• Journal of Science Education
• /
• v.32 no.2
• /
• pp.103-120
• /
• 2008

The purpose of this study was to compare science teachers' perceptions with students' perceptions about the important aims of laboratory activities in science instructions, to identify whether there was a difference between them. For the purpose, the two questionnaires were designed; for secondary science teacher and secondary student. The samples selected in each group were 108 middle school teachers, 109 middle school students, 104 high school teachers, and 110 high school students. The survey responses from each group were analyzed through multiple response method. The results indicated that science teachers selected the science process skills as important aim of laboratory activity whereas students selected the ability for creative problem-solving and the central tendency of teachers' responses about certain item-science process skill was relatively higher than students' responses about certain item-the ability for creative problem-solving. From these results, we found there was the difference between teachers' perception and students perception about the important aims of laboratory activities in science instructions.

• Journal of The Korean Association For Science Education
• /
• v.22 no.4
• /
• pp.740-749
• /
• 2002

The purpose of this study was to survey junior high school teachers' and students' perceptions on the science textbooks. Subjects of this study were 113 science teachers and 715 students from junior high schools in Daegu and Kyungpook area. As statistical method, one-way ANOVA and t-test were used to check differences of the perceptions between teachers and students. Teachers had different perceptions by school location and class size, while students had different perceptions by school location, co-ed, class size, and grade level. Both teachers and students having the relativistic viewpoint on textbook knowledge regarded the knowledge as relativistic one, and preferred the student-centered textbooks. Teachers liked textbooks written by the student-centered view more than students did. Teachers had the more absolutistic viewpoint on textbook knowledge and on teaching, while students liked the electronic textbooks more than teachers did.

• 한국지구과학회:학술대회논문집
• /
• 2010.04a
• /
• pp.18-18
• /
• 2010

교사들의 생각하는 과학학습의 목표는 학생들이 생각하는 과학학습의 목표와 다를 수 있다. 과학을 잘 하는 모습은 교사의 입장에서 볼 때 과학교수 목표를 의미한다. 그러한 의미에서 과학교사들은 학생들이 과학을 잘 하게 하기 위해 과학 수업을 하고 있다고 볼 수 있다. 그러나 과학을 잘하는 모습은 교사마다 다를 수 있기 때문에 교사마다 다른 지향점을 가지고 과학교수활동을 하게 된다. 본 연구의 목적은 예비 교사들의 과학을 잘하는 모습에 대한 인식을 탐색하는데 있다. 연구를 위해 과학을 전공하고 있는 1학년에서 4학년 사이의 예비교사 30명을 대상으로 개방형 질문으로 구성된 설문을 실시하였다. 연구결과 예비교사들이 지닌 과학을 잘 하는 모습에 대한 인식의 유형과 과학을 잘 하는 모습을 결정짓는 상황의 유형을 분류할 수 있었으며, 예비교사들의 과학을 잘하는 모습에 대한 인식과 과학교수목표의 차이를 확인할 수 있었다.

• Journal of The Korean Association For Science Education
• /
• v.31 no.8
• /
• pp.1110-1120
• /
• 2011

The purpose of this study was to investigate teachers' perceptions of gender differences in students' mathematics and science learning ability. The sample included 289 elementary and secondary school gifted teachers. The teachers filled out the survey, asking their perceptions of gender differences in mathematics and science learning ability, as well as of the reasons of the differences. The results were as follows: 1) 65% of the teachers responded that gender differences existed in students' mathematics and science learning ability, 2) 63% of the teachers perceived that the differences began around higher elementary or middle school ages, 3) 57% of the teachers thought that gender differences existed in the high-achieving student group. Teachers perceived the reasons of differences were 1) differences in inborn ability, 2) the different expectation, and 3) the different ways of parental cares. Since teachers' perceptions of students' ability would impact teachers' attitudes on students, implications and suggestions were included in this article to provide teachers insights that promote students' better learning.

• The Bulletin of The Korean Astronomical Society
• /
• v.36 no.1
• /
• pp.77.2-77.2
• /
• 2011

이 연구의 목적은 7차 교육과정에서 소개된 과학적 자유탐구 활동 모형을 개발하고 이러한 자유탐구 활동모형에 대한 효과를 알아보기 전에 예비 초등교사들의 인식조사를 하는 것이다. 개발 목적은 학생들의 과학탐구 활동능력신장에 있으며, 본 연구는 천문학사에 근거한 예를 사용하였다. 연구방법으로 Lawson(2010)의 과학적 탐구추론모형을 택하였다. 천문학사에서 예를 택해 자유탐구 모형과 설문지를 개발하여 예비초등교사들의 인식조사를 실시하였다. 연구결과는, (1)대부분 예비 초등교사들은 이러한 자유탐구전략의 사용에 대한 아이디어를 좋아했으며, (2)이러한 과학적 자유탐구활동의 사용의 효과 또한 대부분의 응답자들이 잘 인식하고 있었다. (3)그럼에도 불구하고 많은 예비 초등교사들은 이러한 자유탐구 전략의 구성이 쉽지 않은 과정임을 인식하였고, 학생들에게 적합한 자유탐구활동모형의 개발을 위해서는 학생을 지도하는 교사들이 서로가 협력해야 한다고 응답하였다.

• Journal of the Korean Chemical Society
• /
• v.56 no.1
• /
• pp.144-158
• /
• 2012

In this study, science teachers' and students' perceptions were searched on lectures and experiment of law of definite proportion in middle school science classes. For this study, the three teachers' lessons were observed and recorded, following interviews related to teachers' perceptions on the lessons and experiments. Also, We analyzed students' science scores, cognitive levels, science attitude, experimental reports, etc. According to the results, the three teachers had different focuses in the lectures. Chemistry teachers accentuated calculation of proportions and application rather than basic conceptions. But the students could not understand basic conceptions properly. The teachers spend long time to explain experimental procedures by assuming a low performance level of students in experimental classes. And the teachers had negative perceptions about error of results. The students could not understand the experiment results well, tried to manipulate data artificially, and had negative perceptions about error of results like the teachers. We suggested that these problems might be solved by changing teachers' perceptions on school science lectures and experiments.

• 한국과학교육학회:학술대회논문집
• /
• 2008.01a
• /
• pp.132-132
• /
• 2008

• Journal of The Korean Association For Science Education
• /
• v.33 no.7
• /
• pp.1343-1353
• /
• 2013

It is necessary to teach science terminology in order to solve the problems induced from the fact that students have low comprehension in science terminology. The purpose of this study was to investigate science teacher's perception of teaching science terminology. The questionnaires consisted of perception of science terminology, science terminology for teaching, teaching of science terminology, and teaching methods for science terminology. As a result, science teachers had difficulty with science terminology and were not familiar with them as well as students were. Despite having perceived the necessity of teaching science terminology because it serves as a great influence on students to study science, they didn't have enough knowledge of the teaching methods for science terminology, so that they felt difficulties in teaching science terminology. Finally, science teachers hope to display new science terminology with explanations on each page of the science textbooks.

• Journal of The Korean Association For Science Education
• /
• v.37 no.1
• /
• pp.63-75
• /
• 2017

The purpose of this study is to explore the effect of responsive teaching on students' productive argumentation practice. The participating students predicted the results of an activity to measure in which location on the body (the head, spine, or back of the hand) they would feel a cellphone's vibrations faster. They then engaged in the activity and built an argument to justify it. We interviewed the teacher to understand her thoughts regarding what was expected in the class. We also recorded and transcribed the class and the interview, for use in the analysis of the students' epistemological framing and the teacher's responsive practice in small group argumentation. We discovered that the teacher intervened in the groups with questions that elicited students' thoughts as starting points for her responsive practice. Her eliciting questions led the students to talk about their ideas, supporting their engagement in the argumentation. The teacher's understanding of the argumentation lesson and her behavior to understand the students' ideas reflected her productive framing, which led her to elicit students' ideas and to support their active interaction during the small-group argumentation. She presented rebuttals against students' ideas, engaging in the argumentation as another participant, not as an evaluator. This supported the equality of intellectual authority in the group and showed students how to engage in the argumentation, supporting students' productive framing. As a result of these responsive teaching practices, the students shifted their epistemological framing, resulting in productive argumentation practice. The results of this study will contribute to developing teachers' responsive teaching strategies to support students' productive framing in science classrooms.

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