• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.563-572
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• 2023

This study aimed to analyze cases of online class design by pre-service science teachers to identify the teaching strategies employed for online classes. For this purpose, the real-time online class lesson plans of 12 pre-service science teachers, who had experienced education utilizing online teaching tools for a semester, were collected and analyzed. The pre-service science teachers considered all the elements that were essential in traditional face-to-face class designs, including prerequisites, statements of learning objectives, stimulating motivation, teaching and learning methods, wrapping up, teacher-student interaction, and assessment. They devised teaching strategies that could overcome the limitations of online teaching and were not feasible in face-to-face classes for each element. Additionally, they were considering new instructional strategies tailored to the online teaching environment, such as creating a conducive environment for using online teaching tools and strategies related to checking the online teaching environment. However, for statements of learning objectives, stimulating motivation, and wrapping up, most of the pre-service science teachers predominantly utilized teaching strategies from traditional face-to-face classes, especially those involving the presentation of visual materials through online tools. Student-centered approaches were rarely implemented in stimulating motivation or wrapping up. These findings imply that one semester of exposure to the utilization of online teaching tools may be insufficient in teacher education. Thus, there is a need for a continuous and expanded educational program on the utilization of online teaching tools as part of pre-service teacher education.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.240-252
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• 2009

In this study, we applied a web-based education system to the teaching-demonstrations of the pre-service teachers and identified the usefulness of the system as a method supporting constructive education for pre-service teachers. The pre-service teachers performed the web-based activities for the teaching-demonstrations, and we interviewed them after the teaching-demonstrations. On the basis of the results, we found three situations showing the usefulness of the web-based education system. First, the pre-service teachers examined the materials on the constructive teaching-learning theories and constructed the related theoretical knowledge. At this point the web-based discussion board supported the environment where they thought deeply and investigated the theories carefully. Second, they experienced interaction with others and the academic adviser in the processes of preparing the teaching-demonstrations. This interaction was supported by web-based discussion board, and they were able to form the practical knowledge related to the planning and building constructive teaching. Third, they reflected on their own teaching after the teaching-demonstrations. At this point, the web-based discussion board was able to facilitate the interaction for the reflective thinking processes. In this study, we identified that the web-based education system could provide an effective environment where the pre-service teachers could learn constructive teaching-learning methods.

• Journal of the Korean School Mathematics Society
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• v.7 no.1
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• pp.71-81
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• 2004

This study aimed at analyzing the real situations and problems related to the performance assessment and surveying the relationship between performance assessment and teaching-learning in schools. Especially, It focused on the performance assessment through ICT teaching method. Next, by suggesting performance assessment patterns in Math, this study tried to approach solution as follow: difficulties in setting up evaluation items, objectiveness or impartiality in evaluation, complexity in putting them into practice, time modulation related to evaluation, reduction of teachers' heavy burden in teaching and achievement to specific aims in each period. Finally, some suggestions were made as follow: more concerns and efforts were needed to establish better math teachers and physical environment with regard to teaching math in schools.

• Human Ecology Research
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• v.58 no.1
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• pp.105-120
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• 2020

This study helps infant teachers practice a constructivism-based teacher education program that supports infant mathematical inquiry activities and examines improvements in mathematical teaching knowledge, mathematical teaching initiatives, mathematical interaction, constructivism belief and mathematical teaching efficacy. Twenty two experiment group infant teachers and twenty two comparison group infant teachers were chosen at two workforce educare centers. The experiment group infant teachers participated in 18 sessions of a constructivism teacher training program for 8 weeks, but the comparison group infant teachers did not take part in the program. Pretest and post-tests were implemented for the mathematical teaching knowledge, mathematical teaching initiatives, mathematical interactions, constructivism belief and mathematical teaching efficacy in the experiment group. Independent sample t-test and ANCOVA were tested using Windows SPSS statistics 21.0. The homogeneity test for the experiment and comparison group revealed significant differences. ANCOVA was carried out after the pretest score was controlled as a co-variance. Significant differences were indicated in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. The results indicated that a constructivism-based teacher education program to support infant mathematical inquiry activities influenced improvements in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. This study proved the effects of the program based on constructivism theory content for the knowledge, skills and attitude about infant teaching of mathematical initiatives and practiced a program of exploration, investigation, application and assessment for infant teachers. The results can help infant teachers teach mathematical exploration activities and help activate infant mathematical exploration activities.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.1-13
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• 1998

The purpose of this study is to investigate thel present situation and to analyze the needs and problems of the $\ulcorner$Environment$\lrcorner$ subject in secondary school of the current 6th curriculum in Korea and to indicate the directions of improvement environmental education. The first step of this research was to review the related literature and the result indicated that the number of secondary schools that selected $\ulcorner$environment$\lrcorner$ subject and the teachers who have $\ulcorner$environment$\lrcorner$ certification of a second-major has increased yearly but it shows much difference by regions. The second step was questionnaire surveys on 60 $\ulcorner$Environment$\lrcorner$ teachers in secondary school. According to the survey, 65% of teachers are not certificated and 50% of teachers have no self-confidence of teaching. And most of teachers thought it was difficult to select the modules out of textbook and teachers had difficulties such as the lack of appropriate reference materials and instructive experience of their own instructive experience of active researches. The third step was the questionnaire survey on a students group(606) learning the $\ulcorner$environment$\lrcorner$ subject and a students group(621) without the $\ulcorner$environment$\lrcorner$ subject in secondary school. The group learning $\ulcorner$environment$\lrcorner$ subject showed significantly higher scores than those of the group without $\ulcorner$environment$\lrcorner$ subject in most items. And among the students having $\ulcorner$environment$\lrcorner$ subject, the first year students achieved the highest score, and it revealed that the teaching was most effective to them. The suggestions based on the results of this study are as follows. First, the uncertifiable teachers currently teaching $\ulcorner$environment$\lrcorner$ subject should be given priority to the second-major certificate training program ; which are diverse in contents according to differences of majors and levels. Second, specific and practical re-training programs for the certificated teachers teaching the subject are needed. Third, considerable and continual adjustment of the textbook yearly is required in addition to regular curriculum amendment. Fourth, the more efficient and actual teaching.learning methods of $\ulcorner$environment$\lrcorner$ subject education that can attract students' interest must be developed. Fifth, it is most desirable to have first year students select the subject.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.150-171
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• 1999

This study is aimed to systematize the contents of environmental education in the home education and to develop the environmental education. For this, this study firstly examined the characteristics and goals of home education and its relation to environmental education. Secondly, in the paradigm of environmental education this study analyzed the goals and contents of environmental education in the domain of home education which is included in the practicum subject of the 7th curriculum. Thirdly, this study examined the effective teaching and learning methods for home education and the considerations in organization of textbook contents which reflect these teaching and learning methods. Finally, this study suggested an example of textbooks which reflect all these considerations. It has been found out that: (1) the home education is based on the recognition of environmental problems related to home life, (2) the home education explains the environmental problems, and (3) the home education has its goals of acquring active attitudes and skills to solve these problems. In the teaching contents, the home education was analyzed to have the following concerning environmental education: the utilization of resources for food, clothes, and housing and home life, that is, the domain of ‘environmental sanitation’ related to food ingestion and sanitary life, the domain of ‘sound consumption life’ related to the utilization of resources and their consumption, and the domain of ‘environmental pollution’ on the prevention of every kind of pollutants in the home life. However, the environmental education in the home education according to the 7th educational curriculum has the distinctiveness from the contents of environmental education which were emphasized in the past home education. The distinctiveness are as following: (1)the resources matter is dealt with in the aspect of recycling various resouces from home life, (2)the prevention or reduction of pollutants in life which take the considerable part of environmental pollution is emphasized, (3)children's sensitivity In environment is emphasized to be developed, and (4)the importance of life is emphasized to be taught.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.103-112
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• 2016

The purpose of this study is to investigate secondary science teacher's concepts of good science teaching. To do these, I have developed a questionnaire composed of 32 good teachings on education content, instructional method, instructional environment and atmosphere and assessment categories. 136 secondary science teachers have participated in the questionnaire and were requested to show agreement. Additionally, they were requested to describe the best science teachings that they have experienced. Results are as follows: First, the best science teaching that science teachers thought is a teaching that is in full accord with students' level in education content category, a teaching with an energetic interaction in instructional method category, a teaching in a trustful atmosphere in instructional environment and atmosphere category, a teaching in which students could learn something through a teaching-related assessment in assessment category. Second, secondary science teachers thought that a self-directed learning, a differentiated instruction and a teaching with diverse materials are not important factors in good science teaching. Third, there is a difference between good teaching that secondary science teachers have conceived and good teaching that they have experienced. It shows that science teachers did not precisely understand what good science teaching is. Additionally, I discussed the need of finding a case on good science teachings and a support of an interaction-focused teaching.

• Journal of Science Education
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• v.46 no.3
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• pp.237-254
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• 2022

The purpose of this study is to examine the changes in the science teaching professionalism self-perception of pre-service elementary teacher as shown in science education lesson course. The subjects of this study were 25 pre-service elementary teachers enrolled in the second year at G National university of education. And the scale of this study were derived and applied by modifying and supplementing the scale of previous studies. The results of this study are as follows: it was found that science teaching professionalism and self-perception of pre-service elementary teachers are improving. In short, it was found that there are significant changes in all sub-domains such as professionalism development efforts, educational contents, instructional method, educational environment and atmosphere, assessment and science teaching preference. As a result of examining the related contents in detail along with the combustion-related science lesson plan, Padlet, and post-test descriptive question responses, there were some good categories and some categories that needed to be supplemented. Based on these results, a plan for enhancing the science teaching professionalism of pre-service elementary teacher needs to be considered.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.135-150
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• 2010

This qualitative study explored the causes of student teacher stress during an early childhood teaching practicum and investigated the ways in which student teachers cope with this stress. Four student teachers in the same practicum placement were individually interviewed. The findings revealed that stress arose over a variety of concerns including both lack of professional knowledge related to the teaching practice and the challenges involved in establishing a positive relationship with their cooperating teacher, the parents and staff. The stress experienced by the student teacher was accompanied by physical symptoms such as exhaustion, fatigue, and the onset of vulnerability to colds. However, the students were found to be generally unsuccessful in managing their stress effectively. The results suggest that attempts to improve the practicum environment should be accompanied by academic interests and practical issues related to these stresses and that there is a clear need for programs designed to assist student teachers develop stress management skills.

• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.101-112
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• 2005

The purpose of this study is to develop environmental inquiry activities for teaching the 10th grade students in science classes of high school. The activities are developed to perform goals of environmental education for sustainable development. In order to this, activities are sequently organized in order of context of laboratory, field, and problem solving in respect of one learning topic. The object of inquiry activities in laboratory context is understanding concepts related environment and environmental pollution. The inquiry activities in field context have an object of attaining good awareness and attitude toward environment. Throughout the activities in probem solving context students are expected to have a mind of participating in environmental issues. The activities are designed to learn and use integrated science knowledge in many domains. Some activities are intended to utilize MBL(Microcomputer-based Laboratory). The ICT materials, lesson plans, instructional sheets for teaching and student' sheets for inquiry were produced to guide these activities. It is expected that this effort will contribute to cultivate environmental literate persons who have not only scientific understanding but also practical will of environmental issues.