• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.671-683
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• 2003

The purpose of study was to investigate practicing elementary teachers' pedagogical content knowledge and the significant predictors of their pedagogical content knowledge in science teaching. The PCK instrument was used to measure elementary teachers' pedagogical content knowledge. It consists of 6 factors to measure teachers' pedagogical content knowledge of 1)instructional methods, 2)representations, 3)contents, 4)evaluations, 5)students, and 6)curriculum. A questionnaire that consists of 7 questions regarding the teachers' degree, their number of years of teaching their choice of teaching science, their personal science teaching efficacy, their science teaching outcome expectation, their science instructional methods, and their attitudes toward teaching science, was also used to identify the information as to significant predictors of teachers' pedagogical content knowledge. A sample of 332 practicing elementary teachers participated in this study. To determine statistically significant predictors, Pearson's correlation coefficient and multiple regression methods were used to analyze the results. The results showed that the significant predictors of practicing elementary teachers' pedagogical content knowledge were their number of years of teaching, their science instructional methods, their personal science teaching efficacy and their attitudes toward teaching science. Further research of how teachers develop and construct their pedagogical content knowledge is recommended especially through the use of varied research methodologies that include qualitative methods.

• The Science & Technology
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• v.29 no.2 s.321
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• pp.76-77
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• 1996

지난 1월9일 '식물ㆍ미생물 상호작용에서의 말론산 대사의 중요성'이란 논문으로 한국과학상을 받은 연세대 생화학과의 김유삼교수는 어렸을 때부터 과학을 좋아했고 대학에 입학해서도 생화학이 재미있어 일찍부터 자신의 진로를 결정했다고 한다. 김유삼교수는 "지금까지는 말론산과 식물의 관계에 초점을 맞춰 연구했지만 앞으로는 두뇌와 관련된 말론산연구를 계속하겠다"고 자신의 포부를 밝힌다.

• Journal of the Korean earth science society
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• v.24 no.4
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• pp.258-272
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• 2003

This study explored the effectiveness of science teaching practice and science teaching efficacy beliefs by development of elementary school teachers' pedagogical content knowledge. Three research questions are formulated: 1) Is there any relationship between the development of teachers' pedagogical content knowledge and the science teaching efficacy beliefs? 2) How does the development of teachers' pedagogical content knowledge affect the science teaching practice? 3) How do the science teaching efficacy beliefs affect the science teaching practice? 120 subjects were chosen in 53 public elementary schools. Quantitative and qualitative data were collected and analyzed to triangulate the results. Results indicate that the development of teachers' pedagogical content knowledge and science teaching efficacy beliefs are more developed in accordance with teachers' teaching career and academic career are increased. There are significant relationships between teachers' science pedagogical content knowledge and science teaching efficacy beliefs. The more the teachers' pedagogical content knowledge, the more confident in science teaching practice. The more the science teaching efficacy beliefs, the more confident in science teaching practice. Also these teachers tried to present teaching objectives and learning problems in the beginning stages of science lessons, and they tried to review each learning stage.

• Journal of Science Education
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• v.42 no.1
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• pp.80-93
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• 2018

This study tried to investigate whether it is appropriate to define the emotions of elementary school teachers, who avoid teaching science, as science teaching anxiety through exploring elementary school teachers' emotional expressions and related factors. 10 elementary school teachers who were reluctant to teach science participated in the research, and they presented their thoughts and feelings about teaching science through semi-structured interviews. As a result of analyzing the emotional expressions in the interview, 28 expressions of emotions appeared. Emotional expressions were divided into three types according to the degree of inclusion of factors related to anticipation in related situations. These results show that there are some emotional expressions that cannot be interpreted as the science teaching anxiety. Therefore, we propose to consider science teaching avoidance emotion not as science teaching anxiety but as a mixture of various emotions.

• The Science & Technology
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• s.507
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• pp.4-8
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• 2011

올해 우리나라를 대표하는 과학기술인으로 노태원 서울대 물리천문학부 교수(54), 백기엽 충북대 원예과학과 교수(60), 박승정 울산대 의대 교수(57)가 선정됐다. 교육과학기술부와 한국과학기술단체총연합회는 지난 6월 30일 2011년도 대한민국 최고과학기술인상 수상자로 노태원 서울대 교수 등 3인을 선정했다고 밝혔다. 교육과학기술부는 7월 5일 광주광역시 김대중컨벤션센터에서 열린 한국과총 주최 대한민국과학기술연차대회 개회식에서 수상자들에게 대통령 상장과 함께 부상으로 상금을 수여했다.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1157-1168
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• 2012

This study examined the effect of simulated instruction activities based on a constructivist teaching approach on epistemological belief, science teaching efficacy belief, and teaching motivation. The RTOP (Reformed Teaching Observation Protocol) played a role to guide preservice biology teachers to obtain insights on current reformed teaching and to further practice teaching based on constructivism. The results indicated that preservice teachers changed their epistemological beliefs toward more sophisticated views, especially for 'simple knowledge'. They also improved their science teaching efficacy beliefs, both personal science teaching efficacy belief (PSTEB) and science teaching outcome expectancy (STOE). In addition, these perservice teachers decreased their scores of extrinsic teaching motivation. The Pearson correlation represented the negative relationship between personal science teaching efficacy belief (PSTEB) and extrinsic teaching motivation. After intervention, the preservice teachers mentioned inquiry, active participation and discussion as ideal science teaching methods and qualifications for science teachers.

• Journal of the Korean Chemical Society
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• v.64 no.4
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• pp.210-224
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• 2020

The purpose of this study is to investigate science teachers' orientation toward scientific inquiry-based teaching. In this study, five middle school science teachers formed and participated in a teacher learning community for scientific inquiry-based instruction during one year. Data collection consisted of pre and post questionnaire and interviews, audio-recordings of teachers' collaborative lesson planning and reflection on teaching practice, and field notes of participant teachers' teaching practice and follow-up interviews. Data analysis indicated that there were four orientations toward scientific inquiry-based teaching. They were knowledge and beliefs about 'goals of scientific inquiry-based teaching', 'scientific inquiry-based teaching and learning', 'argumentation-based teaching and learning', and 'nature of science and science inquiry'. Teachers' collaboration in a teacher learning community would be effective in facilitating teachers' orientation to scientific inquiry-based teaching.

• The Science & Technology
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• v.29 no.10 s.329
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• pp.100-101
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• 1996

무독성으로 대기 수질오염이 없고 화재의 위험도 없는 수성 폴리우레탄을 개발한 부산대 고분자공학과 김병규교수. 자동차 범퍼에 이용되는 고분자합금 개발 등의 연구를 계속하고 있는 김교수는 앞으로 통신ㆍ환경분야 관련 고분자소재 개발에도 참여할 계획이다.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.131-143
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• 2003

This study addresses the plan and methods of teaching/learning ethical aspects of science in the secondary schools, which were developed by the authors based on their 3 year research on ethical aspects of science and its teaching/learning. The general teaching/learning plan is composed of the instructional objectives of teaching/learning ethical aspect of science, its teaching/learning method and strategies, curricular content, and assessment. The article also attempted to describe a few words of care to keep in mind when apply the model and methods in the science classrooms.

• The Science & Technology
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• v.30 no.3 s.334
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• pp.83-85
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• 1997

황금의 연구년에도 대학연구실에서 바쁜 일정을 보내고 있는 숙명여대 화학과 김영자교수. 70년대 초 미국 유학에서 돌아와 대학 강단에 선 김교수는 25년동안 과학평론ㆍ해설ㆍ에세이 등 저술활동과 방송출연을 통해 과학대중화에 앞장서 왔다. 과학기술계의 남녀 성차별은 극복돼야 할 과제라고 말하는 김교수는 지난해 "여성인력첨단과학기술분야 진출 활성화 방안"이란 정무장관실 학술용역 연구보고서를 작성해 관심을 모으기도 했다.