• 한국과학교육학회지
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• 제32권8호
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• pp.1378-1389
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• 2012

Environmental education is usually taught across the curriculum in most of the countries. This teaching approach has been a challenge for teachers to implement it especially in the Malaysian curriculum context. Thus, science teachers require effectual Pedagogical Content Knowledge of Environmental Education (PCK-EE). The purpose of this study was to explore the influence of teaching option and teaching experience on science teachers' PCK-EE. Five components of PCK-EE were investigated in this study, which were: a) knowledge of curriculum, b) knowledge of content, c) knowledge of student, d) knowledge of teaching strategies, and e) knowledge of evaluation. 347 secondary science teachers from the state of Selangor have participated in this survey study. The questionnaire used had 60 items. The findings revealed teaching option has a significant influence on science teachers' knowledge of content (p=0.000); knowledge of student (p=0.000) and knowledge of teaching strategies (p=0.016). In the case of teaching experience, it was found that there is a low correlation on knowledge of content (r=0.174) and knowledge of evaluation (r=0.170) only. Implication of this study leads to the suggestion in enhancing teachers' service training to improve their PCK-EE and subsequently their ability in teaching environmental education across curriculum.

• 한국과학교육학회지
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• 제27권8호
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• pp.699-710
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• 2007

During the last two decades, many researchers have attempted to understand pedagogical content knowledge (PCK). Now it is time to think about how to apply the theoretical aspects of PCK to practice. In an attempt to address this issue, it is indispensable to review the existing literature on teachers' knowledge bases and PCK. Therefore, the purposes of this paper are to look at how the concept of PCK has been developed and extended over the past two decades as well as to provide a shared understanding of PCK for the practical use of this concept in teacher education programs. The paper begins with a discussion of various models of teachers' knowledge as conceptualized by several renowned researchers, moves on to a review of existing research focusing on the knowledge of science teachers, then examines the literature on PCK as a critical part of teachers' professional knowledge, and finally concludes with an integrated operational definition of PCK that can be employed into designing teacher education programs.

• 한국환경교육학회지:환경교육
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• 제10권2호
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• pp.51-62
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• 1997

The objective of this study was to review the meaning and problems of Scientific Knowledge and Ethical Value in Environmental Education. The ultimate goal of environmental education is shaping proenvironmental human behavior. The factors of human behavioral decision making are ideology, value, attitude and behavioral intentions. Ideology is a kind of belief system used by social groups to interpret their social world. The main elements of belief system are knowledge and value. The traditional thinking in education has been that we can change behavior by making human beings more knowledgeable and more valuable. In environmental education, the aim of scientific inquiry is to analysis cause-effect relation of human beings behavior and environmental phenomenon, and ethical education is to change the mind of human beings from zero-sum to positive-sum about the relations between human beings and natural environments. But, there are many problems of knowledge education and value education in environmental education. For example scientific knowledge without ethical value is dangerous to environment protection, and ethical value without scientific knowledge is vague. Therefore, we must recognize that the relationship of ethical value and scientific knowledge is not substitutional but complementary. The teaching-learning methods which can integrate knowledge and value in environmental education are rational decision making model. For this model, we can construct teaching contents with inquiry materials. To earn the benefits of specialization among several subjects in environmental education, social studies can focus on social science knowledge and decision making, science education can focus on pure natural science knowledge and scientific investigation, moral education can focus on problems of ethical value system, home economics can focus on practical action and environmental education(Environments in middle school, Ecology and Environments in high school) can integrate social-national science knowledge and ethical value in broad perspective about human beings and ecosystem. That is the method to protect from law of diminishing marginal utility of learning in environmental education.

• 한국초등과학교육학회지:초등과학교육
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• 제25권2호
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• pp.167-178
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• 2006

The purpose of this study was to explore characteristics of sixth grade students' opistemological beliefs in science and the relationship to learner's characteristics: learning motivation, learning strategies, and logical thinking. The subjects were 265 sixth graders and data was collected through two types of questionnaires, translated and modified by researchers: opistemological beliefs regarding science, learning motivation & strategies. The results of this study were as follows. The students believed that the goals of science were related to activations such as 'Science is experiment', or 'Science is invention: These beliefs were connected with the emphasis of science classes or the focus of the science curriculum. However, the students' beliefs related to the changeability of science knowledge, the source of science knowledge, and the role of experiments in developing knowledge were oriented to modern opistemological views. Moreover, the beliefs were meaningfully related to students' characteristics: learning motivation, learning strategies, and logical thinking. Among the students' characteristics, logical thinking was especially related to all of the factors of students' beliefs: the changeability of science knowledge, the source of science knowledge, and the role of experiments in developing knowledge. However, the students who believed that scientific knowledge came from scientists, science teachers, or science textbooks had high levels of self-efficacy. Therefore, the belief that scientific knowledge is formed by self-discovery, in order to generate high self-efficacy, needs to be encouraged. From the results, it is possible to check the orientation of current science education based on the students' opistemological beliefs. In addition, the resources can be accumulated for persevering in our efforts to achieve a positive orientation for science education.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제7권2호
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• pp.91-99
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• 2003

Isik & K$_1$l$_1$c (1998: Mathematics Education and its Appraising in the Primary School Teacher Certificate) found that many prospective mathematics teachers for primary schools who attended at newly established certificate programs made significant misconception on mathematics education because they were not graduates of education faculties. The levels of conceptual knowledge and procedural knowledge of students from a secondary school in Erzurum, Turkey were investigated in order to reveal how serious misconception the teachers have been made so far. The conceptual knowledge is very important to students, however in this research, it was found that procedural knowledge was much more important than conceptual knowledge.

• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.213-231
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• 2011

The purpose of this study was to investigate knowledge types which the elementary science gifted students would use when solving a science problem, and to examine characteristics and types that were shown in the science problem solving process. For this study, 39 fifth graders and 38 sixth graders from Institute of Education for the Gifted Science Class were sampled in one National University of Education. The results of this study were as follows. First, for science problem solving, the elementary science gifted students used procedural knowledge and declarative knowledge at the same time, and procedural knowledge was more frequently used than declarative knowledge. Second, as for the characteristics in the understanding step of solving science problems, students tend to exactly figure out questions' given conditions and what to seek. In planning and solving stage, most of them used 3~4 different problem solving methods and strategies for solving. In evaluating stage, they mostly re-examined problem solving process for once or twice. Also, they did not correct the answer and had high confidence in their answers. Third, good solvers had used more complete or partially applied procedural knowledge and proper declarative knowledge than poor solvers. In the problem solving process, good solvers had more accurate problem-understanding and successful problem solving strategies. From characteristics shown in the good solvers' problem solving process, it is confirmed that the education program for science gifted students needs both studying on process of acquiring declarative knowledge and studying procedural knowledge for interpreting new situation, solving problem and deducting. In addition, in problem-understanding stage, it is required to develop divided and gradual programs for interpreting and symbolizing the problem, and for increasing the understanding.

• 한국지구과학회지
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• 제32권5호
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• pp.494-503
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• 2011

During the last three decades, earth science has been re-conceptualized as an interdisciplinary discipline entitled Earth System Science (ESS), which is based on knowledge of the physical earth system and human impact on the earth. While there is increasing effort to teach earth as a system in K-12 education, teachers' preparedness of to teach earth system is still in its infancy. This article focuses on reviewing the literature of teachers' knowledge of earth systems and of how teachers' knowledge of subject matter affects their teaching practice and pedagogical content knowledge (PCK). First, the study investigated a literature of PCK in general as well as in science teaching. Then this study duscuss what teachers' subject matter knowledge (SMK) is and what it means to be in teaching earth system science. Third, a literature of teachers' knowledge of earth system was reviewed. Finally, a number of suggestions and implications are made as to what teacher education program should do to better prepare future teachers to teach earth systems.

• 한국지구과학회지
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• 제25권3호
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• pp.185-193
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• 2004

The purpose of this study is to explore high school students' environmental literacy and from its result, to suggest ways to reform environmental education. 1047 students from Seoul and Kyeongki province participated in the survey. The questionnaire consisted of four criteria of environmental literacy including knowledge, skill, attitude and behavior. The result was analyzed and the factors which affect high school students environmental literacy were explored. From this result, we made suggestions to improve environmental education as follows. First, environmental education in school should focus on knowledge criterion. Though school environmental education has been helpful for students to build environmental literacy in attitude and behavior criteria, its effect has not been good enough in knowledge criterion. Second, science education can enhance students' environmental literacy. Students who like science best and students who belong to science major classes were reported to possess better understanding in knowledge criterion. Also, students who like life science appeared to have a more positive attitude in environmental literacy. Third, informal education must be considered to form students' environmental literacy. In particular, the effect of mass media is inarguable. Thus, we should find a way to link formal education and informal education to improve environmental education. Fourth, high school students' interest in the environment must be encouraged since it is evident that higher interest would result in better outcome in environmental education.

• Food Quality and Culture
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• 제2권1호
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• pp.48-54
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• 2008

The purpose of this study was to evaluate the elementary students' knowledge, attitudes, and practice for food hygiene and safety. A self-administered questionnaire was developed and offered to 375 elementary school students throughout the Seoul region. The results of the survey were as follows: First, the knowledge, attitudes, and practice were not at satisfactory level. The scores of children's knowledge, attitudes, and practice were 67.42%, 3.83, and 3.81 out of 5 point scale, respectively. Second, knowledge, attitudes and practice levels were significantly different according to demographic characteristics. The lower grade-students had significantly higher scores for knowledge (p<.05), attitudes (p<.05) and practice (p<.01) than higher gradestudents, suggesting that food hygiene and safety education is more effective in younger students or that repeated education is needed for higher grade-students. Third, knowledge, attitudes and practice levels were significantly correlated each other. These results suggest that the education programs for food hygiene and safety should be developed for, as well as implemented in, lower elementary school grades.

• 대한안전경영과학회지
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• 제16권2호
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• pp.101-109
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• 2014

This study is about safety education experience and practice of parents who are raising preschool children and the study results are as the following. For safety education experience state, parents had experience of safety education and mostly received it through communities, TV, Internet, etc. The most common educational content was the traffic safety education. For safety education practice degree according to number of children, safety education practice was mostly done well with 1~2 children. For safety education practice degree according to family type, safety education practice degree within the family was done most in nuclear families while healthy life habit safety education practice degree was done most in nuclear families and reconstituted families. Also, for traffic safety education practice degree, it was done well in nuclear families. For respiratory disease safety education practice degree, nuclear families and reconstituted families were the highest and for first aid safety education practice degree, single-parent families were the highest. For safety knowledge level of parents, safety knowledge of family was the highest, followed by safety knowledge of respiratory disease, and traffic. For safety education practice degree and safety knowledge according to safety education experience of parents, there was a significant difference in practice degree according to safety education experience of parents and there was also difference in practice knowledge according to experience. There was also education effect in healthy life habit safety knowledge and traffic safety knowledge.