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http://dx.doi.org/10.5012/jkcs.2021.65.4.279

The Analysis of the Effect of Understanding and Practices of Character-centered Instruction Model on Pre-service Science Teachers' Awareness of Character Education  

Park, Jihun (Department of Chemistry Education, Pusan National University)
Kang, Eugene (Department of Physics Education, Pusan National University)
Nam, Jeonghee (Department of Chemistry Education, Pusan National University)
Publication Information
Journal of the Korean Chemical Society / v.65, no.4, 2021 , pp. 279-295 More about this Journal
Abstract
The purpose of this study was to investigate the effect of Character-centered instruction model on pre-service science teachers' awareness of both character education and character education in science education. First of all, pre-questionnaires about the sixteen pre-service science teachers' awareness of character education and character education in science education were asked. Through the lectures during a semester, they received an education about CoProC(Collaborative Problem-Solving for Character competence) model using Character-centered instruction model and character education. After the implementation, their changes of awareness were inspected through post-questionnaires. As a result of the study, it was revealed that general pre-service science teachers' pre-awareness of character education was mostly negative. The pre-service science teachers were more aware of character education in science classes than general character education. Even that, there seemed to be a greater tendency to think in connection with specific content and subject matter and character education rather than developing competencies due to the nature of the science subject itself. However, the experiences of the CoProC model changed their perception about character into a competent point of view, and thus influenced the change in their perception of character education. Therefore, education on character education methods for pre-service science teachers at teacher training institutions will increase their expertise in character education and help establish effective character education in school in the long term.
Keywords
Collaborative Problem Solving for Competency(CoProC) Instruction Model; Pre-service teacher; Character education;
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