• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.108-116
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• 2007

The purpose of this study was to examine the views of elementary students and teachers in relation to life phenomenon. Students seemed to strongly agree with the notion of vitalism as well as with organicism. However they clearly disagreed with the notion of mechanism. Contrary to our supposition, their viewpoints on lift phenomenon were highly affected by their relative levels of academic achievement in science subject areas, rather than by their religious affiliations. One possible explanation for this outcome is that elementary schoolers have not firmly established religious views, though they might indeed have a religious affiliation. High-achieving children in science subject areas seemed to agree with both vitalism and organicism (p<.01), and it is suggested that those students must have had more opportunities to encounter related cases in modem science or life ethics. Teachers agreed with all three views, showing the highest rate of approval in organicism. Though they appeared to agree with mechanism, they were strongly opposed to radical mechanism generally arguing that 'organism and machines were essentially the same'. Student responses indicated that TV had a bigger influence on their viewpoint on life phenomenon than teachers did. This means that children held certain views about the relative significance and influences of teachers vis-a-vis TV in daily life, and is also reflective of a perception amongst students that teachers do not how the significance of viewpoints on lift phenomenon.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.597-606
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• 2014

The purpose of this study is to survey and analyze difficulties in teaching and learning elementary school science on the chapter titled 'electric circuit'. 28 elementary school teachers who teach 5th grade science and 73 5th grade students in elementary school were taken part in this survey. The pilot questionnaire was distributed to find out both the degree and the reason of difficulties in teaching and learning. The answers are analyzed with four areas to extract elements which make class difficult; Learner factors (L), Instruction factors (I), Curriculum & textbooks factors (C), and Environment factors (E). The results are as follows. (1) It can be seen that both students and teachers feel the highest difficulty in 7th lesson 'the direction of current', while they felt little difficulty in lesson 3 'conductor and nonconductor' and lesson 8 'the safety of electricity'. (2) The most mentioned reason of difficulties in teaching and learning was Learner factors (L). (3) Teachers felt many difficulties in experimental environment. On the other hands, students didn't think experimental failures as serious trouble. (4) Students felt many difficulties in new terms and hazy concepts or expressions. (5) Teachers felt a lot of difficulties in those from Curriculum & textbooks factors.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.159-166
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• 2016

This study analyzed perceptions and difficulties in applying Flipped Learning with an interview method grounded on understanding and experience of Flipped Learning in science class. The interviewees selected were six teachers working in Seoul and Gyeonggi Province. Three teachers having over two years of experience in operating Flipped Learning in science were selected, one each from elementary, middle, and high school and another three teachers who had just started to operate Flipped Learning this year were chosen, one each from elementary, middle, and high school. According to the result of a 3-step interview conducted with the participating teachers, they indicated very high satisfaction with the implementation of Flipped Learning in elementary, middle, and high school science classes. They responded that Flipped Learning was particularly more helpful for inquiry activity. The teachers, however, felt burdened by the class preparation and had difficulty in organizing the class. To explore ways to get rid of the difficulties in Flipped Learning, this author discussed the textbook system where one could draw various implications for improving the current class.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.472-479
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• 2005

The purpose of this study was to develop an inquiry-based professional development program for in-service secondary science teachers and to investigate it's application. The inquiry-based professional development program was reconstructed based on SSCS problem-solving model, which is composed of 4 stages of search, solve, create, and share. The 28 science teachers' understanding of the SSCS program were investigated as implementing the program. As a result of this study, 8 SSCS modules have developed as the science teachers have searched, solved, created, and shared various situated problems. The science teachers found themselves to have positive perception of SSCS program. The SSCS program was effective in changing the learners' teaching/learning attitude and to develop individual scientific thinking. To make the SSCS problem solving successful and more effective, both science teachers' professionalism and pedagogical knowledge for selecting topic as the levels of learner should be considered.

• Journal of the Korean earth science society
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• v.28 no.6
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• pp.707-719
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• 2007

Teachers play key roles in classroom instruction. The perceptions and orientations of teachers about teaching have substantial effect on the practical context of science teaching. Analyzing science teacher's perceptions and orientations about Earth Systems Education (ESE) offers an opportunity to figure out how the goals of ESE might be dealt with. In this study, lesson plans developed by and in-depth interview results with two teachers were analyzed in terms of ESE perceptions. ESE orientations were also investigated in terms of teaching orientations and integration orientations. Research results showed that the teacher's deep understandings about 'Global Scientific Literacy (GSL)', the ultimate goal of ESE, precede the sound ESE teaching in the classroom. To enhance teachers' GSL, exemplary aspects of various integration, including networked integration, should be provided specifically to teachers. Also, the institutionalized approaches to developing ESE curriculum could help classroom teachers activate ESE teaching in their classroom.

• Journal of the Korean earth science society
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• v.30 no.3
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• pp.330-343
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• 2009

Pedagogical content knowledge (PCK) has been regarded as an indication of science teachers' professionalism. The purpose of this study was to analyze topic-specific PCK of pre-service and in-service science teachers, comparatively. For this purpose, we developed an analytic framework for explicitly documenting science teacher' PCK and applied the framework for analyzing the difference within the same topic and with two different topics. Findings are as follows: (1) With the same topic, there was considerable difference between pre-service and in-service teachers in the components of PCK, not to mention individual difference. (2) In case of two different topics, we did not recognize a tendency of change in PCK, but remarkable differences in PCK were identified between two different topics. This study affirmed the topic specificity of PCK, and discussed a possibility of employing PCK analytic framework and its profile as one of the tools that could be used to develop and assess teachers' professionalism.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.665-673
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• 1999

We examined how science teachers in middle schools practiced and perceived using analogies. A survey was administered to obtain 131 teachers' responses from 22 middle schools in Seoul. Most science teachers used analogies frequently in their instructions, and had positive attitudes toward the effect of analogies. They agreed that relevant figures should be presented with analogies, analogy itself should be explained to their students, and something to mislead the students' idea should be mentioned. They also responded that they practiced so in their instructions. However, it was revealed that they neither explained a concept with several analogies nor helped students to make self-generated analogies. Their idea was that proper analogy sources and instructional models were needed for using analogy effectively in science instruction. The teachers with above masters degree explained the analogy itself, and they perceived the needs for supplements and strategies in using analogy more affirmatively. The teachers possessing modern perceptions to science instructions and students' activities rather than classical ones used analogies more frequently and effectively.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.30 no.3
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• pp.223-244
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• 2019

This study aims to propose educational information services for social science teachers by analyzing their information seeking behaviors. The author carried out in-depth interviews with thirteen social science teachers in Daejeon and analyzed them using an information seeking behavior model of Leckie, Pettigrew and Sylvain. The study results showed that information needs of social science teachers arise from extrinsic and intrinsic motivations according to their work roles and tasks. Also, the characteristics of information needs such as repeatability, predictability, urgency, and complexity appear to influence information seeking behaviors. The participants used various information sources including web, book, and interpersonal sources. Moreover, the study observed some factors that may influence perception toward information sources such as trustworthiness, information quality, packaging, prior success experience. Finally, the perception change and use frequency of information sources were also identified. Based on these findings, the author proposed information services for social science teachers including integrated information provision services, information literacy programs, networking services and readers advisory services.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.492-500
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• 2009

The purpose of the study was to investigate middle school students' and teachers' perception of psychological learning environments as well as the differences between them. This study sampled 503 middle school students and the 16 teachers who taught them. 'Psychological Learning Environment Instrument by Science Teacher' was implemented to collect data. Frequency analysis and descriptive statistics, as well as t-test, ANOVA were used for basic analysis of data. There were statistically meaningful differences in students' perception of psychological learning environments by gender, science achievement, science preference and self-efficacy in science. However, there are no differences in teachers' perceptions of psychological learning environments by gender, age, career year and major. The difference between teachers' and students' perception of psychological learning environments was not large, showing no statistical significance. However, teachers' perceptions of psychological learning environments was a little higher than that of students.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.541-551
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• 2009

This study aimed to investigate the effect of pre-service science teachers' experiences in nuclear physics research on their understanding of scientific inquiry process and career planning. The thirty-week URP (Undergraduate Research Participation) program was designed with the participation of six pre-service science teachers. Data sources included in-depth interviews with the individual teachers, group discussions, participant observations with field notes over the weeks, journals and lab logs, etc. Results indicated that the teachers perceived the complex and repetitive nature of the science research process, the importance of scientists' creativity and collaboration, etc. Their typical impressions of scientists has also more or less changed. In addition, the teachers had opportunities to confirm their aptitude in physics and to explore their career options in physics-related fields.