• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1599-1612
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• 2012

The purpose of this study was to examine the management status of science in senior high schools based on the 2009 Curriculum Revision and the science teachers' perception of the content and a class of science. The way of managing a class was surveyed and discovered that the percentage of more than two teachers giving lessons depending on their major was higher than that of a teacher giving all the lessons. Analysis of teachers' perceptions of the content of science showed that science textbooks reflected the revised science curriculum well. However, teachers thought that the terms and concepts introduced to describe the knowledge of frontier science were so difficult that they feel it's very hard teaching them to the students. Even though science teachers thought that science was mainly focused on cultivating scientific literacy of the students, they assess mostly understanding of science concepts on the students. It means that science teachers stay in line with old position in assessment.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.269-278
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• 2006

In this study, we used Virtual Reality (VR) materials on an introductory earth science course consisted of thirty six pre-service science teacher program students. Before and after class an instrument of Constructivist Learning Environment Survey (CLES) was administered. The main focus of the CLES was to evaluate how the classroom was prepared for student centered learning environment. The pre and post tests of student perceptions regarding their learning environment were compared in six domains: personal relevance, critical voice, shared control, student negotiation, scientific uncertainty, and attitude. Questionnaire regarding the general perception of the VR materials was administered as well. How future science teachers valued the use of VR materials in their classrooms was found from this study. Based on these results, we intend to contribute for a more complete understanding of the potential of VR materials in achieving better learner-centered classroom environment.

• Journal of Environmental Science International
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• v.27 no.7
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• pp.519-529
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• 2018

With rapid economic growth, the urban environment has created a problem of human physical and mental illness. In order to solve these problems, urban forests have emerged as a way to mitigate the environmental risks through improving the polluted environment of the city and improve the quality of life. As the urban forests have expanded, the school forests movement has also been taking an important place recently. The study focused on the performance of school forests by comparing the perceptions among teachers and students about their functions. The questionnaire was composed of 4 questions concerning human matters, 10 questions for space recognition, 4 questions for thermal environment, 2 questions for health promotion, and 20 total questions for composition of survey items. The reliability of the school forest function, number of tree planting areas and quantities, the harmony of the planting, and the satisfaction of the school forest were analyzed in the questionnaire conducted by the school members. Although it does not recognize school forests, it has a positive response to the green space that is built outdoors. It is considered that outdoor education and environmental education are sufficient in school forests and green spaces. The results showed that the outdoor green space was more satisfactory when compared with the general school. Teachers and students' preferences were similar to 'seasonal changes' and' trees of various colors and shapes'. The reliability analysis between each item shows that the coefficient for cronbach's ${\alpha}$ was .700 to .834. The purpose of this study is to identify the perception of forest function among school forest members and to utilize them as a basic data in the future.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.44-49
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• 2004

This study was based upon the survey on the name of 13 basic experimental instruments used in elementary science class: Schale, evaporating dish, mortar & pestle, beaker, erlenmeyer flask, spuit(medicine dropper), graduated cylinder, balance, spatula, dropping bottle, gas collecting bottle, funnel, alcohol burner, and their uses. To implement this study, an open-ended, written questionnaire was administered to the subjects of in-service elementary school teachers, future elementary teachers who have attended at the Gyeongin national university of education, and elementary students in Korea. The findings of this study were as follows: The rates of in-service and pre-service elementary school teachers that knew correct name of experimental instruments were not high, the elementary school student's rates were especially very low. In this study, we found several reasons which they wrote inaccurately: the name to be represented at the textbook that they had studied, the confusion of the name about a fortis pronunciation, the recognition as the vocabulary like flask and cylinder to be meaningless, the habit to say in an everyday life, wrong expression in the internet and general book. All respondents had a wide range of perceptions of uses for the experimental instruments. Their understanding of uses for evaporating dish, erlenmeyer flask, balance, gas collecting bottle were very poor. And then most of them understood that graduated cylinder, beaker, and erlenmeyer flask were tools to measure the volume of solution or liquid, so they did not exactly distinguish the difference of their uses.

• Journal of Creative Information Culture
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• v.6 no.2
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• pp.65-75
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• 2020

The necessaries of Flowchart learning for software education have been discussed but most studies were conducted on learning methods. In this study, Unplugged Flowchart Learning programs for fifth grade students were developed and taught, and their effectiveness were analyzed. The programs were made of 8 themes(16 periods) based on the learner's levels. The effectiveness of the programs were qualitatively analyzed based on classwork sheets, as well as observation and interview. Computational Thinking tests were pre-tested and post-tested for qualitative analyses. This study found that all sub-areas of CT of the students who took the Unplugged flowchart learning program were significantly improved as well as the overall scores of CT. In particular, students' improvements in the area of abstraction and automation was notable. Various interactions between teacher-learners and learners-learners were observed during class, and were found to have positive effects on changes in learners' attitudes and perceptions.

• Korean Journal of Childcare and Education
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• v.18 no.6
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• pp.101-126
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• 2022

Objective: The purpose of this study was to investigate the implementation experiences of the 「2019 revised Nuri curriculum」 of early childhood education teachers and special education teachers at inclusive child care and education centers. Methods: Individual interviews with 14 teachers at seven inclusive settings in Seoul were conducted. The collected data were transcribed, and six categories and 42 sub-themes in early childhood education teachers and six categories and 37 sub-themes in special education teachers were derived through qualitative-comparative content analysis. Results: The teacher in-service education conducted prior to the implementation of the 「2019 revised Nuri curriculum」 gave substantial aid in the applied practices of cases. The perceptions of teachers related to the 「2019 revised Nuri curriculum」 were heightened. The inclusive settings had been changed according to the principles of play, case, and children's interest. As the 「2019 revised Nuri curriculum」 progressed, children also changed. The implementation of the 「2019 revised Nuri program」 allowed the positive and the negative experiences to coexist at the inclusive settings. For the successful implementation of the 「2019 revised Nuri curriculum」 , calls for the improvement of the child care and education center and national level must be stressed. Conclusion/Implications: Based on the results, discussions and recommendations were presented to solve the difficulties.

• Journal of Korean Library and Information Science Society
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• v.54 no.3
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• pp.249-270
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• 2023

The purpose of this study is to identify the characteristics of school library services using the RGT (repertory grid technique), and to examine whether there are differences in the perceptions and internal experiences of school library services between human resources (librarian teachers, subject teachers, and librarians). I used indicators such as element intensity, construct extremity, discrepant constructs, and implicative dilemmas to analyze the characteristics of school library services. The elements of the repertory grid were set to 9, and 14 constructs were set through focus group interviews with 3 librarian-teachers. The GRIDCOR 6.0, which can be accessed online, was used to complete the repertory grid for 30 graduate students of the College of Education, and 6 of them were selected and analyzed, considering the demographic characteristics. From the perspective of element intensity, it was found that the following school library services are important and influential: resource management, teacher-librarian collaboration, and reading and information counseling services. The clarity of one's role, the actual performance, and self-regulatory ability were ranked high from the perspective of constructs intensity.

• Journal of Science Education
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• v.44 no.1
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• pp.50-60
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• 2020

The purpose of this study is to investigate elementary students' perception on science-related career and teachers' perception on science-related career education. The subjects of this study were 196 5^th and 6^th elementary students and 100 elementary teachers. The results show that 28% of the students desire to have science-related career. More Boys desire science-related careers than girls, and more students with higher level of perception in their science achievement also do than lower level students. The reason students did not desired science-related career were that they were not interested in science and did not have fun in science. Students' perceptions in the factors of science-related career choice were mostly negative except socio-cultural factors. The results of teacher's perception show that 42% of the teachers conducted science-related career education. A lot of teacher did not conduct science-related career education since they perceived the career education were not necessary or important. Students' negative perception on the factors of science-related career choice and the teachers' low perception on necessity of science-related career education can negatively influence students' science-related career choice. The more efforts were required in order to increase positive perception on science-related career.

• Journal of The Korean Association For Science Education
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• v.34 no.1
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• pp.33-42
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• 2014

There are complex interactions between personal and contextual features in teaching in a science museum. In order to analyze two teachers' holding classes in a science museum, the CHAT (cultural historical activity theory) was used as an analysis tool in a case study. The analyses of the results revealed that both teachers had difficulties teaching in a science museum due to the contradictions among the factors of subject, rules, community, and division of labor in the activity system. Although both teachers had trouble with similar contradictions, there appeared to be different sets of internalization and externalization of such conflicts depending on the difference in the teacher's perceptions and experiences about teaching in a science museum, the passion and the motivation of the teachers. These suggested that efforts should be preceded to foster the activity system providing both emotional and social supports to teachers in order to activate teaching in a science museum. Taking a teacher training course on teaching in a science museum was also found to fail to function as mediating artifacts. The course should provide not only the experience of executing proper teaching strategies for teaching in a science museum and the feedback on their teaching, but also the guidance on how to lead to optimal expansion of the factors in the activity system.

• Journal of the Korean earth science society
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• v.32 no.3
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• pp.334-345
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• 2011

The purpose of this study was to find out inservice teachers' teaching skills and relevant educational settings that could be applied to an instruction of problem-based learning (PBL). Participants have been instructed PBL teacher training programs and applied PBL into teaching and learning process. Three elementary teachers were selected to participate in the study, and data were collected with semi-structured interviews. The interviews of the teachers in relation to PBL were analyzed by two main topics: (1) the teachers' teaching skills required in PBL and (2) the educational settings in implementing PBL. The results are as follows: First, there is a difficulty involved in the implementation of PBL in that its preparation and teaching process are different from the traditional teaching methodology. However, as a helper who guides the students to self-directed learning in the free and permissible learning environment in which students are motivated to develop their potential effectively, the teachers are to invest their time consistently and to put their efforts into making an effective class in the entire process of PBL. Second, as a method to apply the problem-based learning to the education settings, the teachers must spread the awareness of PBL to fellow teachers, students, their parents and the administrators in education and form the community of the teachers. Most importantly, when the teachers apply PBL in the directly, from the joy of witnessing the changes in the students, they will choose to adopt PBL.