• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.42-53
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• 2010

Identifying students' misconceptions by teachers is the primary step in using constructivist teaching strategies. We investigated how secondary science teachers were aware of students' misconceptions about the particulate nature of matter and analyzed the total number of differences of predicted misconceptions by their background variables. We also investigated how they addressed students' misconceptions in their instruction, and how necessary they thought it was to identify students' misconceptions for teaching science concepts. A survey was administered to 87 science teachers at 28 middle schools in Seoul. Teachers' predictions were compared with the misconceptions of 240 seventh-grade students. The teachers, as a group, identified almost all the misconceptions held by the students. However, they were unable to predict which types of misconceptions were more frequent. The total number of misconceptions predicted by the teachers who had careers of less than 10 years, possessed Master's degrees, or majored in chemical education was significantly higher. Although most teachers stated that knowing students' misconceptions was needed for their instruction, they rarely and simply addressed them in their instructions. Many techers faced misconceptions in classroom activities, and only few teachers found them through publications relating to students' misconceptions, teacher preparation courses and/or in-service training programs. Educational implications are discussed.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.93-101
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• 2011

The purpose of this research is to find out the change in graduate students' perceptions before and after they take a class on qualitative research. The class on qualitative research was held by the researcher in the winter semester of 2009. The subjects are nine graduate students (two male and eight female) and all elementary school teachers. An open-ended questionnaire with 5 items was used. The responses were interpreted, analyzed and categorized into several main conceptions. The results are as follow: First, some students perceived qualitative research as the counterpart for quantitative research, some perceived that qualitative research supplements quantitative research, while the rest of them had no concept of either before they took the class. Second, they all agreed that qualitative research is necessary in gifted education after they took the class. In order to better understand what is happening in classrooms, in terms of gifted education, a well organized curriculum for gifted education should be developed and conducted in graduate schools.

• Journal of the Korean earth science society
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• v.32 no.5
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• pp.474-484
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• 2011

This study presents how a professional development program (PD) of K-12 teachers affects participants' use of the earth system approach and their perceptions of using the urban environment for their science teaching and lesson unit development. This study utilized mixed methods to collect and analyze the data. Eleven urban teachers' pre-post lessons (45 lessons) were analyzed quantitatively using a lesson plan analysis tool, modified by the author, and their lesson reflections were analyzed qualitatively. The findings of this study show that the PD program influences the teachers to choose more topics and content knowledge based on the earth system approach and to assess the topics and content knowledge with more appropriate methods. Specifically, the teachers use more urban environmental factors/topics in their post lesson to teach the environmental topics of urban area. However, according to the statistical analysis of pre-and postlesson plan scores, the accuracy of the earth system knowledge that participants used in their lessons did not change significantly (p<0.05) (Table 4), which means that the PD program did not affect the improvement of the teacher's content knowledge in earth system science. Implications of this study are discussed.

• Journal of Community Nutrition
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• v.5 no.4
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• pp.230-238
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• 2003

Television is a powerful and persuasive teacher. It has the potential to influence perceptions, knowledge, beliefs, and behaviors, thus nutritionists need to be aware of the nutrition-related information (NRI) in television programming and the effect this information has on viewers. The purpose of this article was to review research published in peer-reviewed journals between 1988 and 2003 that examined the NRI embedded in American television programming, which is exported to over 125 nations, and its impact on nutrition knowledge, attitudes, and/or behaviors. This review revealed that, for the past 15 years, NRI was commonly included in both television advertisements and shows. Advertised foods were mainly high in fat, sodium, and/or sugar. In addition, the NRI embedded in food advertisements tended to be misleading or inaccurate. Prime-time television shows included numerous NRI containing scenes every hour, with situation comedies having the most and real-life re-enactment shows the least. Overall, low nutrient density foods accounted for approximately 40 percent or more of all food references on prime-time television shows. In television shows, foods were mostly consumed as snacks rather than meals and children often ate more nutritious foods than adults. Although relatively few studies have examined the impact of television programming on viewers, those that do exist indicate that as children watch more television, nutrition knowledge and understanding declines while misconceptions about nutrition increase. Advertising influences children's food purchase requests and subsequent purchases by adults, with the most requested and purchased foods being high in sugar, fat, and/or salt foods. Existing research indicates that television must be acknowledged as a major source of NRI and a potentially powerful influence on dietary practices.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.115-131
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• 2021

As the global climate change emergency is escalating, the need for 'Social Action-Oriented SSI (SAO-SSI) on climate change topics' in science education that can change society through social activity is increasing. By employing sociocultural theory, this study explores the challenges of limiting teacher's agency in implementing SAO-SSI on climate change topics in science education. Data from participant observation for 46 lessons, in-depth interviews with participants, field notes, and teacher reflection notes were analyzed by the structure of into micro- (classrooms), meso- (school), and macro- (Korea society) level. At the micro-level, the teacher's new attempts of SAO-SSI on climate change topics class made it difficult for him to identify students' understanding of climate change, because they have a low sense of perception that climate change is also their problem. In addition, the teacher had difficulties leading students' into an engagement for social action because students were skeptical about the feasibility of planned social behavior by positioning themselves as children or had difficulty in understanding social action and sympathizing with its values. At the meso-level, a school culture that encourages the implementation of a curriculum similar to that of colleagues, it was difficult to implement one's own curriculum. And it was difficult to develop expertise without the support and communications with colleagues who revealed the burden of unfamiliar science topics of climate change. In addition, conflicts arose in the process of implementing out-of-school social actions with the principal's passive support. At the macro-level, the insufficient proper material resources for SAO-SSI on climate change topics class, and negative perceptions on the students' social action in the society were acting as constraints. We offer implications for what kind of structural support and efforts from various subjects in the educational community should be provided to implement SAO-SSI on climate change topics class in science education.

• The Mathematical Education
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• v.62 no.3
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• pp.381-400
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• 2023

As the era of solving various and complex problems in the real world using artificial intelligence and big data appears, problem-solving competencies that can solve realistic problems through a mathematical approach are required. In fact, the 2015 revised mathematics curriculum and the 2022 revised mathematics curriculum emphasize mathematical modeling as an activity and competency to solve real-world problems. However, the real-world problems presented in domestic and international textbooks have a high proportion of artificial problems that rarely occur in real-world. Accordingly, domestic and international countries are paying attention to the reality of mathematical modeling tasks and suggesting the need for authentic tasks that reflect students' daily lives. However, not only did previous studies focus on theoretical proposals for reality, but studies analyzing teachers' perceptions of reality and their competency to reflect reality in the task are insufficient. Accordingly, this study aims to analyze in-service mathematics teachers' perception of reality among the characteristics of tasks for mathematical modeling and the in-service mathematics teachers' competency for designing the mathematical modeling tasks. First of all, five criteria for satisfying the reality were established by analyzing literatures. Afterward, teacher training was conducted under the theme of mathematical modeling. Pre- and post-surveys for 41 in-service mathematics teachers who participated in the teacher training was conducted to confirm changes in perception of reality. The pre- and post- surveys provided a task that did not reflect reality, and in-service mathematics teachers determined whether the task given in surveys reflected reality and selected one reason for the judgment among five criteria for reality. Afterwards, frequency analysis was conducted by coding the results of the survey answered by in-service mathematics teachers in the pre- and post- survey, and frequencies were compared to confirm in-service mathematics teachers' perception changes on reality. In addition, the mathematical modeling tasks designed by in-service teachers were evaluated with the criteria for reality to confirm the teachers' competency for designing mathematical modeling tasks reflecting the reality. As a result, it was shown that in-service mathematics teachers changed from insufficient perception that only considers fragmentary criterion for reality to perceptions that consider all the five criteria of reality. In particular, as a result of analyzing the basis for judgment among in-service mathematics teachers whose judgment on reality was reversed in the pre- and post-survey, changes in the perception of in-service mathematics teachers was confirmed, who did not consider certain criteria as a criterion for reality in the pre-survey, but considered them as a criterion for reality in the post-survey. In addition, as a result of evaluating the tasks designed by in-service mathematics teachers for mathematical modeling, in-service mathematics teachers showed the competency to reflect reality in their tasks. However, among the five criteria for reality, the criterion for "situations that can occur in students' daily lives," "need to solve the task," and "require conclusions in a real-world situation" were relatively less reflected. In addition, it was found that the proportion of teachers with low task development competencies was higher in the teacher group who could not make the right judgment than in the teacher group who could make the right judgment on the reality of the task. Based on the results of these studies, this study provides implications for teacher education to enable mathematics teachers to apply mathematical modeling lesson in their classes.

• Journal of People, Plants, and Environment
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• v.23 no.2
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• pp.211-220
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• 2020

The purpose of this study was to analyze the frequency and contents of horticultural activities in 696 individual activities listed in 11 teacher's guidebooks of Nuri Curriculum for 5-year-olds, and to find out the perceptions of horticultural activities in the formal curriculum. The target horticultural activities that were selected were those using natural objects like potted plants, water, wind, soil, stones, etc. as the topic or subject of activities, and those with different topics but are mentioning plants or natural objects as an example at least twice. The 150 selected horticultural activities were classified by life-based theme, activity type, activity domain, and medium. As a result of examining horticultural activities by life-based theme, there were 150 horticultural activities (21.55%): 40 in Spring, Summer, Autumn and Winter (5.75%), 34 in Animals, Plants, and Nature (4.89%), 22 in Environment and Life (3.16%), 19 in Our Country (2.73%), and nine in Our Neighborhood (1.29%), nine in Various Countries of the World (1.29%), four in Health and Safety (0.57%), four in Living tools (0.57%), four in Transportation (0.57%), three in Kindergarten and Friends (0.43%), two in Me and My Family (0.29%; χ²=130.427, p < .001). As a result of examining horticultural activities by activity type, there were 61 free choice activities (40.67%), 80 large and small group activities (53.33%), and nine outdoor play activities (6.00%), indicating that outdoor play was the fewest activity type (χ²=54.040, p < .001). The results of analyzing horticultural activities by activity domain showed that there were 25 in conversation (16.67%), 19 in science (12.50%), 14 in art (9.33%), 14 in cooking (9.33%), 10 in fairy tales (6.00%), nine in music (6.00%), eight in language (5.33%), eight in number operation (5.33%), eight in others (5.33%), six in children's plays (4.0%), six in games (4.0%), four in body and movement (2.67%), three in stacking (2.00%), three in roles (2.00%), three in rhythm (2.00%), two in children's poems (1.33%), two in field experience (1.33%) and one in outside play (0.67%; χ²=87.600, p < .001). As a result of examining the mediums used in the horticultural activities, 46 activities (30.67%) directly used plants as the mediums, 11 activities (7.33%) used soil such as stones, gravel, and earth as the mediums instead of plants, four activities (2.67%) used dry plants such as branches and dry leaves as the mediums, and 89 activities (59.33%) used videos, photos of plants, and pictures of plants as the mediums (χ²=121.307, p < .001).

• Journal of the Korean Society of Radiology
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• v.7 no.3
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• pp.221-225
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• 2013

The purpose of this study was to examine the impact of the Fukushima nuclear power plant accident of Japan in 2011 on kindergarten teachers' perception on young children's safety due to radioactive contamination. This study analysed the 134 questionnaire forms out of 197 kindergarten teachers in the region of Chungbuk. The findings of the study indicated that the Japanese unclear power plant accident exerted an influence on anxious of kindergarten teachers on young children's safety due to radioactive contamination. In conclusion, kindergarten teacher education are required to improve the safety knowledge of kindergarten teachers and alternative resolution method for young children's safety due to radioactive contamination.

• Journal of Nutrition and Health
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• v.39 no.4
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• pp.403-416
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• 2006

The purpose of this study was to investigate the practice of nutrition education and perceptions for implementing nutrition education in elementary schools. In this survey, 833 dietitians, 808 principals and 3,141 teachers across the country were asked about the present status and problems as well as necessity, methods, education time, education subjects and the proper nutrition educator ratio. The results of the survey showed that only 4.2% of dietitians implemented nutrition education during regular school hours or through special activities. Many subjects responded that the reasons for not practicing nutrition education were systematic problems of lack of time due to too much food service work. Especially, many rural area dietitians responded that the reason was lack of time due to joint management and cooking. Many dietitians, principals and teachers responded that the placement of one nutrition teacher in every school is needed to resolve these problems. Other solutions suggested were the introduction of a dietitian internship, and the modernization of foodservice facilities for principals and teachers. Of those surveyed 98.4 percent of principals and 95.5 percent of teachers responded that nutrition education is urgently needed. Many subjects also responded that the first three years of elementary school are the most proper time for nutrition education and it is best that these lessons are reinforced at least once a month through discretional or special activities. Survey participants responded that the proper ratio for nutrition educators is 400-800 persons for dietitians compared to less than 400 persons for principals. In conclusion, it is hoped that this study will be able to provide a foundation of data for implementing a systematic nutrition education program by nutrition teachers in elementary school.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.95-107
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• 2015

In this case study, we investigated the characteristics of pre-service secondary science teachers' curriculum design for teaching in science museums. Three pre-service secondary science teachers at a college of education in Seoul participated in this study. We have observed and recorded their teaching practices in science museums, collected all of their teaching materials, and conducted semi-structured interviews before and after teaching. All the data collected were analyzed by using the constant comparative method. The analyses of results revealed that the pre-service teachers structured their teaching in a series of pre-visit, during-visit, and post-visit as continuous activities. They attempted to reinforce students' learning experiences during the visit by providing post-visit activities, and also properly considered the principle that activity should be personally meaningful or relevant to students. However, they lacked the perceptions as well as the practical knowledge of reducing student's novelty of the science museum by providing activities prior to the visit, encouraging to engage in joint productive activities, promoting diverse social interactions, and providing students with choices and controls on their learning. On the bases of these results, we made some suggestions in pre-service teacher education for the professional development of teaching in science museum.