• Journal of Korean Elementary Science Education
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• v.32 no.2
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• pp.169-184
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• 2013

The purpose of this study is to investigate teachers' recognition and to suggest an improvement in the system of teacher's observation and nomination used to selecting gifted and talented students in Science in the Busan Metropolitan School District in 2013 by investigating teachers' recognition of the system and their expressed needs. The results are as follows. First, it was observed that teachers are of the opinion that it is difficult to determine the science gifted students by observation due to their lack of expertise in giftedness and gifted education, the lack of a check list to use, and the difficulty of ensuring the objectivity of the results of the determination. Second, the absence of objective screening tools used for the selection, the selection of gifted students based on their subjective judgment, and the possibility to select students based only on visible manifestations of ability may cause parents to mistrust the system. Thus, institutional support is required to address the concerns of teachers and parents. Third, the teachers who are in charge of observation, nomination, selection and determination need to be trained. After that, at least one of these teachers should be assigned in each school and training should operate continuously and systematically. Lastly, while these things are occurring, the process of observation and nomination of by teachers, which is the basis of pooling gifted students at the level of Busan Metropolitan School District, should be continued.

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.529-545
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• 2007

Questioning forms an integral part of most strategies for effective teaching when the class consists of difficult content. Science including chemistry is usually content-rich, but difficult to understand without supporting lab experiments, subsidiary visual materials and model kits. Engaging the attention and interest of students in such a subject, therefore, is the key to the success of a daily lesson in the classroom. However, generating meaningful questions requires a certain level of information and metacognitive skills on the part of the teacher. The purpose of this study was to find out the framework of effective teachers' questioning with a large group in chemistry class: how teachers used questioning to engage their students in such a big class, to identify a variety of forms of feedback provided by students and to develop a model of question-inducing strategies. We investigated the teachers' recognition of their questioning and the students' recognition of teachers' questioning by surveying over 82 teachers and 434 students in Korea. The survey findings show that the questionnaire can be categorized into four elements: the theme of the teachers' questions (T), students' inquiries (I), methods of teachers' questioning (M) and encouragement of students (E). These elements can be analyzed and sub-categorized to find out which elements are effective in good questioning, even though the elements are interwoven tetrahedrally.

• Journal of Engineering Education Research
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• v.21 no.3
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• pp.38-45
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• 2018

The purpose of this study is to analyze the change of perceptions and images of teachers about engineering, according to practical training in laboratories of engineering research institutes. For this purpose, 149 elementary and secondary school teachers were surveyed before and after visiting the engineering research institutes and examined the perception of engineers and engineering. Through this teacher training program, perceptions and images of most teachers are changed positively and they can understand practically about engineering, and related fields. The results of this study can be used as basic data for the development, operation, and expansion of teacher training using advanced science and technology research institutes with excellent human and material resources.

• Journal of Engineering Education Research
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• v.16 no.5
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• pp.9-17
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• 2013

The purpose of this study is to analyze elementary and secondary school teachers' recognition about engineering education in elementary and secondary school. For this, we surveyed elementary and secondary school teachers. The result of this study is as follow. First, most teachers perceived that engineering positively affect national competitiveness and development. They also found that engineering education helps student to select natural science and engineering field career. Moreover, they perceived that engineering contents are not applied in elementary and secondary schools curriculums, hence it does not stimulate interest in engineering. Therefore, they perceived that if engineering education contents are systematically applied in formal curriculum, it will have a positive effect on current engineering education. Second, most teachers perceived that roles of engineering education are to make students learn creative design and problem solving process and inform about the engineering field career. They perceived that the best grade to start engineering education is 4~6 grade in elementary school and the best way to apply engineering education is through distributing engineering education contents to related subjects. They also perceived that technology subject has the most relation to engineering education and science subjects; mathematics subject follow after.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.61-72
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• 2017

The purpose of this study was to analyze elementary school teachers' implementation for the emphasis on the revision, major contents, teaching and learning method, and evaluation in the 2009 revised national science curriculum. To fulfill the purpose of this study we carried out a survey with 222 elementary school teachers. Main findings of this research were as follows: First, they highly agreed to the increase in class hours and the application of subject classroom, but they had a lower recognition for setting the subject groups. Second, the degree of necessity in discussion and STS was relatively high, but the degree of implementation in science writing, discussion and STEAM was low. Third, in teaching and learning method, they showed a high performance for mutual cooperation, student-led activities and communication, but, a low implementation for open inquiry and instruction considering individual differences. Fourth, in the evaluation of science learning, they showed a high implementation for evaluation based on achievement standards and one based on the understanding and application of basic concepts, but, a low implementation for the development of common evaluation tools. Fifth, it seemed that their recognition for amount, level and interest of science contents and inquiry activities was appropriate and positive.

• Journal of environmental and Sanitary engineering
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• v.22 no.3
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• pp.51-64
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• 2007

This research, selected for 40 classrooms(20 old, 20 new) in chungnam area from June 22 to July 19 and from November 21 to December 30, 2003, in order to study of Recognition of Indoor Air Quality of Indoor Environment at School. we used Questionnaire for 193 health teachers, 41 teachers, and 1,359 students. The results of study are as follows. 1. To the question 'Currently Were you damage caused by classroom air?', showed that worry class teachers more than students with 43.9% of class teachers, 35.9% of health teachers and 23.5% of students. 2. To the question 'What would be an efficient way to manage classroom sanitation?', 50% of class teachers, 40.5% of health teachers and 47.4% of students wanted 'installation of air purifier.' 3. To the question 'How are you getting information about indoor air pollution?', showed that all of 3 groups get information through on TV. 4. According to survey, Health teachers who act as health supervisors appeared to have more prior knowledge air quality than class teachers and students. The results of this research show insufficient understanding of health risks from indoor air pollution, and shows possible health problems to students from school indoor air pollution. Therefore, these results suggested that a logical and systematic education program for students about the importance of indoor air quality should be carried out.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.901-917
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• 2018

The purpose of this study is to develop the questionnaire on pre-service elementary teachers' recognition of self-understanding and change capacity for science education and to investigate their recognitions with it. At the beginning of the study, we made a tool to investigate the self-understanding and change capacity of pre-service elementary teachers through literature review and discussions. The former half of the questionnaire was related to self-understanding with factors such as 'self-concept clarity,' 'career identity' and 'self-efficacy:' 'self-understanding as a pre-service elementary teacher' (12 items) and 'self-understanding as a pre-service elementary science teacher' (12 items). Its latter half was about the change capacity with factors such as 'change sensitivity,' 'goal consciousness,' 'collaboration,' 'reflection,' and 'mastery.' It consisted of three parts: 'general change capacity,' 'change capacity as a pre-service elementary teacher' and 'change capacity as a pre-service elementary science teacher' with 17 items, respectively. With this tool, we surveyed 153 pre-service elementary teachers. The results are as follows: First, pre-service elementary teachers have a positive recognition about self-understanding and change capacity, but the recognition of self-understanding and change capacity as pre-service elementary science teachers were relatively less positive. Second, factors of self-understanding and change capacity as pre-service elementary science teachers have a significant correlation with each other. Especially, there was a high correlation between 'self-efficacy' of self-understanding and 'goal consciousness' and 'mastery' of change capacity. Based on these results, some implications for self-understanding and change capacity related to science education were discussed.

• The Journal of Korea Robotics Society
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• v.9 no.3
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• pp.185-195
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• 2014

This study aims to look into students' and teachers' recognition about learning with a humanoid robot and seek for a policy implication for the direction of education using humanoid robot. To achieve this goal, a survey with elementary school students and teachers was used as the method of analysis. The main results are as follows: There was a difference in the recognition of the teachers and the students regarding the most effective subject through the use of humanoid robot. While the students consider Physical Education as the major subject, the teachers consider Science as the one. The students recognize that the use of humanoid is most effective in helping their learning while the teachers recognize that it is most effective in helping their teaching. As an expected positive effect, both of them choose an increase in interest in learning as the main effect of the use of humanoid robot, but the students, unlike the teachers, consider the improvement of their academic achievement as its main effect as well. These results show differences in the recognition of the use of humanoid between the teachers and the students, and in addition, confirm the difference between them depending on their background.

• Journal of Korean Library and Information Science Society
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• v.34 no.2
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• pp.19-42
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• 2003

The purpose of this study is to identify the way of development of school library and construction of information system for school library. In order to identify the way, the school librarian recognition level of school library information system was analyzed, since the recognition level about the information system can affect the school library development. Data is collected through the questionnaire. The result can be used to develope a school library instruction program for teachers and a base material for recovering the school library fundamental function.

• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.208-218
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• 2017

This study was to investigate factors and disclose causal model of the scientific literacy competency about the motivation for science and the scientific literacy competency. The 3 grade university students and the 1 grade university students as pre-service elementary teachers were participated to questionnaire investigation. The data were analyzed by the factor analysis method and the structural equation model method, and the following results were obtained. First, the 3 grade university students and the 1 grade university students perceived the science interest factors and science usefulness factors as the motivation for science, and also revealed the scientific problem recognition factor and the scientific evidence use factor as the scientific literacy competency. Second, the science interest factor had a greater effect on the scientific problem recognition factor than the scientific evidence use factor in both the 3 grade and 1 grade university students. In the path from the science usefulness factor to the scientific problem recognition factor, the science usefulness factor of the 3 grade university students had a greater influence on the direct route to the scientific problem recognition factor than that of the 1 grade university students. In the path from the science usefulness factor to the scientific evidence use factor, the science usefulness factor of the 1 grade university students influenced more on the direct route to the scientific evidence use factor than that of the 3 grade university students.