• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.244-249
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• 2000

Using a sample of 83 secondary school science teachers, this study investigated the views on science and learning which they have. Questionnaires used in this study were the same that Kwon & Pak(1995) administered. Both 'Questionnaire for Perception of Nature of Science' and 'Questionnaire for Constructivistic Views of Learning' were 11-point scales. Data analyses were done by using t-test and ANOVA. The secondary science teachers showed a relativistic, deductivistic, instrumental, and process-oriented views on science. The younger age of the teachers, the more emphasis on process rather than content. Female teachers had more relativistic, instrumental, and process-oriented views than male teachers had. The teachers sampled in this study showed a constructivistic view on learning. Finally, the teachers' views of science and learning were closely related each other.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.773-794
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• 2001

Many studies on the professional development of science teachers demonstrated that induction teachers' conceptions of teaching science are important factors in developing their professionalism. The present study was conducted to describe in detail the progress of two science induction teachers, June and Mike, towards conceptual change teaching, and to investigate secondary induction science teachers' conceptions of teaching science by analysing their conceptual ecologies. The study was interpretive, using multiple data sources to achieve a triangulation of data. Both June and Mike held strongly positive learning in their views of knowledge and science. Holding positivist views of knowledge and of science is likely to be a major obstacle for anyone coming to understand constructivism and its implications in teaching for conceptual change. This argument resonates in several key ways with the teachers' cases, even though I recognize differences between scenario and teachers, and between teachers themselves.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.794-800
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• 2005

The purpose of this study was to examine the state of management and science teachers perception of science classes and clubs in secondary schools. There ware 125 participants (75 middle school teachers and 50 high school teachers) from eight metropolitan cities and local areas, and more than 80% of the participants had managed science classes or clubs. Results found that a significant number of science teachers felt it necessary to manage science classes and/or clubs in secondary schools. They believed the classes and/or clubs to be beneficial in the activation of students' interest in science, even though they might not be effective ways of improving scientific achievement. In addition, it was found that secondary science teachers desire financial support, in-service programs, and efficacious programs supporting science class and club management.

• Journal of The Korean Association For Science Education
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• v.13 no.1
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• pp.48-55
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• 1993

In this study, kindergarten teachers' and secondary science teachers', total number of 117 in Taegu, images of scientists and their respected scientists were explored through the Draw-A-Scientists-Test and Network Analysis methods. Main results of the study can be summarized as follows: 1) Teachers, in general, showed some stereotyped images of scientists. But kindergarten teachers have more stereotyped ones than secondary science teachers do. 2) Teachers tended to respect some scientists through those scientists' personal characteristics, especially affective ones. But while kindergarten teachers seemed to consider scientists' contributions to society and their affective characteristis more important, secondary science teacher tendeded to consider scientists' contributions to science and their cognitive characteristics.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.367-373
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• 2014

The purpose of this study was to survey secondary school science teachers' teaching styles and to recognize students' science anxiety about science teachers' different teaching styles. One hundred seventy-four science teachers and 2,122 students participated. The teaching style questionnaire and the science anxiety measurement scale (SAMS) with teaching style were administered to teachers and students, respectively. Teaching styles were analyzed in terms of teacher's individual variables, such as gender and school level. The science anxiety related to each teaching style was analyzed and compared in terms of students' gender and school level. The results were as follows. First, the secondary school science teachers were classified into four types based on their teaching styles: expert, provider, facilitator and enabler. Most teachers fell under the expert style category and the least under enabler style. This indicated that numerous science teachers in secondary school employ a teacher-directed style rather than a student-centered style in class. Second, students felt the highest science anxiety with experts and the lowest science anxiety with enablers. The students' science anxiety showed statistically significant differences with different teaching styles (p<.05). Even though female students felt higher science anxiety than male students towards all four teaching styles, no statistically significant gender differences were found. Middle school students were more influenced by teaching style than high school students. Some suggestions were made for teachers to reduce students' science anxiety in classes based on results.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.580-591
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• 2009

The purpose of this study is to get implications on teacher education curriculum according by analyzing pre-service secondary teachers' difficulties during student-teacher practice. Fifty-six pre-service secondary teachers were requested to write anecdotes about their student-teacher practice. Pre-service secondary teachers revealed that they had experienced the most difficulties relating to instruction teaching. They answered that they had especially comprehended inducing interest in diffcult learners, attention, appropriate composition of questions, and learners' understanding levels. Pre-service secondary teachers showed that they had tried to control students in experiment instruction. Also, they demonstrated that time for guidance counseling had been insufficient. They were dissatisfied with the content and level of counseling. Therefore, we need to improve teachers' college curriculum by performing student-teacher practice and feedback. We especially need to systematize teachers' college curriculum on the basis of developing standards of science teachers' expertise.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.199-213
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• 1994

The quality of science teachers is one of the most important factors to improve the science education in secondary schools. In this study the current status of preservice education of secondary science teachers was surveyed and the directions for the improvement were suggested as follows: 1. The purposes of departments of science education have to be partially revised to include other education programs related to science education than preservice training courses of science teachers. 2. Training courses of integrated science teacher should be organized differently from those of physics, chemistry, biology or earth science teachers because their requirements are different. 3. Strict standards of curricula for training science teacher have to be established and applied practically. 4. The curricula of departments of science education have to reflect the contents and the changes of secondary science education. 5. More credits to subjects on the science education, the nature of science, and the laboratory experiments should be taken in the preservice courses of science teachers. 6. Professors at the department of science education have to use various methods to teach inquiry lab and evaluation techniques so that students can experience them at the training courses. 7. The number of professors majoring in science education at the department of sciece education should be increased. 8. Enough research funds have to be supported to activate the researches in science education.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.393-403
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• 2013

The purpose of this study was to investigate the perception of school teachers in science research ethics and perception of science research ethics education. A survey was administered for this study and a total 167 elementary and secondary teachers studying in K University graduate school participated. The survey was organized to examine participants' 1) science research ethics awareness, 2) status of science research ethics education, and 3) needs for science research ethics education, and 4) the perception of the direction of the science research ethics education in school. Each item was responded using either 1 to 5 Likert type scale, multiple choices questionnaires. The results were as follows: both of elementary and secondary school teachers showed above average interest in science research ethics and secondary school teachers showed significantly higher interest than elementary school teachers(p<0.05). In degree of awareness of science research ethics, plagiarism (M=3.98) was the highest, followed by free-riding(M=3.78), the scientist's social responsibility(M=3.71), and forge(M=3.61). In response science research ethics problem occurs in science education activities more than the average(M=3.39). Teacher's response on the teaching of science research ethics ranges from 3.02 to 4.47, but each science research ethics elements was showed a large deviation. Elementary and secondary school teachers responded that science research ethics education needed(M=4.34). Science research ethics education should be included in the school curriculum. Eighty-five percent of the teachers responded that the science research ethics education should be started from elementary school. 'Discussion-type classes with examples' was preferred as an effective teaching. And teachers needed 'instructional materials' and 'teachers training' for science research ethics education.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.705-717
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• 2017

The purpose of the study is to explore secondary science teachers' emotional display rules, types of emotional labor, science-specific emotional display rules and the episodes of emotional labor. For this purpose, the survey to measure emotional labor of science teachers (The Emotional Labor of Science Teaching Scale: TELSTS) was developed and the participants were 145 secondary science teachers in Korea. Results showed that first, secondary science teachers recognized the emotional display rules defined by their schools, especially, positive display rules. Second, secondary science teachers showed that they were carrying out emotional labor in order to keep their emotional display rules in check. The mean value of responses to deep acting was high. Also, there were statistically significant differences in emotional labor depending on whether they were full-time or part-time teachers and their teaching career. Third, as a result of analyzing the specificity of science teachers, it was mainly related to the objective and logical image of science, and experimental instruction. Seventy-four percent (74%) of responses were negative or neutral emotional display rules. Finally, implications for science education are discussed.

• 한국과학교육학회:학술대회논문집
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• 2008.08a
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• pp.47-56
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• 2008

This article presents how in China mainland a school and a school district find their science teachers. Based on studying relevant materials and years of intensive involvement in teacher education and recruitment practices the authors draw three features of the current secondary science teachers' employment system in China mainland: certification control conducted very loosely selection criteria and process vary with schools and school districts due to the remarkable difference existed among them the normal universities/colleges established originally only for secondary science teacher education still play a vital role in shaping effecting quality of teacher candidates although no one of them for a long time have focused on only doing what they were supposed to do. For further development, changes and essential reform are expected duo to the increasing promotion toward the internal quality of education and therefore high quality of teachers and teacher candidates.