• Journal of the Korean earth science society
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• v.32 no.3
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• pp.334-345
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• 2011

The purpose of this study was to find out inservice teachers' teaching skills and relevant educational settings that could be applied to an instruction of problem-based learning (PBL). Participants have been instructed PBL teacher training programs and applied PBL into teaching and learning process. Three elementary teachers were selected to participate in the study, and data were collected with semi-structured interviews. The interviews of the teachers in relation to PBL were analyzed by two main topics: (1) the teachers' teaching skills required in PBL and (2) the educational settings in implementing PBL. The results are as follows: First, there is a difficulty involved in the implementation of PBL in that its preparation and teaching process are different from the traditional teaching methodology. However, as a helper who guides the students to self-directed learning in the free and permissible learning environment in which students are motivated to develop their potential effectively, the teachers are to invest their time consistently and to put their efforts into making an effective class in the entire process of PBL. Second, as a method to apply the problem-based learning to the education settings, the teachers must spread the awareness of PBL to fellow teachers, students, their parents and the administrators in education and form the community of the teachers. Most importantly, when the teachers apply PBL in the directly, from the joy of witnessing the changes in the students, they will choose to adopt PBL.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.357-384
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• 2001

In this paper, we described practical teaching-learning plans based on three different theoretical approaches to Integrated Science Education (ISE): a knowledge centered ISE, a social problem centered ISE, and an individual interest centered ISE. We believe that science teachers can understand integrated science education through this paper and they are able to apply simultaneously our integrated science teaching materials to their real instruction in classroom. For this we developed integrated science teaching-learning plans for the topic of energy which has a integrated feature strongly among integrated science subject contents. These modules were based upon the teaching strategies of 'Energy' following each integrated directions organized in the previous paper (Three Strategies for Integrated Science Teaching of "Energy" Applying Knowledge, Social Problem, and Individual Interest Centered Approaches) and we applied instruction models fitting each features of integrated directions to the teaching strategies of 'Energy'. There is a concrete describing on the above three integrated science teaching-learning plans as follows. 1. For the knowledge centered integration, we selected the topic, 'Journey of Energy' and we tried to integrate the knowledge of physics, chemistry, biology, and earth science applying the instruction model of 'Free Discovery Learning' which is emphasized on concepts and inquiry. 2. For the social problem centered integration, we selected the topic, 'Future of Energy' to resolve the science-related social problems and we applied the instruction model of 'Project Learning' which is emphasized on learner's cognitive process to the topic. 3. For the individual interest centered integration, we selected the topic, 'Transformation of Energy' for the integration of science and individual interest and we applied the instruction model of 'Project Learning' centering learner's interest and concern. Based upon the above direction, we developed the integrated science teaching-learning plans as following steps. First, we organized 'Integrated Teaching-Learning Contents' according to the topics. Second, based upon the above organization, we designed 'Instructional procedures' to integrate within the topics. Third, in accordance with the above 'Instructional Procedures', we created 'Instructional Coaching Plan' that can be applied in the practical world of real classrooms. These plans can be used as models for the further development of integrated science instruction for teacher preparation, textbook development, and classroom learning.

• Communications of the Korean Institute of Information Scientists and Engineers
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• v.16 no.10
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• pp.26-33
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• 1998

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.15-29
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• 2012

The purpose of this study was to investigate the educational factors on career choice of science-gifted students to science and technology bound universities and the difference of perception in regards to group factors. In addition, this study aimed to examine the effects of science-gifted education and critical events in relation to career choice to science and technology bound universities. For the study, 104 university freshmen, 75 males and 29 females, were sampled from UNIST (Ulsan National Institute of Science and Technology), that many science high school graduates entered this year. The survey was conducted with questionnaires to do with the perceptions concerning career choice and educational factors that cause them to choose such career directions. The educational factors on career choice to science and technology bound universities were classified as 3 main categories such as educational environment factor (teaching-learning factor), human factor, attitude towards science factor and the subcategories within each category. The research findings are as follows: First, the factors were closely connected with each other and 'the project centered classes' were highly interrelated with other educational environment factors such as 'the experiment activity and environment for the activity' and 'influence of teachers (professors).' Second, the female students and graduates of the science high school were more positively influenced by the educational environment and human factors on their decision for career than male students and graduates of the general high school. Third, this research found that historical scientific knowledge, perception of scientists' social status and job applications in the science field gave less influence rather than other factors on their decision for career. As a result of examining critical events for science-gifted education in relation to career choice to science and technology bound universities, numerous students mentioned that the extracurricular science activities such as science camps and field trips gave significant effects on students' career choices to science and engineering fields.

• Journal of Science Education
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• v.37 no.2
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• pp.359-373
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• 2013

This study is aimed to find out the effect after the development and application of the STEAM teaching-learning program for science gifted elementary school students. The validity of the developed program was verified by three experts. The program consists of a total of eight classes and eight days were carried out. Recorded lessons, class observation journal, and recorded interview transcription data were measured and then analyzed the effect. 'Present situation' is a very important step was confirmed. The degree of understanding of a given situation affected to task commitment, the formation of scientific concepts, creative design and deliverable.

• Journal of Science Education
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• v.47 no.2
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• pp.127-138
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• 2023

In this study, the implementation of science classes by pre-service elementary teachers were explored to foster the digital literacy of elementary students. To this end, interviews were conducted with four university students in their 4th year of study at 'G' Education University in Gwangju, also their teaching plans and class implementation videos were analyzed. Interview questions were divided into the science class planning stage, the science class implementation stage, and the post-science class implementation stage, and the interview contents were transcribed and categorized after recording. The results of the study are as follows. First, in the science class planning stage, pre-service elementary teachers considered the degree of elementary students' familiarity when choosing digital teaching and learning tools to foster digital literacy. While writing the teaching plan, it was difficult to set standards related to fostering digital literacy. Second, while pre-service elementary teachers had positive experiences such as improving students' participation in classes and increasing student-specific guidance through real-time data sharing, class time was exceeded due to poor use of digital teaching and learning tools. Third, after teaching their science classes, pre-service teachers presented reflections and requirements for the class. Based on these results, the necessity of developing digital literacy for pre-service elementary teachers and the need to improve the curriculum of education university were proposed.

• Journal of Science Education
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• v.35 no.2
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• pp.138-148
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• 2011

Science class is the starting point of science education where science teacher and students meet together to teach and learn science. Therefore successful science class is the main concern of various educational partakers, such as teachers, students, parents, school administrators, and science education researchers. In order to find what is important among the teaching abilities of science teachers, a survey was conducted to the various educational partakers. As the result of survey, students chose 'progressing a lesson' and 'teacher's attitude' are important, and in-service teachers chose 'analyzing learner characteristics and curriculum' and 'teacher-student interaction' are important, while the pre-service teachers and parents chose 'teacher-student interaction' and 'progressing a lesson' are important. In addition, the school administrators chose 'setting up teaching-learning strategy' and science education researchers chose 'understanding curriculum and developing teaching-learning method' is important along with 'analyzing learner characteristics and curriculum.' In the communication on science education among different educational partakers, these result can be used as the basic information to understand the different perspectives on a science class.

• Journal of the Korean earth science society
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• v.25 no.2
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• pp.53-62
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• 2004

For teachers to develop new beliefs regarding science teaching and learning, they must undergo a process similar to what they are trying to provide their students. Seventy-one Korean secondary school teachers including 20 earth science teachers have participated in such process. In the four-week long summer workshop hosted by University of Iowa, science teachers were exposed to several activities and lectures wherein they experienced student-centered lessons by playing the roles of both teachers and learners. This study examined the influence of such experience on the teachers’ beliefs about science teaching and learning. Changes in teachers’ beliefs were found in seven question items on the subjects of goals of science learning, the roles of science teachers and students, and classroom practices after workshop participation; it was found that teachers’ beliefs of science learning and teaching shifted from teacher-centered to student-centered. Although this shift does not denote a complete shift from one extreme to the other, it is meaningful to note that teachers’ beliefs after attending the workshop were interpreted to be either anti- or contrary to teacher-centered. One of the possible factors for making such positive changes may have been teamwork or the teachers’ cooperative learning experience.

• Journal of Science Education
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• v.37 no.1
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• pp.40-51
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• 2013

This study examined Korean pre-service science teachers' belief on science teaching and learning and its evolution over years in their teacher preparation programs. Juniors and seniors from two major universities, enrolled in college of education located in major cities in Korea, participated in this study. They completed BARSTL(Belief About Refrmed Science Teaching and Learning) which consisted of 32 Likert scale items. In order to investigate the evolution of their belief on science teaching and learning, the juniors responded to BARSTL again after 1 year. Results indicated that the pre-service science teachers had to some extent positive beliefs on science teaching and learning, but their beliefs were not much developed over a year.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.406-418
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• 2015

This study was designed to enhance preservice teachers' self-efficacy beliefs and pedagogical content knowledge (PCK) through scientific investigations based on current science education reforms. To do so, a science methods course was revised to include modeling effective scientific inquiry practices as well as designing and teaching scientific investigations in the K-5 practicum classrooms (Revised Science Methods Course). This study assessed the following research questions: (1) What level of PCK do preservice teachers have before and after the completion of RSMC; (2) To what extent do participants change their self-efficacy in science teaching after completing RSMC; and (3) Is there any correlation between participants' changes in self-efficacy and the level of PCK. Participants were 76 preservice teachers enrolled in a science methods course offered at a medium-sized university in the midwestern United States. This study employed the STEBI-B survey and the PCK rubric. There result of the study indicated that there was significant increase in Personal Science Teaching Efficacy (PSTE) of the participant preservice teachers after the completion of the course. Based on the PCK rubric analysis, there was a significant increase in mean scores of the post-RSMC lesson compared to those of the pre-RSMC lesson. The correlational analysis of participants showed a positive correlation between changes in self-efficacy and the level of PCK. Thus, it may be concluded that the reform-based science methods course had a positive impact on participants' self-efficacy in science teaching through correcting misconceptions, developing higher level of PCK, and modeling scientific investigation in their practicum schools.