• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.257-266
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• 2021

This study investigated the understanding of pre-service teachers in relation to the 'fog experiment' in the 5th grade 'Weather and Our Daily Life' unit of the 2009 and 2015 revised elementary school science textbooks. Pre-service teachers who participated in this study were 100 students, who are attending the university of education and taking courses in teaching research. After pre-learning about the 2009 and 2015 revised elementary school science textbooks and guide book, pre-service teachers conducted the experiment in groups. After that, the pre-service teachers individually presented answers to three questions, and the results of analyzing the answers are as follows. First, there were 24 (24%) preservice teachers who explained the difference in fog generation in the 2009 and 2015 revised curriculum with related scientific concepts such as condensation and water vapor, and only 1 (1%) of them explained the difference using the concept of saturation. Second, there were 48 (48%) pre-service teachers who found out the reason for the change in the fog experiment method according to the change in the curriculum. Third, pre-service teachers valued the reproduction and success of experiments rather than the importance of scientific knowledge, and such pre-service teachers suggested the use of alternative experiments or website.

• The Journal of Korea Robotics Society
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• v.6 no.4
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• pp.365-372
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• 2011

The purpose of this study is to improve robotics education in public education. This study was conducted with 157 secondary school teachers regardless of their gender, age and majors. The results are as follows: First, 68.2% of the respondents (81.2% of the STEM(Science, Technology, Engineering, Mathematics)-related teachers) thought that robotics education should be included in public education because it will be a very important area in the future. Second, 73.3% of respondents (89.3% of the STEM-related teachers) agreed that robotics education will be worth teaching as a regular subject. The most important reason was that they thought the robots would be an excellent tool to initiate their class participation and increase their study motivation. Third, the results from this survey showed that the technology teachers would be the best suitable instructors for robotics education. Lastly, teachers felt a great deal of burden to teach robotics although they thought robotics education was necessary. In order to implement robotics education in public school, teachers think it is necessary to take professional training. In addition, teachers should be supported with the reduction in their workload along with sufficient fundings, educational robots such as LEGO MINDSTORMS, and newly designed teaching materials.

• The Korean Journal of Community Living Science
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• v.23 no.4
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• pp.491-499
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• 2012

This research is looking for the relation between the positive psychology of would-be child teachers and leadership and that's influence. The researchers examined positive psychology and leadership with 330 would-be teachers(13 boys, 317 girls) located in Gwang-Ju and the Jeonnam Region. Questionnaire was used to measure would-be teachers. The collected data analyzed the positive psychology of would-be teachers and leaders, including sub-factors for mean(M), standard deviation(SD) and Pearson product-moment correlation according to subject for inquiry. Then regression analysis through SPSS WIN 17.0 for checking the effects of the would-be child teachers's positive psychology with their leadership skill was used. The result of the research was that the positive psychology of would-be child teachers and leadership of the product-moment correlated in all areas. Especially the most influence on positive psychology is the ability of human relationship among leadership sub-variables, and the relation between positive psychology and leadership are very important for making positive changes in society. This implies that there is a need for more educational sponsorship regarding positive psychology and leadership for would-be child teachers.

• Korean journal of food and cookery science
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• v.11 no.1
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• pp.58-68
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• 1995

The Purpose of this study is to survey nutrition education for day-care teachers and children. For this study, 453 day-care teachers were asked questionnaire and responses were analyzed. Textbooks of the teachers were also analyzed and nutrition survey at four different places of day care were carried out. The results of this study are as follows: 1. The majority of the day-care teachers were interested in the nutrition and nutrition education, but only 23.2% of the teachers had experience of nutrition education. 2. As to the nutrition knowledge(high, middle, and low), 58.1% of the teachers responded to the middle level. 3. About 81% of the text materials for the pre-teachers contain subject of the health and nutrition management for the children, however, the contents of nutrition management were limited to 7 pages(0.6% of the volume). For the text materials of the re-education, only 9.1% contains the subject, and the contents of nutrition management were limited to 3% of the volume. 4. The percentage of employing dietitians in the day-care is 12.4%, and menu is prepared mostly by the director of the day care. 5. In the nutrition survey, nutrient intake was mostly unsatisfied.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.571-582
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• 2005

This study aims to examine primary school teachers' interest and understanding of bioethical issues, and to analyze their perception of bioethics teaching in the primary school education. For this purpose, the questionnaires were constructed. The data were collected from 553 primary teachers in the whole country. Major findings of the studys are as follows. First, most primary school teachers showed high level of interest about bioethical issues, but they had the limited understanding about bioethical issues. Primary teachers showed the highest interest about' respect for human life' and the lowest understanding of 'awareness of current biotechnology' Second, the prior reasons why primary teachers wanted to teach specific bioethical issues in the classes were that 'they were closely related to social phenomena' and 'they were appropriate for enhancing students' awareness of the value of life'. Third, the lack of the teachers' knowledge about bioethics and limited supply of teaching materials were found to be barriers, which prevent them from teaching bioethical issues. The implications of these results are discussed for the improvement of bioethics teaching in primary school education.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.1-12
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• 2021

This study investigated pre-service elementary teachers' understanding of the planetary revolution movement of Mars and their explanatory models to show how the Sun-Earth-Mars system worked. An assessment item set using five celestial maps drawn from the Stellarium was designed to probe pre-service teachers' understanding of the prograde-retrograde motion of Mars. Among 23 participants, only four showed scientifically accurate understanding of Mars movement and drawing correct explanatory models for the planetary movement. Even the pre-service teachers who construed correctly prograde and retrograde motions of Mars showed a clockwise movement model due to their intuitive perceptions of Mars movement data from the celestial maps. Pre-service teachers with poor understanding of planetary movement also showed weak explanatory models due to their limited observation or lower spatial thinking. Although the planetary motion is not an easy topic for pre-service elementary teachers, it can be argued if the alternative approach, such as using appropriate observational data of a planet and changing the frames of reference between Earth-based view and Space-based view, is employed effectively in teaching planetary motion, pre-service teachers can reach the upper level of leaning planetary motion in terms of the planet's revolution.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.129-134
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• 2022

The primary goal of any classroom is effective teaching and student learning, with an emphasis on changing negative students' behaviors into positive ones. This change can occur when students' behavior is always at the forefront of teachers' educational goals. The current study aimed to reveal the experiences of special education teachers in dealing with the behavioral problems that students with disabilities show by identifying behavioral problems among students with disabilities and investigating the efficacy of the application of behavior modification plans and strategies designed to address the behavioral problems presented by students with disabilities. The researcher used a qualitative phenomenological approach, and the study tool consisted of semi-structured interviews that consisted of (13) questions directed to (10) special education male and female teachers who work in special education centres and institutes. The data were analyzed using the thematic analysis method. The findings of the study showed that the most undesirable behaviors prevalent among students with disabilities in the classroom were aggression, bullying and ADHD. The actions taken by teachers in confronting these behaviors were not systematic and were carried out randomly, as no behavior modification plans were applied. The most important strategies used by teachers in facing behavioral problems were applied behavioral analysis (ABA) strategies such as reinforcement, punishment and ignoring. The results have many important implications for future practice, including the need to conduct practical training courses for special education teachers to implement behavior modification plans and develop methods of measuring inappropriate behavior.

• Journal of the Korean Dietetic Association
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• v.17 no.4
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• pp.403-415
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• 2011

The present study was performed to evaluate the job training needs of school nutrition teachers in order to enhance their specialty. Three hundred and forty questionnaires were distributed to school nutrition teachers working at primary and high schools in the Gyeongbuk area while 45 were distributed to professors during 2010~2011. Three hundred and two questionnaires from school nutrition teachers and 33 from professors were returned and analyzed. The rate of teachers practicing nutrition education was 54%, and the educational content was obtained mainly from the internet. The top three problems the teachers encountered were 'lack of standardized educational materials', 'inexperience of teaching', and 'insufficiency of expert knowledge'. The teachers recognized 'training program' as the best solution. However, the job training program operated immediately after teachers were appointed scored only 3.03 out of 5.00. Important contents of the training program ranked highly by the teachers were 'development of education materials', 'nutrition counseling', and 'teaching method'. The professors included 'expert knowledge' in their top three contents. Both the teachers and professors agreed to increase the frequency of 'practice' in training methods. Other factors the teachers considered to be important were high quality, diversity, ability of the instructor, training cycle, and the institution in charge. From these results, it can be concluded that efficient job training programs are needed for school nutrition teachers according to the importance of the education contents and training methods. It is therefore suggested that a cooperation committee be composed of an educator, educatee, and related personal in a local education office in order to operate the program.

• Journal of Science Education
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• v.39 no.2
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• pp.267-277
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• 2015

This study explored elementary school teachers' perspectives on science inquiry teaching. First, an open-ended questionnaire was administered to elicit teachers' experiences of their approach to inquiry teaching. These self-reported approaches revealed three conceptions of teaching for inquiry learning in science: 'science process skills-centered' category focused on observing, classifying, measuring, and fair testing; 'generating scientific questions' category focused on students' question-generating; and 'illustrate concept and/or content' category focused on science content demonstration by making use of experimental procedures to obtain expected results. Second, teachers were asked to place 18 activity cards either close to or further from an 'inquiry-based science classroom' card. The relative distances from the activity card to the central classroom card were measured. The teachers perceived that students' activity of 'designing and implementing appropriate procedures' was the most important in supporting an inquiry-based science classroom. Understanding teachers' views has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development.

• Journal of Science Education
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• v.37 no.2
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• pp.310-322
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• 2013

The college of education should support pre-service science teachers to develop various abilities as a teacher, in which the teaching ability is the most fundamental one. This study is the result of a longitudinal research project following the processes that pre-service science teachers develop their teaching ability in a college of education. The data gathered include movie clips of seminar presentation, teaching demonstration, secondary school science experiment, and classes in the practicum. In order to analyze the teaching abilities in various context, a framework was developed. The framework consists of 'content,' 'progress,' and 'verbal/nonverbal' with which the movie clips of 5 pre-service science teachers were analyzed. The teaching abilities of pre-service science teachers showed overall development, that include the understanding of learners and curriculum in the 'content,' the time-management and the interaction with learners in the 'progress,' and the nonverbal behavior in the 'verbal/nonverbal.' The implications were discussed on the education in the college of education, such as the increase of teaching opportunities for pre-service science teachers and the support for those opportunities.