• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.289-299
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• 1997

This study has been undertaken in the light of constructivist view of teacher education. Participant observation, unstructured interview and questionnaire were used to explore the process and the role of practicum in science teacher education. The subjects were 19 student teachers majoring in physics education; 8 had participated at boys junior high school, 11 at senior high school. The student teachers had very critical and negative perception on their school days' science lessons. They had expected to do 'better' in their practicum but there were only 3 to 5 opportunities of teaching under the umbrella of textbook. Explanation in the classroom and solving exercise problem were the main features of student teachers' lessons. Much of the lessons were similar when it is to same topic and the main reference for their lesson preparation was the textbook. The student teachers felt the design of teaching approach as the most difficult thing during their lesson preparation. They realized that teaching is harder than they thought and they should consider students' level and responses. Though they had become to have more positive perception on teaching job through their field experiences, their decision on job preference did not change. More than half did not want to be a teacher. The student teachers recognised the courses related with science education as the most useful to their teaching in practice among the program of college of education which they had taken. The experience of writing one lesson plan or teaching in front of their peers, designing a new demonstration equipment were recognised as valuable and helpful element of the courses. They proposed to reduce the amount of general education courses and to emphasize the courses relevant with science education and practicum. The limited opportunity of teaching in practicum was pointed out as problematic. Though the practicum was recognized as a 'good' experience to student teachers, it was confined by textbook and limited teaching opportunity. In conclusion, the practicum was not organized and implemented as a meaningful experience of science teaching and learning. There should be more structured studies on what kind of perceptions and experiences the student teachers had brought to the science teacher education program, how they interact with the elements of the program and how they affect to their science teaching. The structure and content of practicum also should be studied and developed so as to make practicum as a meaningful experience of science teaching and learning.

• Research in Mathematical Education
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• v.8 no.4
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• pp.293-307
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• 2004

Psychological and social theories have influenced on making sense of teaching and learning of mathematics. This paper analyzes major influences of such theories - behaviorism cognitivism, and situativity - on mathematics education. Instead of reviewing the theories perse, it intends to explicate how different perspectives have shaped our understanding of mathematics education both in theory and in practice. Given that the current mathematics education reform ideas are theoretically based on the constructivist and the sociocultural perspectives, the main focus is given on cognitivism, situativity, and various coordinations between the two. Exploring about psychological and social theories in the context of mathematics education is expected to enrich our understanding of where we have come from and where we are going.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.71-82
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• 1998

The main purpose of Iowa Chautauqua Program(ICP) and Iowa-Scope, Sequence. and Coordination (Iowa-SS&C) was to educate K-12 science teachers so that they could teach science in a human context using the constructivist strategies. The major task for the participating teachers to perform was to develop modules with the emphasis on STS and constructivist approach. which were supposed to be taught in the respective classrooms. Teachers worked together for two weeks for the development of modules during the summer, and attempted the modules with their students. The participating teachers met regularly during the autumn semester to share and reflect their experiences and obtain additional information on science education reform and its implications. During the winter break. the teachers improved and extended the STS modules. The Iowa Chautauqua Program and Iowa-SS&C had two important implications for Korean science education. First, they made the most of the resources they had in order to provide the practicing teachers with recent research findings on the nature of science. science learning and teaching, that is. the constructivist approach. Second, they emphasized both cooperation of teachers and long-term training to realize the reform in school science education.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.386-400
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• 2003

This paper presents an analysis of the Developmental Approaches in Science, Health and Technology (DASH) program, a K-6 curriculum developed by the Curriculum Research & Development Group (CRDG) at the University of Hawaii employing the curriculum analysis framework created by Posner. Using this framework the analyst found that the DASH design is based on the research on learning, teaching, and assessment now driving efforts to reform science education at the elementary level. DASH embraces the constructivist idea that learning is a personal and social process and the recapitulation model that new concepts are built out of theories previously learned. DASH provides an understandable, exciting, and memorable experience in the operations of science, health, and technology, and develops their capacity to use the skills and knowledge of science, health, and technology both in and outside school. A number of studies of DASH have examined its functionality, effectiveness of pedagogy and what students learn. The innovative nature of DASH necessitated a multidimensional assessment that included both quantitative and qualitative research techniques. Ongoing development of the DASH program in the research setting of a university laboratory school permits ever deeper connections with emerging curriculum theory and curriculum practice, and allows new linkages as ideas are tested in research classrooms.

• Journal of Science Education
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• v.37 no.2
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• pp.389-404
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• 2013

This study aimed to explore elementary teachers' beliefs about science teaching, science learning and the nature of science and consistency among these beliefs. Data was collected by using an open questionnaire and semi-structured individual interview. Teachers' beliefs were classified as traditional beliefs and constructivist beliefs. Traditional beliefs were further divided into content knowledge-centered beliefs and procedural knowledge-centered beliefs. The result showed that a relatively large number of teachers among the total 30 teachers had traditional beliefs about science teaching, science learning, and the nature of science(respectively 60.0%, 66.7%, 83.3%). Most of traditional beliefs were identified as content knowledge-centered beliefs. The proportion of teachers with consistent beliefs for all three aspects was 40.0%, the proportion of those with consistent beliefs for two of them (those with related beliefs) was 53.3%, the proportion of those with different beliefs for them (those with divergent belief) was 6.7%. Most of the teachers with the consistent beliefs had the content knowledge-centered beliefs of traditional beliefs. Although constructivism has been widely emphasized in science education from the 1980's, the rate of the teachers with the consistent beliefs in constructivism was as low as 6.7%.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.501-510
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• 1997

Science teachers' beliefs about science and school science and their perceptions of the science laboratory learning environment were investigated with an assumption that science laboratory teaching would be affected by science teachers' beliefs. Likert-scale questionnaires of BASSSQ and SLEI were used in this study. The major findings were as follows: 1. Science teachers showed inconsistent beliefs about science and school science. Their responses reflected a patch-like view of postmodern epistemology and objectivism They also showed somewhat different views about science and school science. It was found that science teachers had strong objectivist views about science in some parts. but they had moderate constructivist views about school science in other parts; 2. The mean scores of student cohesiveness, integration. and rule clarity on the actual version in SLEl were relatively high, but those of open-endedness and physical environment were very low; 3. There was no association between teachers' beliefs about science and their perceptions of the science laboratory learning environment. But some associations were found between teachers' beliefs about school science and their perception on student cohesiveness, integration, and rule clarity of the actual science laboratory learning environment. Teachers' beliefs about school science had some statistically significant correlations with their perceptions on all scales of the preferred version of SLEI. We could not show a causal relationship between teachers' beliefs and their science laboratory learning environment through these results. But it can be suggested that teachers' beliefs about school science do have a role in constructing a desirable science laboratory learning environment, as we found that there were statistically significant correlations between them.

• Journal of the Korean earth science society
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• v.31 no.5
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• pp.500-520
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• 2010

The purposes of this case study were (1) to explore one experienced teacher's views on Earth Systems Education and (2) to describe and document the characteristics of the Earth Systems Education (ESE) curriculum provided by an exemplary middle school science teacher, Dr. J. All the essential pieces of evidence were collected from observations, interviews with the experienced teacher and his eighth grade students, informal conversations, document analysis, and field notes. The $NUD^*IST$ for MS Windows was used for an initial data reduction process and to narrow down the focus of an analysis. All transcriptions and written documents were reviewed carefully and repeatedly to find rich evidence through inductive and content analysis. The findings revealed that ESE provided a conceptual focus and theme for organizing his school curriculum. The curriculum offered opportunities for students to learn relevant local topics and to connect the classroom learning to the real world. The curriculum also played an important role in developing students' value and appreciation of Earth systems and concern for the local environment. His instructional strategies were very compatible with recommendations from a constructivist theory. His major teaching methodology and strategies were hands-on learning, authentic activities-based learning, cooperative learning, project-based learning (e.g., mini-projects), and science field trips. With respect to his views about benefits and difficulties associated with ESE, the most important benefit was that the curriculum provided authentic-based, hands-on activities and made connections between students and everyday life experiences. In addition, he believed that it was not difficult to teach using ESE. However, the lack of time devoted to field trips and a lack of suitable resource materials were obstacles to the implementation of the curriculum. Implications for science education and future research are suggested.

• Journal of Convergence for Information Technology
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• v.12 no.4
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• pp.143-157
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• 2022

The aim of this study is to design Spudsville, an immersive game environment in Minecraft that can effectively help learners acquire the English language. To create a successful learning experience using Minecraft, the researchers adopted the Agile Model and the Design Thinking approach. The researchers first conducted an analysis through an extensive literature review in order to assess the learners' needs. Afterwards, they designed and developed a Minecraft world based on the data collected during the analysis phase. The researchers learned that implementing constructivist and behaviorist approaches has benefits, even though applying a cognitivist-learning model to Spudsville could have provided the researchers with more insight on how learner processes information. Making these adjustments could improve Spudsville's effectiveness and could potentially help the ways in which gamified learning aids with language acquisition.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.51-68
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• 2011

The goal of library goes beyond providing information and it also strengthens the education programs for children. The purpose of this study is to analyze the educational role of librarian related to the education programs at library. For this purpose, a research model related to librarians' role for library's child education programs was designed. This research model is based on the constructivist teaching and learning theory. The designed and proposed model was then applied to 5 cases of Korean public library's education programs and some recommendations are suggested for better educational effects.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.25 no.2
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• pp.77-95
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• 2014

The purpose of this study is to analyze ego state types of teacher librarians by using egogram of the Transactional Analysis. It is the ideal ego state types for teachers that NP (Nurturing Parent), A (Adult) and FC (Free Child) are much higher than CP (Critical Parent) and AC (Adapted Child). But the teacher librarians are under higher CP and AC rather than A and FC. It means that the teacher librarians consider their values and belief as right things. Also it seams that they have not a conciliatory attitude but a hardened attitude that emphasize rules and standards. These ego state may be obstacle to their instructors role under the constructivist learning environment highlighting self directed learning of students. So, in the training course for the teacher librarians, informational and educational service course and development programs of education contents and instructional materials should be reinforced in order to strengthen their teaching competence and partnerships.