• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.73-81
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• 2007

The purpose of this study was to find out chemistry teachers' perceptions on the aims and characteristics of the chemistry I course from the 7th national curriculum by means of investigating how frequently particular learning contents were selected and what the teachers' teaching styles were in order to find out how effectively teachers were working with the 7th national curriculum in teaching. For this study, data was collected by means of questionnaires, which was answered by 44 chemistry teachers in 40 different high schools. Results from this study are as follows: As for the perception on the aim and characteristics of chemistry I course, many chemistry teachers have already perceived that the aim of the course was to promote democratic citizens with the knowledge of chemistry. And the most appropriate way of teaching chemistry I course was inquiry-centered teaching such as experiment-practice and inquiry-discussion. However, these perceptions were not reflected when they actually taught students in the classroom. Instead, most of the class was concepts learning and there were a lot of differences in selecting learning contents among chemistry teachers. Furthermore, although chemistry I course was considered a good subject to make students have interest and curiosity in chemistry, it was not appropriate to make students understand the concepts of chemistry. Therefore, learning contents in chemistry I course need to improve. In conclusion, as the goal of 7th national curriculum of chemistry I course was to emphasize inquiry teaching, inquiry based teaching should be practiced in the class. Moreover, sufficient teacher training should be accompanied and alternative additional teaching contents should be developed. Finally teachers' experiences should be reflected in the national curriculum when it is revised.

• Journal of the Korean Chemical Society
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• v.66 no.4
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• pp.305-322
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• 2022

In this study, a practice-based teacher education program was developed and applied to improve the TPACK of pre-service chemistry teachers. Also the program effect and obstacles were confirmed by measuring the development of TPACK. The participants of this study were 20 pre-service chemistry teachers of 3rd grade and 2 pre-service chemistry teachers of 4th grade who took chemistry education courses at K University located in Chungcheongbuk Province. The developed teacher education program consisted of four stages: preparation, rehearsal, practice, and reflection. The feedbacks from researchers and colleagues pre-service teachers were provided in preparation, rehearsal, and reflection stages. As a result of the study, the program of this study did not show an educational effect in the "constructive learning activities" of preservice teachers, but it was found to have an educational effect in "problem solving". In other words, in "constructive learning activity", most pre-service teachers were at 0 level before and after the program. The pre-service teachers designed the class to unilaterally provide technology to simply use it as a tool to explain subject content or revise misconceptions, and learners can passively acquire knowledge. However, in the case of "problem solving", the pre-service teachers who were at level 0 before the educational program changed to level 1. Before the program, the pre-service teachers designed classes to solve problems by memory without using technology, but after the program they planned classes that provides opportunities to approach and solve various problems through the technology presented by the teacher. However, there were not many pre-service teachers corresponding to level 2, which constitutes voluntary learning in which learners use technology to solve various problems while selecting and variously manipulating technology. In addition, as obstacles to the TPACK development of pre-service chemistry teachers, there were external factors such as lack of classroom support environment for TPACK implementation, lack of time for education planning, and inadequate technology competency. And there were internal factors such as perspectives of traditional education and negative attitude toward technology. In particular, the proportion of pre-service teachers who preceived inappropriate technical competency as an external obstacles of TPACK development was high. Therefore, it was necessary to develop an education program corresponding to type 2 or type 3 that enables TPACK development through TK for pre-service teachers.

• Journal of the Korean Chemical Society
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• v.60 no.4
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• pp.276-285
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• 2016

This study aimed to examine preservice science teachers' modeling ability and how it has changed in argument-based chemistry laboratory investigations. The participants for this study were twenty-one freshman students from teachers’ college and they carried out six topics of argument-based chemistry laboratory investigation. Students’ written modeling samples were collected and analyzed to investigate preservice science teacher's modeling ability and changes in it. The results of this study showed that preservice science teacher's modeling ability has improved and progressed through argument-based chemistry laboratory investigations.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.123-133
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• 2019

The purpose of this study was to investigate the effect of responsive teaching method for pre-service teachers in Chemistry Education Department of H University. We designed three steps for the discussions: foregrounding the substance of learners' ideas, recognizing the disciplinary connections within learners' ideas, taking up and pursing the substance of thinking. In the step of foregrounding the substance of learners' ideas, we analyzed the questionnaires conducted by the 20 pre-service teachers to understand the nature of their ideas about evaporation and boiling. Among them, five pre-service teachers were selected to recognize the disciplinary connections within learners' ideas. Through these steps, the pre-service teachers have grasped the nature of their thinking about evaporation and boiling, and have experienced the process of modifying or expanding the frames of thought by the disciplinary connections within learners' ideas. In addition, the pre-service teachers directly perceived the effect of the responsive teaching method by experiencing dynamic changes of their conceptions.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.805-812
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• 2006

In this study the description patterns of chemistry textbooks on the boiling point elevation phenomenon and the understanding patterns of high school students, pre-service teachers and chemistry teachers were investigated. High school chemistry II textbooks developed in the 6th and 7th national curricula were analyzed and the conception patterns of subjects on this phenomenon were categorized using a questionnaire developed for this study. The description patterns of science textbooks were classified into three: 'decreasing of surface solvent molecules', 'attraction force between solvent and solute molecules' and 'decreasing of surface solvent molecules and attraction force between solvent and solute molecules'. In the result of the conception analysis, the ratio of 'attraction force between solvent and solute molecules' was high among students, pre-service teachers, and chemistry teachers. There was a propensity that they would like to explain the boiling point elevation in terms of enthalpy rather than entropy, and in order to analyze this propensity, follow-up interviews were carried out.

• Journal of the Korean Chemical Society
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• v.61 no.6
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• pp.359-368
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• 2017

The purpose of this study was to examine levels of claims and evidence produced by 53 secondary science teachers. Levels of claim and evidence produced by the teachers in this study are various depending on themes. For a problem integrated several science concepts, there were many teachers who produced claims and evidence in a level of 1 or 2. The participant teachers presented claims and evidence in a level of 3 or 4 for a problem related to chemistry concepts presented in chemistry textbooks. Professional development programs should be provided for science teachers to help them develop understanding of argument structure and construct high quality of claims and evidence.

• Journal of the Korean Chemical Society
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• v.54 no.6
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• pp.799-808
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• 2010

In this study, we conducted a textbook analysis and a conceptual test in order to investigate misconceptions of preservice chemistry teachers in understanding motions of molecular gases. As a result, we found out that many of the general chemistry textbooks not only introduce motions of molecular gases by explaining basic conceptions and using simple models, but also omit the explanation on center of mass when dealing with rotational motion. The physical chemistry textbooks, however, mainly approach motions of molecular gases in terms of spectroscopy and use various models to explain more intensified concepts, referring the center of mass in rotational motions. Meanwhile, pre-service chemistry teachers' confidence and understanding in the motions of molecular gases were very low and pre-service teachers also had many misconceptions about them. We believe this is because they had a tendency to depend largely on their intuition based on the pre-conceptions and the visual materials in the textbooks.

• Journal of the Korean Chemical Society
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• v.68 no.5
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• pp.259-273
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• 2024

This study aimed to investigate changes in metamodeling recognition among chemistry teachers through a teacher educational program related to redox models and water electrolysis experiments. To this end, a science model education program was developed for 9 chemistry teachers and conducted over 10 lessons for a total of 40 hours. In addition, a pre- and post-survey was administered to determine teachers' metamodeling recognition in non-contextual and contextual situations. As a result of the study, through the science model education program, teachers showed educational effects in both non-contextual and contextual situations. In the case of non-contextual situations, the stages of scientific metamodeling knowledge development of chemistry teachers came out differently depending on the type of question. For example, the nature or purpose of the model, the modeling process, or the evaluation and improvement of the model improved from low to high, but there was no significant change because the perception of model change and diversity was already high in advance. In the case of contextual situations, the stage of scientific metamodeling knowledge development improved from objectivity to subjectivity in both the redox model theory class and the water electrolysis model experiment class. Therefore, through the 5E circular learning model-based education program, chemistry teachers' perception of metamodeling was clearly improved. However, the modeling activities of teachers in the water electrolysis model experiment class were different from the change in metamodeling perception. The types that teachers selected as additional experiments for modeling were analyzed in two ways. The first type is when they are interested in finding an ideal condition in which the ratio of hydrogen and oxygen gas is close to 2:1 through additional experiments. The second type is when additional experiments are designed with interest in why the experimental results are coming out like that. It was analyzed that the second type was the experiment necessary for modeling. In addition, modeling activities were analyzed into two types. The first was a type in which water molecules were directly decomposed in two electrodes to generate hydrogen and oxygen gas. This type was the case of regression to the textbook model regardless of the experimental results, and 6 chemistry teachers out of 8 were analyzed as this type. The second type was the type in which water reacted at the (+) electrode to generate other substances, and hydrogen ions reacted at the (-) electrode to generate hydrogen gas. Teachers who performed these modeling activities corresponded to the second type in additional experiments, and 2 chemistry teachers out of 8 corresponded to this. Therefore, it is necessary to provide an experience of activities corresponding to the second type of experiment and modeling through an educational program that provides an experience of directly modeling through experiments in order to develop modeling capabilities, unlike the development of metamodeling knowledge.

• Journal of the Korean Chemical Society
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• v.65 no.5
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• pp.333-346
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• 2021

In this study, we developed education materials using history of science related to the experiment of 'Boyle's air pump' and the Boyle and Hobbs' debate of vacuum to find out the perceptions of NOS by pre-service chemistry teachers. For the study, 29 pre-service chemistry teachers at a college of education in Chungcheongbuk-do were selected. As RFN items that were related to the contextual situation developed in this study, items in the categories of 'Aims and Values', 'Scientific practices', 'Scientific Methods among Educational Applications' and 'Social-Institutional Aspects among Educational Applications' were selected. Through the items of RFN, the perceptions of pre-service teachers in non-contextual situations were investigated. Then we presented the pre-service teachers with the situation related to Boyle's experiment on air pump and Boyle and Hobbes' debate over vacuum. In addition, their perception of NOS was examined in contextual situations related to RFN items. Responses to the items, experimental results related to Boyle's Law, group discussion, and interview data were collected as data. As a result of the study, it was found that pre-service teachers had informed perceptions in most of the items, but cases with naive views or mixed views were found in context experimental situations. This study can contribute to the NOS education for pre-service chemistry teachers by development of context situation education materials related to NOS and by finding out their perceptions in the non-contextual and contextual situation.

• Journal of the Korean Chemical Society
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• v.61 no.5
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• pp.277-285
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• 2017

The purpose of this study is to investigate the perspective of pre-service chemistry teachers on the learning situations of visually impaired students through scientific inquiry in a darkroom and to propose a teaching and learning method for students with visual impairments. Twenty-one pre-service chemistry teachers from college of education in Gyeongbuk were encouraged to explore individually hands-on model for the molecular structure of ice freely, and had a discussion with a one of the researchers during the activity. All the conversation and discussion were audio-taped and transcribed for analysis. As a result, pre-service chemistry teachers realized that learning situation of the visually impaired students was quite different with their perception while exploring and figuring out hands-on model of the molecular structure of ice in the darkroom. They already learned and could see this model by themselves but also recognized that visually impaired students had inconvenience and difficulty in learning science concepts. Based on these reflections, some pre-service chemistry teachers suggested directions for modification to fit visually impaired students' needs more.