• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.334-346
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• 2012

For teachers' conceptions and understandings are critical to their decision making and classroom practice, this study attempts to understand pre-service elementary teachers' views and practices of science inquiry during peer teaching practice. Fifteen 4th year university students in teacher education program participated in peer teaching practice. Their teaching and reflective discussion were video and audio recorded and written lesson plans were collected for data analysis. Five science teacher educators individually looked into the data and shared their comments and interpretations on pre-service teachers' views and practice. The study findings suggest that pre-service teachers emphasized the importance of providing students with motivating resources in the beginning of lesson, employing certain inquiry teaching models, the process of predicting and dis/proving via experiment, and teachers' minimal intervention as the important features of inquiry teaching. Science teacher educators emphasized that it is critical to help children understand inquiry questions in the beginning of inquiry process, to be mindful of children's problem solving and critical thinking rather than following instruction models or simply going through prediction and test process. They also commented that teachers' guidance could lead a good inquiry process in classroom practice, not always interfering students' inquiry. Based on the findings, the study suggests science teacher educators need to understand what and how pre-service teachers view and practice science inquiry teaching and consider these as useful resources where they can start effective teaching for pre-service teachers at the university level.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.197-215
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• 2010

Intuition plays an important role in the mathematical education as well as the process of invention in mathematics. And many mathematics educators became interested in intuition in mathematics education. So we need to analyze the effect of the characters of intuition of elementary students. In this study, the questionnaire and the interview were used. The subjects were 6 grade-103 students in the questionnaire. They were asked to solve the problems in the questionnaire which was designed by the researcher and to describe the reasons why they answered like that. Students are effected directly by the characters of intuition, ie self-evidence, intrinsic certainty, implicitness, etc. And the effect come from intuitive and ordinary experiences and the results of previous learning. In conclusion, we have to be interested in teaching via intuition and to control the effect of the characters of intuition.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.393-405
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• 2006

The purpose of this study was to analyze the effects of Semantic Network Program (SNP) instruction on learning achievement and motivation in high school biology classes. For this study, a SNP was designed by applying the recommendations in regard to student attention and satisfaction factors in Keller's ARCS theory. SNP instruction was conducted with an experimental group and a control group, each consisting of 62 high school biology class student. A pretest-posttest control group design was employed. The pre-test was used to analyze the learning achievement test, learning motivation test, and semantic forming test. For 4 weeks the experiment group was instructed using the developed SNP which centered on Keller's attention and satisfaction factors, and the control group was instructed via teacher-centered lectures based on the textbook. It was found that SNP instruction efficiently increased students' biology learning achievement (p<.001). It was also discovered that SNP instruction was effective in increasing Keller's motivation strategies on attention and satisfaction factors (p<.001). In addition, SNP instruction positively affected students' semantic formation (p<.001) and learning content retention (p>.05) in the heredity unit by aiding students in the area of active multimedia learning. An in depth interview with students in the class using SNP instruction showed that material learned via this method in biology had longer retention of problem-solving methods. Consequently, SNP instruction according to motivation strategies may high school biology teachers with meaningful teaching-learning methods strategies for the unit on heredity.