• 한국초등과학교육학회지:초등과학교육
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• 제21권2호
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• pp.253-261
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• 2002

This study is intended to develop the role plays on the moon's movement and to investigate how the preservice elementary teacher's concepts are affected by them. Subjects are 30 preservice elementary teachers. One instrument including 7 items was used for testing the preservice teachers' concepts on the moon's movement. Data were collected before using the role playing and after using them through the tests. As a result, the preservice elementary teachers' concepts on the moon's movement were improved by teaming through the role playing

• 한국초등과학교육학회지:초등과학교육
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• 제38권3호
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• pp.305-316
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• 2019

Most research on verbal interaction in school has used general frameworks, not including general sense that encompass 'elementary' and 'science'. Considering the current framework, we developed a new framework containing items such as safety and science terms. In this study, we compared 2 beginner teachers and 2 career teachers using new frameworks. After preliminary experiments, we recorded 4 classes per each person and recorded all interaction. It was revealed that the career teachers shows more convergent question and agreement to students. And in experimental class the career teachers give more attention for safety. This study may present that it is necessary for beginner teachers to be trained focusing differences.

• 한국초등과학교육학회지:초등과학교육
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• 제26권2호
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• pp.192-200
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• 2007

In this study, we investigated the variables related to the science teaching efficacy beliefs of pre-service and in-service elementary school teachers. The participants were 176 freshmen and 260 seniors from an university of education and 234 teachers from 25 elementary schools located in Jeonju. Variables concerning pre-service teachers include their sex, career/study tracks (science or non-science), and the number of science courses taken either at high school or at university. Variables concerning in-service teachers include their sex, academic degree, the frequency and type of participation in science in-service training, and their teaching career experience. The Science Teaching Efficacy Beliefs Instrument was used to measure teachers' self-efficacy beliefs. The results indicated that the personal science teaching efficacy belief scores of seniors were significantly lower than those of freshmen and in-service teachers, whereas the science teaching outcome expectancy scores of seniors were significantly higher than those of freshmen. Among variables investigated, sex, career/study track, the number of science courses taken at high school, and the frequency and type of participation in science in-service training were found to significantly influence teachers' science teaching efficacy beliefs.

• 한국초등과학교육학회지:초등과학교육
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• 제38권3호
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• pp.345-359
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• 2019

The purpose of this study is to analyze the educational effects and the improvements of the 'Science Field Trips' Program which developed with the aim of fostering the prospective elementary school teachers' ability to manage science field trips. The participants were 13 senior students from a national university of education. The results of the study are as follows: First, with regard to the effectiveness in the science instruction aspect of the prospective teachers' geological field trip as an experiential activity, the responses of the participants were children's 'scientific knowledge'(69.2%), 'science related attitudes'(46.2%), and 'science inquiry'(30.8%). Second, regarding the effectiveness of the geological field trip in their management of science field trips aspects in the future, the responses of the participants were 'teaching strategies'(92.3%), 'plan implementation'(76.9%), 'teacher's science knowledge'(61.5%), 'self-confidence'(38.5%), 'enhancement of awareness of field trips'(23.1%), and 'career guidance'(7.7%). Third, with regard to the effectiveness in the science instruction aspect of their activities of planning a science field trip in their future working districts, the responses of the participants were children's 'science knowledge'(38.5%), 'science-related attitudes'(38.5%), and 'science inquiry'(23.1%). Fourth, regarding the effectiveness in their management of science field trips aspects of the activities of planning a science field trip, the responses of the participants were 'plan implementation'(92.3%), 'the identification of science field trip sites'(84.6%), 'teaching strategies'(76.9%), 'administrative affairs'(69.2%), 'teacher's science knowledge'(30.8%), 'enhancement of awareness of field trips'(23.1%), 'career guidance'(15.4%), and 'self-confidence' (15.4%). The improvements plans of the program and the suggestions for future research is also described in this study.

• 한국초등과학교육학회지:초등과학교육
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• 제27권1호
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• pp.1-8
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• 2008

The purpose of this study was to analyze students', preservice teachers and inservice teachers' images of scientists. For the purpose of this study, we selected 711 people. The results generally was showed the students, preservice teachers and inservice teachers have the stereotyped image of scientists. When we group the subject of investigation as elementary-school students, middle-school students, high-school students, preservice teachers, inservice elementary-school teachers, and looked into whether there were meaningful differences among them by the method of ANOVA, we could see the meaningful differences (p<0.05). And also elementary-school students showed the meaningful difference from other groups when examined on the $Scheff{\acute{e}}$ test.

• 한국초등과학교육학회지:초등과학교육
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• 제32권4호
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• pp.527-534
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• 2013

This study investigated elementary school teachers' understanding of the image formation by converging lens, pinholes camera, mirror and water. In each case teachers were asked to draw the ray diagram to indicate the position of the image. Teachers' ray diagrams were analyzed in accordance with the scientific process of image formation. Results of analysis showed that teacher's conceptions were classified into five levels for each situation. And most of the teachers were in level 3 and level 4 in each case. Because they had difficulties in the appling scientific conception(propagating path of light, diffused reflection from each object point, role of the eye, ray tracing) to finding location of image. Also most of teachers didn't know how to apply the law of reflection and refraction to each situation. The study finally discussed the teacher training program of the optical image.

• 한국초등과학교육학회지:초등과학교육
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• 제29권4호
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• pp.496-504
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• 2010

In this study, we analyzed request methods and demanding levels of drawing activities in teacher's guide and supplementary book (experimental observation). Student's drawing results were also compared to teacher's guide and supplementary books demanding. As a result, drawing activities of supplementary book were reached to 42.8% of all activities. Activity types were divided to writing, drawing, writing and drawing and writing or drawing activities. Writing and drawing activity type was 44.4%, and drawing activity was 37.8%. The level of teacher's guide were higher than normal needs. But answer examples and learning levels of teacher's guide were appropriate for curriculum levels. The students drawing activities were matched to requirements of the teacher's guide to 72.3% in grade 3 level and 64.5% in 4th grade level. In order to improve effectively learning, statement of supplementary book and teacher's guide should write more concrete words and creative sentences.

• 대한지구과학교육학회지
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• 제9권3호
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• pp.352-363
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• 2016

본 연구의 목적은 초등예비교사의 과학개념 수준에 따라서 수업곤란도, 수업만족도, 수업평가는 어떻게 달라지는가를 알아보는 것이다. 본 연구를 수행하기 위해서 P교육대학교 1학년 117명의 학생들을 대상으로 초등과학 '지구와 우주'영역의 개념수준에 따라서 두 집단으로 나누어서 이들 집단의 수업곤란도, 수업만족도, 수업평가에 대한 사전 사후 점수의 결과를 추출하여 결론을 도출하였다. 본 연구의 결론은 다음과 같다. 첫째, 초등예비교사들의 과학 개념수준이 높은 집단이 낮은 집단에 비해서 수업곤란도가 유의수준 .05에서 통계적으로 유의미하게 나타났다. 이것은 개념수준이 높으면 수업단원을 효과적으로 지도할 수 있다는 사실을 말해준다. 둘째, 초등예비교사들의 과학 개념수준 높은 집단이 낮은 집단에 비해 수업만족도 점수는 상대적으로 높게 나왔지만, 유의수준 .05에서 통계적으로 유의미하게 나타나지 않았다. 이것은 수업의 만족도는 교수자의 능력뿐만 아니라 학습자의 수준이나 학습 환경 등 다른 요인이 더 많이 작용하기 때문이다. 특히, 수업자의 언어구사능력, 상호작용 능력 등이 동시에 작용하기 때문이라고 생각된다. 셋째, 초등예비교사들의 과학 개념수준이 높은 집단이 낮은 집단에 비해서 수업평가 점수가 유의수준 .05에서 통계적으로 유의미하게 높게 나타났다. 이것은 개념수준이 높으면 수업을 효과적으로 지도할 수 있다는 것을 말해준다.

• 한국초등과학교육학회지:초등과학교육
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• 제29권3호
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• pp.378-388
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• 2010

This study aimed at categorizing preservice teachers' reflections and understanding their characteristics in reflective journal writing after microteaching. Thirty-two preservice elementary teachers joined in this study. As results, three patterns were categorized: Reflection with practice, Reflection to be practice, Reflection with suspension of judgment. 'Reflection with practice' changed the topology of science class in active. 'Reflection to be practice' had clear focus in reflection and suggested orientations to succeed in the next teaching. 'Reflection with suspension of judgment' made something fall into abeyance, because it couldn't provide an orientation for teaching. After discussing these results, implications toward preservice teacher education were explored.

• 대한지구과학교육학회지
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• 제4권3호
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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.