• Journal of the Korean earth science society
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• v.23 no.3
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• pp.221-233
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• 2002

This study investigated preservice science teachers' understandings of philosophical foundations(i.e., ontological and epistemological beliefs) underlying constructivist notions of learning. The teacher education program these subjects participated in explicitly addressed philosophical notions consistent with different views of constructivism. For these preservice science teachers, the program provided them with the opportunity to reflect upon the implications that their ontological and epistemological commitments had for their role as a science teacher. Data from four in-depth interviews were used to explore changes in each preservice science teacher's ontological beliefs, epistemological commitments, and pedagogical preferences. Results indicated that ontological beliefs and epistemological commitments were not necessarily consistent with conceptions of science teaching and learning for these preservice teachers. While some students internalized idealist and relativist perspectives, they did not integrate these relativist epistemological views into their preferred instructional practices. Also, regarding the fallible and tentative nature of knowledge, data in this study indicated that participants' epistemological beliefs about scientific Knowledge did influence how they were thinking about their roles as science teachers. Implications for teacher education programs and research on preservice science teacher's philosophical beliefs are discussed.

• Journal of Science Education
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• v.37 no.1
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• pp.23-39
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• 2013

Science teachers' perception on their preparation program can help in conceptualizing how science teachers could be prepared. Based on this premise, this study aims to investigate preservice and inservice science teachers' perception on their teacher preparation programs with a focus on the coherence and balance of program. For this purpose, 20 preservice and 39 inservice science teachers were participated. Selection form and open-ended form questionnaires were developed to survey science teachers' perception on their program. The results of study are as follows: Firstly, participating preservice and inservice science teachers perceived the coherence of their program as moderate. The most and least coherent category of program was 'planning & preparation' and 'professional responsibilities' respectively. Inservice teachers perceived the program less coherent than preservice teachers in all four categories. Secondly, participating preservice and inservice science teachers perceived that practical elements were deficient compare to theoretical elements in light of balance of the program. Lastly, participating preservice and inservice science teachers perceived that current science teacher preparation program was biased to test-driven curriculum, and four domains of the program (subject matter knowledge, pedagogical content knowledge, general pedagogical knowledge, and teaching practicum) need to be more strongly connected to secondary school context. Alternative ways to be more coherent and balanced science teacher preparation program were also discussed based on the research.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.155-169
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• 2021

This study aims at exploring the features of science teaching orientation (STO) and its relationships with other PCK (pedagogical content knowledge) components. To do this, based on the definition of STO by Friedrichsen, Driel, & Abell(2011) and PCK model by Magnusson, Krajcik, & Borko(1999), we observed one experienced elementary teacher's science lessons for 21 lesson hours (10 hours of 'Motion of Objects' and 11 hours of 'Light and Lens') and carried out qualitative analyses of the data obtained from lessons observation, teacher interviews, and CoRe (content representation) responses. We analyzed the teacher's three aspects of STO (i.e. beliefs about the goals and purpose of science teaching, beliefs about the nature of science, and beliefs about science teaching and learning) which can converge into an overall STO of 'inquiry'. And these aspects of STO appear to interact differently with four PCK components (i.e. curriculum knowledge, learner knowledge, instructional knowledge, and assessment knowledge) depending on the topic of the lesson. It is hoped that this in-depth understanding of the features of STO and its relationship with other PCK components would provide useful information on how to monitor and improve STO and PCK of elementary teachers.

• Journal of Korean Home Economics Education Association
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• v.29 no.2
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• pp.53-66
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• 2017

The aim of this research is to analyze the items of the Secondary School Teacher's Placement Test(SSTPT) which was submitted for 8 years from 2009 to 2016 according to' detailed criteria of SSTPT'. The results of this study are summarized as follows. First, according to the analysis of items which were covered for the last 8 years, it was found that there was little difference between the evaluation area, the evaluation content elements, and the questionnaires since the questions presented in the 12 items of 12 evaluation areas and 42 of 43 evaluation contents. Second, each of the items in the 8-year questionnaire are as follows. Home economics and education 93 times (32.7%), dietary life 43 times (15.2%), family life 41 times (14.4%), clothing 41 times (14.4%), housing life 34 times (12.0%), consumer life 31 times (11.3%). This shows that there is not a large difference between the basic curriculum subjects of the content education and the ratio of question items. Third, the content elements of evaluation categorized by frequency of questionnaires for 8 years are as follows. Home economics and education mainly covers 'the methodology of teaching and learning,' Family life, 'human development,' Consumer life, 'the understanding of household economics and financial management' and 'consumer decision making,' Dietary life, 'cooking principle and practice' and 'management of dietary life,' Clothing life, 'clothing and household goods production,' Housing life, 'the understanding if residential living.' Based on these results, all the areas set in the evaluation area and content should be treated equally, and qualitative item analysis is necessary from a microscopic point of view.

• Journal of The Korean Association For Science Education
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• v.34 no.1
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• pp.10-20
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• 2014

This study compares the perceptions of elementary gifted child and science teacher in a science class for the gifted. In order to explore the research problem, students and teachers answered a written semi-structured questionnaire and participated in interviews regarding the gifted science class. The data was collected and analyzed. Science teachers recognized the characteristics of a good science class, especially in terms of educational content and teaching methodology. First, they suggested promoting inquiry skills, presenting a challenging task in atypical topic selection, student-centered curriculum, and controlling the pace of learning to recognize individual differences. Second, in terms of the science class skills and attitudes category, teachers recommended raising mutual satisfaction through vigorous interaction within a permissible atmosphere. Finally, science teachers need to strive for continued professional growth. Gifted children, meanwhile, want to investigate a wide range of topics without time constraints. Additionally, they may have to explore challenging topics further. They prefer to act like scientists in that they enjoy group activities, communication and cooperation. In particular, they want to be evaluated by others in a totally embedded assessment. Gifted children also expect teachers to understand the life circumstances and needs of the students. In addition, they asked for teachers to respect individual experiments and to show them how to safely use new equipment or research methods. As a result, gifted children and science teachers have to recognize the differences of opinion concerning a good science class for the gifted. This study can help formulate strategies to establish quality management of materials in gifted science classes.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.1-12
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• 2023

The purpose of this study is to investigate earth science pre-service teachers' perceptions and educational utilization of geoparks. It is intended to provide implications of geopark education in the current curriculum and effective geopark education. Education using geoparks has the effect of helping students cultivate inquiry and learning skills, enhancing students' participation in classes. To provide education with these results, it is necessary to deliver meanings of the geopark education to of earth science pre-service teachers who will educate future generations. However, despite the advantages and needs of geopark education, earth science pre-service teachers lack an understanding of geoparks. In this study, 56 pre-service teachers enrolled in earth science education at a university in Gyeongsangbuk-do were investigated for: their perception levels of geoparks, experience, necessity, and learning method of geopark education. As a result, earth science pre-service teachers were well aware of the geoparks, but they lacked knowledge of domestic and global geoparks, confirming the need for geopark education. Currently, the degree of geopark education in the secondary curriculum is insufficient, and earth science pre-service teachers feel the need for it. However, since the understanding of geopark is lacking, support for geopark education is needed. Earth science pre-service teachers being positive about the need for geopark education, it is expected that geopark education will be active in the field of earth science, social, and comparison education when they become teachers in the future.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.103-112
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• 2011

In Intellectual Subject the learning is applied individualization learning but In Computer Subject most teachers teach the curriculum with altogether lesson because of lack about understanding computer subject and the great gap of student's beforehand. The purpose of this paper is to suggest Customized Educational Program to help teachers apply in the classroom and to analyze the effect of educational using Personalized Learning model on the improvement of student's learning attitude and self-directed learning ability. For this study, after the Personalized Learning model class, measured learning attitude, student's class satisfaction and the expanding of self-directed learning ability by the self-assessment reports, a product, teacher's evaluation.

• Education of Primary School Mathematics
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• v.10 no.2
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• pp.141-149
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• 2007

It is undeniably important to bring up a solution capability of arithmetic word problems in the elementary mathematical education. The goal of this study is to acquire the implication for remedial instruction on arithmetic word problems solving through surveying elementary school students' difficulties in the solving of arithmetic word problems. In order to do it, this study was intended to analyze the following two aspects. First, it was analyzed that they generally felt more difficulties in which field among addition, subtraction, multiplication and division word problems. Second, with the result of the first analysis, it was examined that they solved it by imagining as which sphere of the other word problems. Also, the cause of their error on the word problem solving was analyzed by the interview. From the foregoing analyses, the following implications for remedial instruction on arithmetic word problems solving are acquired. First, the accumulation of learning deficiency must be diminished through the remedial instruction. Second, it must help students to understand the given problem and to make of what the goal of problem is. Third, it must help students to form a good habit for reading the problem and to understand the context of problem. forth, the teacher must help students to review and reflect their problem-solving processes.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.1-17
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• 2019

In this study, prospective teachers were involved in arranging the teaching sequence of multiplication and division of fractions and decimal numbers based on their experience and knowledge of school mathematics. As a result, these activities provided an opportunity to demonstrate the prospective teachers' perception. Prospective teachers were able to learn the knowledge they needed by identifying the differences between their perceptions and curriculum. In other words, prospective teachers were able to understand the mathematical relationships inherent in the teaching sequence of multiplication and division of fractions and decimal numbers and the importance and difficulty of identifying students' prior knowledge and the effects of productive failures as teaching methods.

• Journal of the International Relations & Interdisciplinary Education
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• v.3 no.2
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• pp.47-66
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• 2023

The purpose of this study is to observe teachers' perceptions of career education for incumbent Chinese general high school teachers.This is because no matter what the curriculum on career education looks like, career education can eventually be conducted in various directions according to the perception of teachers who provide career education. The survey categories to examine teachers' perceptions are largely divided into five categories: experience/current of career education, importance of career education, necessity of career education, difficulty in the implementation process, and method of implementation. Currently, the Chinese government strongly encourages career education, but it lacks the ability of teachers to stockpile expertise in the field.In addition, teachers showed a high awareness of the effectiveness of career education, but they expressed difficulties in recognizing how to develop vocational career skills. This study is meaningful in that it suggested the direction of improving career education through a survey of teachers' perceptions that determine the realization of career education in a situation where career education research itself is very weak for teachers in general high schools in China.