• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.172-180
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• 2014

The first purpose of this study is to distinguish difficult chapters in 'Speed of objects' chapter and find the factors which give difficulty to the teachers and students. Also, it attempts to compare the students' assessment scores with the degree of difficulty in teaching and also with the degree of difficulty in learning. This report is expected to help science teachers develop their PCK(Pedagogical Content Knowledge) for teaching the chapter professionally. 15 teachers who had taught the 'Speed of Objects' chapter and their 386 students took part in the survey to acquire information about the difficulties in teaching and learning. 386 students also received a test to examine their understandings of the chapter. The results of this study are as follow; First, the degree of teachers' and students' difficulty is only affected by the contents, and the degree of onerousness felt by teachers is higher than that of students. Second, The topics caused higher difficulty to teachers were 'Understanding the meaning of motion(2nd lesson)', 'Understanding the meaning and unit of speed(5th lesson)', 'Changing unit of speed(6th lesson)', 'Drawing a distance-time graph(7th lesson)', and 'Understanding the relative motion(10th). The topics that led higher difficulty to students were the contents of 5th, 6th, and 7th lessons. Third, the 'Speed of Objects' chapter can be divided into 4 types of difficulty according to the degree of teaching and learning; 'Strong difficulty', 'Learning difficulty', 'Weak difficulty', and 'Teaching difficulty'. Last, students showed low achievement to the tasks that were related with 'Strong difficulty' and 'Teaching difficulty'.

• 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.19 no.2
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• pp.229-238
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• 1999

This study investigated the influences of Vee diagram and regulative metacognitive learning strategies upon 6th-graders' achievement, difficulty toward science lesson, self-efficacy, and learning approach. The Vee diagram and regulative metacognitive learning strategies were modified in a pilot study. Before instruction, an achievement test was administered, and its score was used as a blocking variable. A previous science grade was used as a covariate for post-achievement. Tests of difficulty toward science lesson, self-efficacy, and learning approach were also administered, and the test scores were used as covariates. After instruction, a researcher-made achievement test and post-tests of the above variables were administrated. Two-way ANCOVA results revealed that although there were no significant differences in the achievement test scores, the application subtest scores of the two treatment groups were significantly higher than those of the control group. There were no significant differences in the difficulty toward science lesson and learning approach, but self-efficacy scores for the students with Vee diagram and regulative metacognitive learning strategies were significantly higher than those of the other groups. The perceptions of the students using Vee diagram were also analyzed.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.218-230
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• 2011

The aim of this current study is to survey and analyze the degree of concern and difficult of elementary school teachers in elementary school science classes, and providing the results to teachers as a basic reference to improve their scientific specialties. As a result, firstly, the degree of concern of elementary school teacher in science class is more than normal level. Secondly, the degree of concern in science class differs dependent on environmental factors. Next, the degree of difficulty about science class was under normal level. Among area surveyed, physical and psychological environment were lower compared with other areas, and the difficulty in evaluation of class result was comparably higher than others. At fourth, teacher's degree of difficulty in science class was dependent on environment factors, but not on gender. Finally, there was reverse correlation between degree of concern and the degree of difficulty of elementary school teachers in science class. Further, the degree of concern in student knowledge showed more significant reverse correlation with all of area tested.

• Journal of Forest and Environmental Science
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• v.28 no.4
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• pp.220-226
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• 2012

An assessment of Marsh crocodile's (Crocodylus palustris LESSON, 1831) habitat, its feasibility in supporting the total population, feeding, hatching difficulty and variations in egg and clutch size of Marsh crocodile were carried out in Bangabandhu Sheikh Mujib Safari Park for one year (July 2010 to June 2011). Major problem identified was the breeding failure, i.e. till now no hatching were found. Mainly two local weather variables (average temperature and humidity) were identified as the most obstructing parameters. Higher temperature (average $37.03^{\circ}C$) and Lower Humidity (average 75.33%) in comparison with standard range of incubation temperature and humidity for Marsh crocodile were seems to be vital reason for the failure of hatching. Understanding of the identified problem of this paper can direct the wildlife conservationist and the policy maker to take proper action for conserving the Marsh Crocodile in Bangladesh.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.170-184
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• 2024

This study focused on the practical research needed to improve elementary school science lesson plans. Specifically, a video clip-based pedagogical reasoning activity that included elementary student misconceptions was presented and the influences of this activity on preservice teachers' science lesson planning were assessed. First, the eight preservice teacher participants were asked to write a lesson plan for a dissolution and solution unit, after which a first semi-structured interview was conducted. Then, the participants participated in a video clip-based pedagogical reasoning activity. Based on the activity results, the participants revised their previously planned lessons, and second semi-structured interviews were conducted. The data from the preservice teachers' lesson plans and interview transcripts were analyzed using a constant comparative method to investigate the lesson plan changes. It was found that after the video clip-based pedagogical reasoning activity, the preservice teacher tightened the activity or changed the material to understand the students' thinking processes. In addition, they supplemented their goals and assessment criteria to accommodate the diverse students' thinking. Some also specified motivational strategies that considered student interests, motivation, and possible misconceptions. However, some preservice teachers still set goals that did not sufficiently account for student misconceptions and some planned the student assessments based only on the learning goals rather than the students' thinking. The few preservice teachers were able to develop motivational strategies that considered interest, motivation, and misconceptions. The preservice teachers claimed that they had difficulty predicting the misconceptions and connecting these to the lesson content. Discussions were then held to assist the preservice teachers to consider possible student misconceptions when planning their lessons.

• 대한공업교육학회지
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• v.42 no.1
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• pp.30-52
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• 2017

The purpose of this study is to investigate the duties of teachers working at secondary level technical vocational education institutes, and analyze job importance, difficulty and frequency of performance perceived by teachers. For deducing the duties of teachers working at secondary level technical vocational education institutes, they were theoretically devised by reviewing related legislations & regulations and domestic & overseas literatures. The devised duties were reviewed by 16 current teachers and 3 education experts to be revised and supplemented to complete the job model. Based on this, development of research tool was finalized, and questionnaires were used as the research tool. The results of this study are as follow. First, the job categories of teachers working at secondary level technical vocational education institutes consisted of 7 categories that are subject instruction, student instruction, class management, curriculum organization & administration, school affairs & administrative duties, PR & field practical training and expertise enhancement. Based on the CFA, they consisted of 46 sub-factors in 10 categories with 3 categories of lesson preparation & planning, lesson administration and academic evaluation for subject instruction, and 2 categories of extracurricular student guidance and school life guidance for student instruction, and class management, curriculum organization & administration, school affairs & administrative duties, PR & field practical training and expertise enhancement. Second, job importance perceived by teachers working at secondary level technical vocational education institutes was found to be high overall with 4.10, while above average in difficulty with 3.45 and average in frequency of performance with 3.12 (1-3 times a month). As for categories with high job importance, they were found to be in the order of academic evaluation (4.32), lesson preparation & planning (4.28), expertise enhancement (4.27), lesson administration (4.26), school life guidance (4.25), class management (4.17) and PR & field practical training (4.12). In regards to categories with high job difficulty, they were found to be in the order of PR & field practical training (4.07), curriculum organization & administration (3.73), expertise enhancement (3.55), school life guidance (3.48), academic evaluation (3.35) and extracurricular student guidance (3.22). As for categories with high frequency of job performance, they were found to be in the order of class management (3.88), lesson administration (3.77), school life guidance (3.52), school affairs & administrative duties (3.40) and lesson preparation & planning (3.17).

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.2
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• pp.401-420
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• 2014

This study aims to analyze middle school students' systemic thinking to express organic relations between different organ systems about the movement of food and air and teachers' reflective thinking about science teaching through their reflective journals after the lesson of digestion, circulation, respiration and excretion. Firstly, when investigating the moving route of hamburger eaten inside the body, students expressed the names, locations and forms of organs in the digestive system more than those in the circulatory system or the excretory system. When investigating the moving route of a painkiller taken inside the body, students seemed to have more difficulty in expressing the related organ systems than when investigating the moving route of other things, and they mostly drew pictures of organs in the digestive system as done for the moving route of hamburger. However, when investigating the moving route of water drunk inside the body, students mostly described organs in the digestive system but drew more pictures of organs in the excretory system, than when investigating the moving route of other things. When investigating the moving route of air inhaled inside the body, students mostly drew pictures of organs in the respiratory system, but the rate of their drawing pictures of circulatory organs was low. Secondly, this study analyzed one of the teachers' reflective journals, named Mr. Park. According to his journal, students showed different levels of understanding of organ names, depending on their degrees of familiarity with each organ, and in regard to the locations of organs, science teachers mostly aim to achieve learning objectives so much that they often forget to instruct the locations of organs in fact. As for the forms of organs, science teachers mostly spend so much time explaining the functions of organs that they often forget to describe the exact form of each organ.

• Journal of the Korean Chemical Society
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• v.43 no.6
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• pp.720-727
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• 1999

The science teachers' perceptions and the status of formative assessment in science teaching were identified through a questionnaire. The majority of teachers thought that the most important goal of assessment in education was to identify to what extent pupils achieved learning objectives. They suggested that formative assessment was the most appropriate method regardless of the purposes of assessment. They thought that formative assessment was an assessment carried out at the end of lesson to identify to what extent pupils achieved learning objectives. The teachers stressed the need for formative assessment to identify what pupils achieved. But they carried out formative assessment about once a week and there were very few teachers carrying out formative assessment during the lesson. They responded that it was difficult to carry out formative assessment because of large class size, lack of time and difficulty in preparation. And they used the information from formative assessment to judge the level of attainment.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.56-71
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• 2023

The purpose of this study is to explore the role and effectiveness of argumentation structure and the developmental characteristics of science PCK with Earth science preservice teachers who used argumentation structure as a pedagogical reasoning tool. Since teachers demonstrate PCK in a series of pedagogical reasoning processes using argumentation structures, we explored the characteristics of future-oriented family resemblance-PCK shown by preservice science teachers using argumentation structures. At the end of the semester, we conducted in-depth interviews with 15 earth science preservice teachers who had experienced lesson design and teaching practice using the argumentation structure. Qualitative analysis including a semantic network analysis was conducted based on the in-depth interview to analyze the characteristics of preservice teachers' family resemblance-PCK. Results include that preservice teachers organized their classes systematically by applying the argumentation structure, and structured classes by differentiating argumentation elements from facts to conclusions. Regarding the characteristics of each component of the argumentation structure, preservice teachers had difficulty finding warrant, rebuttal, and qualifier. The area of PCK most affected by the argumentation structure is the science teaching practice, and preservice teachers emphasized the selection of a instructional model suitable for lesson content, the use of various teaching methods and inquiry activities to persuade lesson content, and developing of data literacy and digital competency. Discussed in the conclusion are the potential and usability of argument structure as a pedagogical reasoning tool, the possibility of developing science inquiry and reasoning competency of secondary school students who experience science classes using argumentation structure, and the need for developing a teacher education protocol using argumentation structure as a pedagogical reasoning tool.