• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.132-140
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• 2010

The purpose of this research is to explore the effects of the POE(Prediction-Observation-Explanation) teaching-learning model on the academic achievement and the capability of scientific inquiry of elementary school students. POE teaching-learning model is a three stage process modeling scientific inquiry : Prediction, Observation, and Explanation. This research is to see the effectiveness of the POE method in earth science class by applying this simple practical strategy out of various methods in science teaching with the purpose of improving the capability of scientific inquiry and the academic achievement of learners. The findings of the study are as follows: First, the POE strategy in science teaching-learning was found effective for the improvement of learners' scientific inquiry capability. Second, the POE strategy in science teaching-learning is effective for the improvement of learners' academic achievement in science. The findings mentioned above suggest that using the POE strategy in science class of elementary science education has significant effects on improvement of scientific academic achievement and scientific inquiry capability of learners compared with the general science teaching-learning strategy. It also shows to be highly recommendable for use in science class.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.836-849
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• 2010

The purpose of this study is to analyze changes of competency observed in teaching of pre-service science teachers through the teaching evaluation and reflective journal writings on science class during the period of student-teaching at high school. To do this, we videotaped all the science classes of six pre-service teachers participating in this study, evaluated their class teachings, and collected moving video clips recorded in their classes, reflective journals, interviews, instructional materials, and teaching evaluation they have provided. From the "Standards for teaching evaluation of science instruction" developed by Korea Education Curriculum and Assessment, sixteen evaluation elements were selected and used for the analysis. According to our results, all preservice teachers show improvement of teaching performance in most of the class evaluation elements as the number of science classes increases. They presented the lowest improvement in the 'to design meaningful learning program,' which was one of the sixteen elements. However, there are substantial individual differences in the pre-service teachers' teaching competence on each evaluation element. Although they thought that 'understanding of scientific concepts' is the most important part of a science class in the beginning of student-teaching training, they showed changes in recognition that 'interaction and respect' and 'managing student behaviors' are also important in the end. They have recognized that writing a reflective journal, based on the video clips recorded in class and teaching evaluation, helps improve their teaching competency. In addition, improvement in teaching competency has influence upon career-orientation towards the school teacher in the future.

• Journal of Science Education
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• v.41 no.3
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• pp.365-381
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• 2017

Based on the previous study (Park et al., 2015) which indicated positive results in the improvement of science teaching through the POCoM (Practical On-site Cooperation Model) application, this work concentrates on expanding the POCoM to more various teaching settings. To do this, 18 cyclic applications (72 teaching classes in total) of the POCoM were divided into (1) the first cycles and the second cycles conducted after the first cycles, (2) classroom teaching and laboratory teaching, and (3) cycles by our research team and cycles by other experts team. The comparison between the two parts were conducted using the improvement rates, the number of KTOP (Korean Teaching Observation Protocol) items which improvement was needed, and the change of these numbers according to teaching sequence. As results, no difference regarding the improvement was observed between classroom and laboratory teachings, and also between the first and the second cycles. When other experts team applied the POCoM, the number of KTOP items which improvement was needed was larger and the improvement rate was lower than those in the cycle by our research team. Nevertheless, these differences were not statistically significant, and also, it was expected that, if other experts team tries to improve science teaching through 6 teachings, the improvement by the other experts would be nearly the same with the improvement by our research team through 4 teachings. In conclusion, it is confirmed that the POCoM can be used in various teaching settings with the almost the same potency. Lastly, the necessity and possibility of the more detailed and qualitative analysis about the POCoM application are discussed.

• Journal of The Korean Association For Science Education
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• v.9 no.1
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• pp.75-89
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• 1989

Secondary schools in Korea have been faced with several critical problems with regard to science education. Among them one of the most fundamental problems is associated with laboratory-based science education. There fore as a part of research project for the improvement of science education in secondary schools, this study had its abjectives to inquire into the following areas related to laboratory experiment. ${\circ}$Survey and analysis of theoretical backgrounds for science teaching focused on laboratory experiments. ${\circ}$Status survey of experiment-based science teaching in high schools. ${\circ}$Development of model for improving experiment-based science teaching. In order to fulfill these objectives this study used methods of eiterature review, survey, and interviews. The major finding are as follows : ${\circ}$Some topic for laboratory experiments as oppeared in the textbooks are not appropriate in the light of sience curricular operations in high schools. ${\circ}$In some schools equipments and facilities of school laboratories are for from sufficiency. ${\circ}$Laboratory experiments are not financially supportel for ideal science teach in both middle schools and high schools. These are not on exhaustive list of findings from this study More finding and teaching model for improvement of science education are also described in this paper.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.109-117
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• 2010

The purpose of this study is to examine the effect of higher grades in elementary the science process skill, academic achievement and teaching learining perception by Digital Text-book in elementary science lesson. To verify research problem, the subject of this study were sixth-grade students selected from two classes of an elementary school located in Ulsan : the experimental group is composed of thirty-one students who were participated in Digital Text-book, and the other is composed of thirty students(comparison group) who were participated in teacher map based learning situation. During eight weeks, Digital Text-book instruction was executed in th experimental group while the teacher map based instruction in controled group Post-test showed following results: First, the experimental group showed a significant improvement in the science process skill compared the comparison group. Second, the experimental group did not showed a significant improvement in the Acdemic Achievement compared th the control group. Third, the experimental group showed a significant improvement in the teaching learning perception compared the comparison group. In conclusion, Digital text-book model was more effective than the teacher map based teaching model on science process skill and teaching-learning perception. However, since the study has a limit on an objet of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.583-594
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• 2005

The purpose of this study was to investigate beginning elementary teachers' characteristics and improvement of their teaching skills in science class. The methodology of this study was a qualitative approach that included interviews, classroom observations, and teaching materials. In urban area, low beginning elementary teacher were selected. Four beginning elementary teachers were observed and recorded with VCR in their classroom at seven-times. The results showed that the beginning elementary teachers did not improve in their teaching skills in science teaching, and their characteristics of teaching skills in science were summarized as following; 1) their teaching methods were not inquiry-based science teaching, but explaining-based science teaching, 2) their main aims of the science teaching were focused on the science knowledges, 3) there were little students' science processes involved in their classes, 4) they focused on using textbook as teaching materials, 5) there were little waiting times after their questioning, and they usually used closed-questions rather than open-ended questions.

• Journal of environmental and Sanitary engineering
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• v.21 no.2 s.60
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• pp.69-83
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• 2006

This research aims to improve the environmental education for elementary student's education program. That let environmental education be connected to other curriculum with a compunction enhancement plan to the internal volume side of environmental education, and grope for activation of compunction environmental education with curriculum necessary paradigm conversion of education for continuance possibility in green education. In case of legal and system, improving of legal and system by establishment of the environmental education act for system repair and source of revenue preparation of environmental education is needed. Based on importance of teaching-education and evaluation, it must be developed various teaching-education ways of environmental education in case of curriculum and an improvement of teaching-education ways and evaluation must be performed. After teaching-education about environmental education has been executed, a teaching-education improvement must be performed by evaluation.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.961-970
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• 2017

In this study, KTOP (Korean Teaching Observation Protocol) was applied to teaching practicum for improving pre-service teachers' science teaching. To do this, four pre-service teachers and supervisor teacher observed and analyzed the lessons using the KTOP, and tried to improve he succeeding lessons through collaboration activities. As a result, the pre-service teachers conducted the collaboration activities based on the lesson analysis using the KTOP, therefore it was concluded that the KTOP took a practical role of guidance for improving pre-service science teachers' teaching. And it was found that the collaboration activities using the KTOP helped the improvement of the succeeding lesson, however, more iterative application is necessary for more effective improvement of teaching. Based on the analysis of questionnaire, observation, and interview, it was found that pre-service teachers need to be confident about the use of the KTOP and strive to become a student-centered lesson. And, the KTOP needs to be modified by reducing the number of items and as a more convenient form. Finally, it was inferred that we need to give an effort to help students recognize that learning should be self-directed.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.560-576
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• 2023

The purpose of this investigation is to: (1) to derive an improvement factor for inquiry-based simulated teaching-learning in pre-service teacher training programs, and pre-service teachers practice simulated teaching that reflect the improvement factor, (2) to analyze the difference in science intrinsic motivation according to science self-efficacy and inquiry-based simulated teaching-learning experience. To achieve these goals, we recruited five elementary and secondary teachers as experts to help us develop an improvement factor based on expert interviews. Subsequently, third-year pre-service teachers of a university of education participated in our analysis of differences in science intrinsic motivation, according to their level of science self-efficacy and experience with inquiry-based simulated teaching-learning. Our methodology involved applying the analytic hierarchy process to expert interviews to derive improvement factor for inquiry-based simulated teaching-learning, followed by a two-way ANOVA to identify significant differences in science intrinsic motivation between groups with varying levels of science self-efficacy. We also conducted post-analysis through MANOVA statements. The results of our study indicate that inquiry-based simulated teaching-learning can be improved through activities that foster digital literacy, ecological literacy, democratic citizenship, and scientific inquiry skills. Moreover, small group activities and student-centered teaching-learning approaches were found to be effective in developing core competencies and promoting science achievements. Specifically, pre-service teachers prepared a teaching-learning course plan and inquiry-based simulated teaching-learning in seventh-grade in the Earth and Space subject area. Pre-service teachers' science intrinsic motivation analyze significant differences in all levels of science self-efficacy before and after simulated teaching-learning and significant difference in the interaction effect between simulated teaching-learning and scientific self-efficacy. Particularly, group with low scientific self-efficacy, the difference in science intrinsic motivation according to simulated teaching-learning was most significant. Teachers' scientific self-efficacy and intrinsic motivation are needed to improve science achievement and affective domains of students in class. Therefore, this study contributes to suggest inquiry-based simulated teaching-learning reflecting school practices from the pre-service teacher curriculum.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.75-89
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• 2001

The purpose of this study is to get the more qualified elementary science teacher's guide as a major curriculum material for teachers and to find more improvement suggestions by analyzing of the teachers' perception and using status of it. To examine the problems of this study, 183 teachers from the elementary schools were surveyed by the questionnaire that was developed by researcher, and statistical technique for data analysis was frequency, using SPSS win(version 7.5). Teachers generally thought that the general remarks of the elementary science teacher's guide were helpful to understand elementary science education and the detailed subjects were useful, but teachers less satisfied about 'practice of teaching' of the detailed subjects. The most interested sector of the teachers' was the sector of the teaching methods. The results of this study were that the sector' the methods and evaluation of the elementary science education' of the general remarks and the sector' practice of teaching' of the detailed subjects were mostly interested. So it is necessary to be more detailedly guided when the development of the elementary science teacher's guide are considered.