• Journal of Gifted/Talented Education
• /
• v.26 no.2
• /
• pp.299-318
• /
• 2016

The purpose of study was to explore science teachers' practical knowledge on teaching the gifted in science; namely, what kinds of instructional methods did they perceive as effective approaches based on their teaching experience with the gifted? Twelve science teachers who had 4-11 years of teaching experiences with the gifted students at the gifted center under the local educational offices participated in the study. The data source included in-depth individual interviews with the teachers. In results, the teachers became more aware of the academic potentials and characteristics of the students and had made efforts to develop their instructional methods more fitting to the characteristics and needs of the gifted. They emphasized four instructional aspects: 1) experience of authentic inquiry process and methods, 2) group activities focusing on leadership, communication and collaboration, and empathetic attitudes, 3) tasks promoting creative and convergent thinking, and 4) career awareness in the field of science, technology, and engineering. It is expected that this study provides more practical implications and insights for novice science teachers in the gifted education.

• Journal of the Korean earth science society
• /
• v.22 no.5
• /
• pp.339-349
• /
• 2001

The aim of this study is to explore effective teaching strategies through an investigation of the problem-solving abilities and reasons for the unsuccessful problem solving of pre-service teachers. The participants of the study were 60 pre-service teachers who were expected to teach earth science in elementary school (40) and secondary school (20). The participants had taken a course in astronomy before they took part in the present study. The instruments for the study were a paper-and-pencil test and interviews. The results demonstrated that the pre-service teachers' abilities to solve problems were low. The pre-service teachers of the elementary school were inferior to those of the secondary school in their problem solving abilities. The causes for the unsuccessful problem solving were identified as follows: (1) lack of prerequisite knowledge to understand the motions of the moon and the planets, (2) failure to represent problems based on solution principles, (3) failure to apply the knowledge acquired in one setting to another, different setting, (4) frames of reference the frameworks for everyday life situation and for earth science problem situation, and (5) rote-memorization of facts rather than understanding the cause-and-effect relationships. The above causes for unsuccessful problem solving seemed to be related to the characteristics of novice problem solvers in general and of the tasks about the motions of the moon and the planets. Suggestions are made to enhance pre-service teachers' problem solving abilities based on the result of the study.

• Journal of The Korean Association For Science Education
• /
• v.37 no.1
• /
• pp.17-24
• /
• 2017

The purpose of this study is to examine the perception of science educators (science research experts and science teachers) about invention education in science education. The instrument in surveying their perception consisted of the necessity of invention education in science education, the connection between invention and science education, and the demand for in-service invention education for science teachers. Subjects were 119 science educators (67 science teachers and 52 science research experts). They perceived positively about including invention educational content in school science education. They perceived that invention education was highly related to science education. Even though science educators have almost average level of understanding invention education, they demand in-service invention education for science teachers. Most of them referred informal courses to formal ones for school science education. Considering real life, engineering design, creative thinking in science education, invention method, and educational strategies can be effective for science education.

• Journal of The Korean Association For Science Education
• /
• v.33 no.7
• /
• pp.1343-1353
• /
• 2013

It is necessary to teach science terminology in order to solve the problems induced from the fact that students have low comprehension in science terminology. The purpose of this study was to investigate science teacher's perception of teaching science terminology. The questionnaires consisted of perception of science terminology, science terminology for teaching, teaching of science terminology, and teaching methods for science terminology. As a result, science teachers had difficulty with science terminology and were not familiar with them as well as students were. Despite having perceived the necessity of teaching science terminology because it serves as a great influence on students to study science, they didn't have enough knowledge of the teaching methods for science terminology, so that they felt difficulties in teaching science terminology. Finally, science teachers hope to display new science terminology with explanations on each page of the science textbooks.

• Journal of The Korean Association For Science Education
• /
• v.34 no.6
• /
• pp.535-547
• /
• 2014

This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.

• Journal of the Korean Society of Earth Science Education
• /
• v.16 no.2
• /
• pp.196-209
• /
• 2023

This study recruited 11 teachers with experience in guiding science exhibitions nationwide to investigate the perception and necessity of teachers as educational consumers of science exhibitions, one of the out-of-school science education activities, and conducted an in-depth written survey. An average of more than 3,600 characters answered a total of seven questions in writing, and through qualitative analysis, the growth of students and teachers due to participation in science exhibitions, difficulties in participating in competitions, and teachers' voices for revitalization were recognized. Teachers offered positive opinions in that participation in science exhibitions improves students' knowledge and attitudes related to science and experiences an open inquiry process linked to career advancement in science and engineering. However, the students who participated in the competition failed to record the contents of the inquiry in their school records, and instructors pointed out the obsession with discovering novel topics, the burden of guiding the inquiry process, and the limitations of their expertise in major knowledge. In order to revitalize science exhibitions, 17 city and provincial education offices called for measures to strengthen the capabilities of instructors and students, improve the promotion and screening methods of the National Science Museum, and improve the Ministry of Education's school records.

• Journal of The Korean Association For Science Education
• /
• v.17 no.1
• /
• pp.85-92
• /
• 1997

The field is a good learning environment that offers many opportunities. Status of conducting field trip in the middle and high school was investigated As a result, there was few teachers who disagree that a course in science should include learning in the field. Yet, on practical side, teachers who used to conduct the field trip over once a year in science class appeared to be about 23% only. Most of schools conducting field trips hadn't well-planned program for instructional activities. Many of teachers appealed that they should not get release time for conducting an extended field experiences, and that they could not obtained good information in relation to the contents, the methods and strategies of field activities. It says that a good field trip needs administrative and financial surport, many informations, and the teacher's exertion.

• Journal of Korean Elementary Science Education
• /
• v.42 no.4
• /
• pp.523-537
• /
• 2023

This study encompassed the responses of 284 elementary school teachers, focusing on their teaching experiences, readiness, and needs for science education concerning the risk posed by science and technology. The key findings are summarized as follows. First, a significant portion of teachers lacked prior experience in addressing risks associated with science and technology within their science education practices. Second, a greater number of teachers were aware of the inclusion of risk-related content in the 2022 revised science curriculum's achievement standards than those who were not. Third, in terms of teachers' understanding of risk perception, risk assessment, and risk management, they demonstrated a relatively high level of understanding of risk perception but a lower level of understanding of risk assessment. Fourth, most teachers had not undergone any formal education or training related to risk. Fifth, among the 10 objectives of risk education, teachers displayed the highest competence in teaching "information use" and "action skills," while their lowest competence was observed in "interpreting probabilities" and "evaluating risk assessment." Sixth, a majority of teachers believe that it is important to teach about the risks posed by science and technology in school science classes, with "action skills," "information use," and "decision-making skills" being considered the most important and "action skills," "information use," and "influence of mass media" being regarded as the most urgent. However, teachers anticipated difficulties in addressing risk in school science classes, including a lack of relevant educational materials, a lack of understanding of teaching theories related to risk education, and the relationship between science curriculum content and achievement standards. Seventh, as a result of calculating the educational needs for each of the 10 goals of risk education, "influence of risk perception," "decision-making skills," "action skills," and "evaluate risk assessment" were the priority needs of elementary school teachers.

• Journal of Korean Elementary Science Education
• /
• v.28 no.3
• /
• pp.313-320
• /
• 2009

It takes elementary school teachers long time to search for instructional materials. They have also difficulties with choosing proper contents among much of the overlapping materials. Thus this study set out to investigate the current utilization of web materials by teachers, analyze the materials in the existing homepage, and identify useful materials for teachers. For those purposes, the investigator developed an evaluation framework to analyze science education materials in the existing homepage and analyzed materials using the framework. The materials had developed in the past failed to reflect the demands of teachers, who were the users, actively. Therefore, we took a survey to analyze their demands and reflected the results to establish a set of criteria to analyze materials. After dividing materials according to utilization and format, the external and internal elements of materials were assessed according to the evaluation items. If they systematically select many teaching and learning materials developed for elementary science and make efforts to vitalize their educational usage by sorting out overlapping materials and developing new needed ones, they will be able to save a huge amount of expenses and maximize the efficiency as educational materials.

• Journal of Korean Elementary Science Education
• /
• v.26 no.2
• /
• pp.149-160
• /
• 2007

This study was conducted to investigate the relationships between the patterns of elementary school teachers' explanations and the patterns of students' questions types on scientific phenomena. for the purposes of this study, we collected questions related to scientific phenomena from 255 $3rd{\sim}6th$ students in 2 elementary schools. Classifying the students' questions collected, 20 representative questions for each type were selected. Data regarding teachers' scientific explanation from 62 teachers of 3 elementary schools were also collected. The results of the analysis of the questions for each science field show that the students in the 3rd, 4th, and 5th grades have the most questions regarding biology, and those in the 6th grade have more questions regarding earth science. Regarding question types, object exploration questions and explican exploration questions formed the majority. Moreover, the higher the students' grades, a decrease in the number of conjectural questions and an increase in the number of causal questions were observed. As a result of the analysis of the teachers' explanation, the following explanation types could be discerned; conjecture, hypothesis, prediction, teleological explanation, information given to feed exploration questions, as well as verification and information supply fer verification purposes. There were 4 kinds of relationships between question types and explanation types. One was the explanation fitting to each question type, a second was the explanation with additional content than the question required, a third was where the explanation was inappropriate to the question, and a forth was where the teacher responded that they "don't know." This study, investigating the relationships between questioning as a scientific inquiry process and explanation, will help to promote discussion regarding science classes in elementary school.