• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.85-94
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• 2017

The purpose of this study was to investigate the perspectives of pre-service elementary teachers on science education of future by using Draw-A-Science-Teacher-Test Checklist and open-ended questionnaire. The subjects of this study were 136 pre-service elementary teachers. The results of the research are as follows. The pre-service teachers thought that the physical environment reflecting the latest science and technology for science education will be developed in the future. However, few respondents indicated that student-centered equipment or a free and creative classroom environment would be provided. Second, they predicted that there would be changes in teacher's activities due to the introduction of advanced facilities and equipment, but most of the other teachers' activities were thought to be similar to those of current teachers. Third, the pre-service elementary teachers thought that a variety of new technologies would be used in science education and science teachers would mainly teach high-technology, IT technology, science knowledge, and newly discovered science concepts. In addition, we found that pre-service elementary teachers' images were more 'teacher-centered' than 'student-centered'. These results show that pre-service elementary teachers are expected to utilize the latest science and technology actively in science education in 2030 and that it will lead to changes in the physical environment, teachers' activities, education contents, and teaching and learning methods. In addition, they viewed acquisition of science concept as an important goal of science education in the future and had different points of view from the current science education curriculum and scholars' emphasis on educational research for the future.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.217-230
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• 2006

The purpose of this study was to help elementary teachers to design systems for small group study to improve the efficiency of both teaching and learning in science education. This was done by examining how teachers form and manage a small group study, and by observing students' perceptions regarding small group study. For this study, an in-depth interview was conducted with 8 elementary teachers and 8 sixth grade elementary students chosen according to their levels of class participation and scientific achievement. The results showed that although elementary teachers preferred a group of 4 students, 6 students were randomly picked to form a group due to the physical aspects of the educational environment in most of the cases examined. It was also found that when the small group was composed of students with different personalities rather than according to their level of achievement, this better encouraged research activities and fostered scientific attitudes as compared to educating solely for the transference of scientific knowledge. On the elementary students' part, a change of perception on their new role and skills of interaction was also required. Elementary students preferred to compose small groups so that they resembled a group of close friends, and from their perspective, small group study was useful, interesting, time efficient, and helpful to each other in studying science.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.96-108
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• 2006

The purpose of this study was to investigate how prospective elementary school teachers perceived teacher's inquiryoriented teaching practice, with an emphasis on students' scientific explanations based on scientific evidence. For this study, 94 prospective elementary school teachers were participated. 14 among 94 participants had chances to intensively experience this particular teaching methods for 15 weeks. All of the 94 participants observed the intended science teaching practice for 4th graders in two different elementary schools, which utilized the science talks emphasizing students' scientific explanation activity. For quantitative data analysis, they were asked to provide their reaction to the science teaching methods after their classroom observation. For qualitative data analysis, 5 among the participants, who had relatively long term experience with this teaching practice, were chosen to interview in order to understand their individual reasons of the ways they perceived about the inquiry-oriented teaching methods boosting students' scientific explanation. The results show that the prospective elementary teachers generally thought the emphasis of students' scientific explanation based on scientific evidence could enhance young elementary students' science content understanding, stimulate their curiosity/interests, and further develop their ability to engage actively in scientific discussions. However, some prospective teachers tended to think that the science teaching. methods would not be effective in terms of managing science classes, though. This study concludes that the prospective teachers tended to hold an endemic dilemma. On the one hand, they had their clear preference to the inquiry-oriented teaching practice as the most ideal teaching methods. On the other hand, they also had their persistent hesitance in using these methods due to their fear that elementary students might not adequately grasp the important science content when engaged in scientific discourse through an inquiry-oriented class.

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.663-673
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• 2004

This study has developed an interactive WBI to enhance learning effects on 'the Moon motion' for middle-school students. The quality of this examined by applying it to 20 science teachers and 49 middle school students 49. As a result, over 85% of the test subjects gave an affirmative response in the interest induction, the curiosity solving, and the degree of learning participation category, the degree of difficulty item. Response of the students with negative perception on science have changed positively(p<.05) after this WBI learning. In addition, we compared the learners' of knowledge prior and subsequent to 'the Moon motion'. As a result, it was found that the case of 'no concept' was enhanced more than the case having 'partly or ambiguously concept' for 'the Moon motion'.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.255-270
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• 2011

The purpose of this study is to investigate the elementary pre-service teachers' views about "the purpose of science experiments". For the study, the views about the purposes of scientists' experiments and school science experiments were surveyed from 227 pre-service teachers. And the responses were analyzed based on their gender, intensive majors and school science test scores. The main results of the study are as follows. First, in relation to the purpose of scientists' experiments, the pre-service teachers considered internal values of doing experiments were more worthy than the external values of it. In particular, the pre-service teachers responded that the most important purpose of the science experiments is 'to get the evidences for the theories and arguments'. On the other hand, the views from the women and social studies major pre-service teachers were more diverse than those of the man and science major pre-service teachers. Second, in relation to the purpose of school science experiments, the pre-service teachers excessively considered that the internal values of school science experiments were more worthy than the external values. In particular, only few pre-service teachers were aware of social and personal aspects of the experiments, though they considered well that the experiments are useful tools for the school science study. Third, there were quite different aspects of pre-service teachers' views between the purposes of scientists' experiments and school science experiments. For example, the views about the scientist's experiments were relatively broad concerning the nature of scientific experiments, but the school science experiments were just regarded as an educational tool for the science study. Based on the results from the study, some science educational implication were discussed.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.451-460
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• 1997

Various modern social problems are also related with science and technology. Thorough understanding about Technology-Society(STS) interactions is required to take informed action about how to deal effectively with these problems. In this case, there is a need for STS education. The purpose of this study was to examine the perceptions of high -school students and science teachers about Technology-Society interactions and differences of their perceptions. It is my hope that this thesis will contribute to future "General Science" class in Korea. We obtained the data by a survey of 414 high school students who took "General Science" courses in Seoul and 54 of their science teachers. The survey was made using 10 multiple-choice items selected from the VOSTS (Views On Science-Technology-Society) item pool. The results of this study are as follow: 1. More than half of the students and teachers thought that science is exploring the unknown and discovering new things. Their perceptions about the science are somewhat stable, but about the technology various. 2. Most students and teachers thought that science and technology interact and complement each other. They also thought that the improvement in the quality of life needs investments in both science and technology 3. Most students and teachers thought social facts as community, government, and politics influenced scientists and scientific research. They also had a good understanding about the effects of science and technology on society. We can conclude from this that they had a Science-Technology-Society oriented viewpoint. 4. There are significant differences between the perceptions of boys and girls in following categories (p<.05): Influence of Community or Government Agencies on Scientists Influence of Politics on Scientists Role of Scieoce/Technology in Resolving Social Problems 5. There are significant differences between the perceptions of students and teachers in following categories (p<.05): Definition of Science Influence of Politics on Scientists

• Perspectives in Nursing Science
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• v.16 no.1
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• pp.1-11
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• 2019

Purpose: This study was conducted to identify the perceptions toward school forest programs related to forest welfare services in elementary schools and suggest strategies to activate new programs. Methods: A mixed method research was performed. Four teachers and one forest therapist participated in a focus group interview; 162 teachers answered a survey. Results: The teachers were aware of the effects of the forest program, but there were some barriers, including the question of whether there was an accessible forest, school forest management problems, the risk of teachers' work overload, and the lack of program diversification for elementary students. Solutions included the expansion of school forests and forest facilities available to students, development of a variety of programs, provision of appropriate information on available facilities, and cooperation with educational institutions for institutionalization and increased effectiveness of school-based forest utilization programs. In addition, a scientific basis for data accumulation is needed. Conclusion: The Ministry of Forestry is cooperating with the Ministry of Education and local education offices to activate a forest-use health promotion program for elementary school students. Additionally, to utilize the forests in regular education courses, teachers should strive to spread positive awareness of forests.

• Journal of dental hygiene science
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• v.11 no.6
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• pp.505-512
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• 2011

The purpose of this study was to examine the oral health behavior and awareness of teachers in community children's centers, the state of oral health care among children in the centers and the opinions of the teachers on child oral health education in a bid to gather information required for the development of oral health education programs geared toward community children's center teachers. The subjects in this study were 178 teachers who worked in 98 community children's centers in the city of Incheon. After a survey was conducted from April 28 to June 4, 2010, the collected data were analyzed. The findings of the study were as follows: The 57.3% of the teachers investigated provided toothbrushing guidance from time to time or couldn't do it at all. As for the reason why toothbrushing guidance was scarcely conducted, the largest group cited shortage of sinks(27.5%) as the reason, and the second biggest group replied they couldn't afford to pay attention to that due to heavy workload(20.6%). The third greatest group was pressed for time(16.7%). The teachers got a mean of 3.27 in oral health behavior, and 87.7% were concerned about children's oral health. The group of teachers who ever received oral health education was significantly better at oral health behavior and showed significant more interest in oral health(p<0.01). The 97.2% of the respondents considered oral health important. Concerning the reason, they replied it was crucial for systemic health (74.2%). The 89.4% of the teachers viewed child oral health education as necessary, and 86.5% had an intention to provide oral health education for children. They hoped to receive education on the oral health control act(4.52) and the prevention of dental caries(4.40). The above-mentioned findings confirmed that in order to step up the oral health promotion of child users of local children's centers, it's necessary to provide secondhand education for them through their teachers who have a great impact on them. Therefore the development of oral health education programs that cater to local children's center teachers is required.

• Journal of the Korean Society of Food Science and Nutrition
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• v.43 no.1
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• pp.151-161
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• 2014

As concerns have been raised about the increasing number of children with food allergies, the management of food allergies through the consideration of school meals is an emerging issue. This study investigated the perception and practices regarding food allergy of elementary and middle school nutrition teachers in the Jeonnam area. A total of 236 nutritionists/nutrition teachers participated in the survey and completed questionnaires. The foods most reported to cause allergic reactions were peach, eggs, peanuts, shrimps, mackerel, and milk. Participants reported that the major tasks to be completed for management of food allergies: the estimated number of students with food allergies, the offering of allergy-free or alternative foods and informing families of foods that may cause an allergic reaction. A majority of the participants (94%) recognized that the nutrition teacher has the primary role in managing students with food allergies in school. To manage these students, nutrition teachers mostly reported informing of allergic foods/ingredients in the school menu and the estimation of students with food allergy. The percentage of participants who experienced education programs on food allergies was 16.9%, whereas 97% of participants answered that a good professional education regarding allergies for nutrition teachers is required. The knowledge level evaluated with objective questions was significantly higher than the self-estimated knowledge level. In conclusion, nutrition teachers understood the tasks regarding food allergy thoroughly and that, the tasks are relatively under-practiced. To improve the management of food allergies in school meals, professional education programs regarding food allergies should be provided for nutrition teachers.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1580-1598
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• 2012

The Study aimed to observe Science Experience's Type in parent school out of school institution and Meaning of Middle School- Science Gifted Students in Korea. Twelve middle school gifted education institution and science high school students participated in this study. Data source was retrospective and in-depth interviews with individuals. Results were as follows. First, science experience with parents influenced interest and inquiring mind in science, choice of career in field of science. Second, science experience in school curriculum recognized that gifted students have talents of themselves in science and changed in Attitude toward science from science teacher. Third, science experience with education institution for out of school curriculum changed interest in science from Experiment for identified scientific knowledge and obtained new product through creative inquiry process. Furthermore, It was gained self-confidence, feel a sense of accomplishment and a challenging, the spirit of team work including of taking lead the team.