biotechnological literacy, the educational community in fields such as technology education, science education, and agricultural education has acknowledged the importance of biotechnology instruction for secondary school. Although recognized as a content organizer in the field of technology education, the actual teaching of biotechnology has not been broadly implemented in technology education classes. In the perspective of expectancy-value theory, technology teachers' motivation is the key factor for affecting the biotechnology instruction. This study investigates Korean technology teachers' motivational beliefs toward biotechnology and its instruction and their perceived ability and value toward biotechnology learning contents. To measure their motivational beliefs and attitudes, a composite on-line survey (fifteen motivational beliefs items, eight biotechnology content items, and related demographic items) was developed. Based on 114 Korean technology teachers' responses the researcher performed a descriptive analysis, independent t-test, and factor analyses (exploratory and confirmatory factor analysis using M-plus 5.0 and SPSS 16.0). Korean technology teachers' abilities toward eight biotechnology contents indicated lowscores while their values were relatively high. Through the independent sample t-test by two demographic variables (gender and professional development), this study found several significant differences in the perceived value. As a preliminary finding of exploratory factor analysis, fifteen items was separated into two motivational constructs of expectancy (6 items) and value (8 items). One item (item #6) was eliminated due to the cross loading. The final findings of this study may have significant implications for professional development regarding biotechnology and its instruction (both in-service and pre-service training) of technology teachers. Also, the confirmatory facctor analysis supported the preliminary finding. Finally, this study recommends that a validity test for other population, investigation for motivational sub-constructs, and in-depth investigation toward biotechnology instruction.

• Journal of Science of Art and Design
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• v.8
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• pp.5-43
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• 2005

This study aimed to suggest a resolution through a research on actual condition of appreciation class among art classes in elementary school. For this object, this study is about the need and problem of appreciation through concert of art appreciation and educational meaning. And this study is research, based on 200 current teachers to teach the art education of appreciation in Seoul. In the case of student research, this study show the current appreciation education focusing on 200 students in Seoul. The teachers has been seeing the importance of the appreciation education, but that education has been performing in the poor environment without aids and appreciation materials. And they thought that the most effective way to teach the appreciation of art is the on-site education such as the invitation of art-gallery or museum. The Change of realization about art, together with improvement of realistic situation, is important. But more important problem is the role and the realization of teacher who teach art directly. If the teacher's viewpoint to teach directly education of appreciation is examined, there are following problems First, it lacks realization about the importance of appreciation education. Teachers who teach a student have been taken functional art education mainly and this trend has been spread in the whole of society, therefore, the importance about the teaching of appreciation is negligent and is handled indifferently. Also, Teachers do not offer opportunity to obtain professional information of art appreciation map to overemphasize the study of practical teaching research. Second, elementary schools teacher is, for the most part, occasion that homeroom teacher teaches all object classes, and complete charge teacher is selected only some. Therefore, teacher in charge who play most a lot of subjects is difficult to recognize the importance of art teaching appreciation subject or class. There must have been a research about the educational preventive measures as suitable support, reorganization of at time and experts in superior office educational institution. Trough this study, I could know that front-line teacher should be specialized and more complete charge teacher should be needed urgently. Finally, the teachers must break the custom of the art appreciation and develop various art appreciation method. And the teachers have to lead the students to be interested art appreciation. That's what cultivate the students' aesthetic feeling and genius.

• Communications of Mathematical Education
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• v.30 no.4
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• pp.499-514
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• 2016

As people get to aware that the traditional teacher-centered education can not develop individual students' diversity and creativity and cope with the rapidly changing future society, Korean government has emphasized the learner-centered education since the 7th curriculum. Under this background, we have analyzed the problems of mathematics education that teachers recognized and the features of mathematics textbooks that they developed within the framework of leaner-centered education on the basis of the resources developed from 'Student-centered mathematics textbook improvement teacher research group in 2015.' As a result of using the framework of 'Learner-centered psychological principles (APA, 1997)' for analysis, teachers pointed out the problems related to the principles of Motivational and emotional influences on learning, Individual differences in learning, Developmental influences on learning, Nature of the learning process, and Construction of knowledge, in order. The features of textbook teachers developed reflected the principles of Nature of the learning process, Construction of knowledge, and Motivational and emotional influences on learning, in order. Finally, as we have compared teachers' recognition of the problems with the features of the textbooks developed, most of the problems teachers recognized are reflected in the textbooks; however, the Cognitive and metacognitive factor takes higher possession on the textbooks compared with the problems being recognized, and the Motivational and affective factor takes lower possession on the textbooks compared with the problems being recognized. Accordingly, we have been able to search for the solution to realize the learner-centered education through math textbooks.

• Journal of Convergence for Information Technology
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• v.10 no.1
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• pp.169-177
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• 2020

The purpose of this study is to find ways to enhance the effectiveness of childhood teachers by recognizing both internal and external variables that affect their efficacy. Based on prior research, personality characteristics were selected as internal variables that affect the sense of teacher efficacy and social support was selected as external variables to set the effect of personality characteristics and social support on the efficacy of childhood teachers as research issues. 285 teachers from kindergartens and daycare centers located in Daegu and Gyeongsang-bukdo Province were selected for the study. The analysis of data was conducted using the SPSS 22.0 program to examine the general characteristics of the study target, and the analysis was conducted stepwise to look at the influence of each of the variables on the teacher's. Personal teacher efficacy is shown to affect Conscientiousness, nervousness, openness to experience, and evaluation support among personality characteristics, and Conscientiousness, Agreeableness and nervousness affect general teacher efficacy. The results of this study suggest that the character characteristics and social support of childhood teachers are among the variables that affect teacher efficacy.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.830-844
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• 2013

The purpose of this study were to analyze characteristics of pre-service chemistry teachers' practice teaching and to investigate the relationship between their practice teaching characteristics and the view of learning. Three pre-service chemistry teachers were selected for this study. Their 9 practice teaching videos that recorded during practice teaching were observed, transcribed, and analyzed. Responses of questionnaires about their view of learning and interviews were transcribed and analyzed. Almost all of the characteristics of pre-service teachers' practice teaching seemed to be reflected in their view of learning. Pre-service teacher K had a lot of constructive view of learning, so comparatively many features of constructivism was presented in practice teaching. Pre-service teacher M had a lot of traditional view of learning, so many traditional features appeared in practice teaching. However, sometimes pre-service teachers' view of learning did not appear to their practice teaching because of several factors. In particular, a few cases that constructive view of learning was not reflected in the practice teaching appeared, especially pre-service teacher H. Factors were the practice school's conditions and the effects of tutors.