• Title/Summary/Keyword: elementary teacher

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Investigating Elementary School Teachers' Self-Images of Science Teaching (초등교사의 과학 교수에 대한 자기 이미지 조사)

  • Kang, Hun-Sik;Kim, Myoung-Soon
    • Journal of The Korean Association For Science Education
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    • v.28 no.5
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    • pp.464-470
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    • 2008
  • In this study, we investigated the characteristics of elementary school teachers' self-images of science teaching by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). A survey was administered to 178 elementary school teachers in Seoul, Gyeonggi province, and Gangwon Province. It was found that elementary school teachers' self-images of science teaching for four science subjects (physics, chemistry, biology, and earth science) were more 'teacher-centered' than 'student-centered'. The results may imply that elementary school teachers' beliefs of science teaching tend to be more traditional than constructive. Therefore, there is a need to develop an effective education system for pre- and in-service elementary school teachers based on constructivism.

Analysis of Science Gifted Elementary Students' Perceptions about Laboratory-based Science Learning (과학실험수업에 대한 초등과학영재들의 인식분석)

  • Yang, Il-ho;Park, Seon-ok
    • Journal of the Korean Society of Earth Science Education
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    • v.8 no.2
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    • pp.164-182
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    • 2015
  • The purpose of this study was investigated the perceptions and expectations of science gifted elementary students in the laboratory-based science learning. For the purpose of this study, semi-structured interviews were conducted with 20 science gifted elementary students in J city. The question of the interview is constructed with perception and expectation of science gifted elementary students in divided with 4steps of understanding of lesson object, planning experiment, performing experiment and drawing conclusion in laboratory-based science learning and an attitude for science. The interview is progressed per individual and all the content of the interview is recorded. The result of this research is as follows. The science gifted elementary students have a wish for building an assumption and expectation and planning an experiment with discussion more than following the textbook and teacher present. In the step of the experiment, they wanted general more discussion of their own activities rather than teacher's instruction and they wanted teacher's instruction and they wanted teacher's mediation conflicts within small groups and comments for students' experiment results. The science gifted elementary students wish to open a science lab, which man who likes science can go and come freely and to study with friends who have a same interest to make a theme. And from top to bottom they want to test autonomous and ask to salute like a representative experiment of teacher. And they ask to have a chance to test individually and want to see a movie related to an experiment before doing an experiment. Like this, it presents that the scientifically gifted elementary students want to do an experiment what they can, want to have a class which can plan and can do an experiment by themselves through discussion with the unit more than following explanation of a teacher and a textbook without condition.

Survey of Elementary Teachers' Responses on the Introduction of Elementary Science Experiment Specialists (초등학교 과학 실험 전담 교사 제도 도입 방안에 대한 의견 조사)

  • Park, Jong-Won;Kim, Nam-Il;Nam, Jeong-Hee;Son, Jeong-Woo;Chung, Young-Lan;Jang, Shin-Ho
    • Journal of Korean Elementary Science Education
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    • v.28 no.2
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    • pp.213-228
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    • 2009
  • The purpose of this study was to examine whether the new introduction of elementary science experiment specialist is appropriate under the current situation of serious emphasis of the importance in science experiments in elementary science in Korea. For this study, the survey items were developed twice through the preliminary study. The results show that most elementary teachers consider the importance of experiment in elementary science and the critical role of science experiments to increase students' curiosity and scientific understanding. About 80% of the teachers stressed the professionalism in elementary science. Although 65% of the teachers believed their having basic professionalism, 53% of them appealed the difficulty in teaching science experiments to students. Nevertheless, 67.5% of the teachers opposed to the idea of teaching elementary science in separation between experiment and theory in science, and only 8% of them agreed the idea of induction or adoption of the college graduates majoring in science and engineering, or holding the secondary teacher's certificate. Further, over 60% of the teachers responded no necessity of inducing the new policy of elementary science specialist. Many numbers of teachers revealed their serious worries about the new policy because of their past experience to suffer from the side effects of inducing the teachers with secondary teacher certificate to the elementary school. In particular, they also made a proposal to make a good use of the current system of exclusive elementary science teacher in Korea. The educational implication and suggestions for policy making were discussed.

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Analysis of Science Teachers Images by Class Situation That Elementary School Students Prefer and Avoid (초등학생들이 선호, 기피하는 수업 상황별 과학 교사 이미지 분석)

  • Lim, Soo-min;Cho, Yunjung;Kim, Youngshin
    • Journal of Korean Elementary Science Education
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    • v.40 no.3
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    • pp.311-325
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    • 2021
  • Modern society demands a new science teacher image. Compared to other school ages, elementary school students are the time when the teacher's influence plays a large role and is the time when they first encounter science subjects. The role of science teachers is very important as the starting point for the initial image of science learning and attitudes toward science by elementary science teachers. Therefore, it is very important to correctly establish an image of an elementary science teacher. The purpose of this study is to analyze the images of science teachers that elementary school students prefer and avoid according to their class situation. To this end, 534 elementary school students were divided into five classes: class type, class material presentation method, subject instruction method, subject content explanation method, and class atmosphere, and the image of science teacher who prefers and avoids is described in an open format. Concepts presented by elementary school students were analyzed using Semantic network analysis. The conclusions of this study are as follows. First, the image of a science teacher preferred or avoided by elementary school students was determined according to how the science teacher did the class. Second, elementary school students prefer activity-oriented classes such as experimental classes, and there is a need for classes to be conducted in this manner. Lastly, small changes and efforts of teachers in teaching methods are needed so that changes to science classes preferred by elementary school students can be achieved.

A Survey on Pre-service Elementary Teachers' Attitudes towards Science Teaching (초등 예비교사의 과학 교수에 대한 태도 조사)

  • Yoon, Hye-Gyoung;Na, Jiyeon;Park, Heonwoo
    • Journal of Korean Elementary Science Education
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    • v.36 no.3
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    • pp.193-207
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    • 2017
  • The purpose of this study was to investigate pre-service elementary teachers' attitudes towards science teaching using 'Dimensions of Attitude Toward the Teaching of Science (DAS)'. After confirming the factors and reliabilities of the translated questionnaire by pilot test (N=68), the survey was administered online at one national university of education in Korea (N=527). The pre-service teachers generally thought elementary science education is important and did not believe gender difference in students and in teachers. Science education majors than other majors, males than females, and those who completed high school science track than humanity track had more positive attitudes toward science teaching in elementary school. The extent of teacher education curriculum completion had a little effect on the pre-service teachers' attitudes toward science teaching. The implications for teacher education were discussed.

The Application of the Instruction Consulting Model in Elementary Science Lesson (초등학교 과학 수업에서 수업 컨설팅 모형의 적용)

  • Choi, Sun-Young;Kim, Ji-Yeoun
    • Journal of Korean Elementary Science Education
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    • v.29 no.2
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    • pp.233-241
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    • 2010
  • The purpose of this study was to apply the instruction consulting model for elementary science lesson with novice teacher. In this study the PIE(Preparation, Implementation and Evaluation stage) instruction consulting model was used. This model was introduced and offered during the electromagnet unit for sixth graders. The results of this study were as follows. First, in the assessment of the teacher's satisfaction with the instruction consulting the client teacher was found to be very satisfied. Second, the inquiry and scientific achievement for the students of the client's class were to increase in the experimental group, which demonstrated a statistically significant difference. Given the above results, the instruction consulting applied with the PIE model for novice teachers, who desire to raise the success rate of the experiment for students in the electromagnet unit of the elementary science class, helped the teachers to teach the students.

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The influence of elementary school teachers들 science anxiety on the children들s science achievement and attitudes (교사의 과학불안이 학생들의 과학성취도 및 과학에 관련된 태도에 미치는 영향)

  • 임청환;최종식
    • Journal of Korean Elementary Science Education
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    • v.18 no.1
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    • pp.87-94
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    • 1999
  • This study investigated the influences of science anxiety ill elementary school teachers on tile children's science achievement and attitudes. For this study, 166 elementary school teachers taken charge of 4th, 5th, 6th grade of elementary school children, were chosen as a sample. First, we tested science anxiety test to these teachers, and then chose 50 teachers that are 25 teacher of highest score and 25 teachers of lowest score. Next, we chose 1848 students that 50 teachers take charge. The results are as follows. 1. The children learned from lowest scored teacher got the higher point than the children learned from highest scored teacher in science achievement test. 2. Children's science attitude have a little differences in 4 sub-boundary area but totally lower science anxiety group have higher score than higher science anxiety group. 3. Another variables such as grade, living district, teachers' training experience give influence to the children's attitude to science. In this result, we found that teachers' science anxiety influenced in some part upon the elementary student science achievement and attitude.

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An Analysis of Strengths and Weaknesses in the Study of Elementary Mathematics Lessons via Teacher Learning Community (교사학습공동체를 기반으로 한 초등학교 수학 수업연구의 긍정적인 측면과 한계점 분석)

  • Jin, Sunwoo;Pang, JeongSuk
    • Education of Primary School Mathematics
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    • v.17 no.3
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    • pp.189-203
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    • 2014
  • The purpose of this study was to analyze the strengths and weaknesses resulting from a study of elementary mathematics lessons among in-service teachers and to discuss implications for the direction of improvement of the study on elementary mathematics lessons based on teacher learning community. The results of this study showed that the study on elementary mathematics lessons based on teacher learning community improved teacher knowledge related to teaching mathematics, enhanced teacher's accomplishment and self-esteem, made it possible for participant teachers to teach one another, created atmosphere in which teachers investigated instruction via sustainable and systematic lesson study. However, some limitations were noticed such as regulations by the social norms of the teacher learning community, the influence of an expert teacher, teachers' unprofessional decision making, and lack of systematic evaluation and reflection on lessons. Based on these results, this paper closes with critical implications to enhance teacher learning community.

The Study of Elementary Preservice Teacher's Classes on Seasonal Variation (초등예비교사들의 계절변화 수업에 대한 연구)

  • Kim, Soon-Shik
    • Journal of the Korean Society of Earth Science Education
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    • v.5 no.3
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    • pp.245-255
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    • 2012
  • The purposes of this research are to analyze preservice elementary teachers' degree of difficulty in classes of seasonal variation and suggest the measures of classes so that preservice elementary teachers can progress classes of seasonal variation effectively. To achieve them, the research was conducted for 90 first graders completing teaching method of elementary science in P university of education from Sep. to Dec. 2012. This research was conducted, based on the results of in-depth interview for 9 preservice elementary teachers who performed classes of seasonal variation, survey on the degree of class difficulty and evaluation of classes on 8 classes theme of Earth sector in elementary science. The results of this research are as follows. The first, preservice elementary teachers had relatively high class difficulty for teaching seasonal variation among the sector of the earth in elementary science. The second, in the evaluation of preservice elementary teachers' classes, the more the subject showed high class difficulty, the more the score of class evaluation was low. The reason is analyzed that high class difficulty reduces teacher's confidence. The third, preservice elementary teachers had insufficient knowledges and concepts which are basically necessary for the classes of seasonal variation. Especially, it was more serious for preservice elementary teachers who didn't learn Earth-science during their high school time. The fourth, it is necessery that concrete and systematical teaching method should be developed so as to improving preservice elementary teachers' teaching method for the classes of seasonal variation.

A Case Study of Multidisciplinary Integrated Science Lesson by Beginning Teacher and Experienced Teacher in Elementary Schools (초등학교 초임 교사와 경력 교사의 다학문적 통합과학 수업 사례 분석)

  • Lee, Yu-Mi;Son, Yeon-A
    • Journal of Korean Elementary Science Education
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    • v.29 no.4
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    • pp.552-566
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    • 2010
  • This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers' checklists, reports of inspection classes, teachers' self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students' integrated thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.

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