• Journal of the Korean Chemical Society
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• v.65 no.4
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• pp.279-295
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• 2021

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.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.693-703
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• 2018

One of the important competencies in knowledge and information society is the competency of Knowledge information processing. This is closely related to science education and described as one of the core competencies in the 2015 national curriculum revision. Even with a general agreement of the educational necessity of this competency, its practice in class depends mostly on teachers' will. Therefore, we surveyed science teachers' perceptions and classroom condition about the competency of Knowledge information processing, and we analyzed the questionnaires of 64 middle and high school teachers in Seoul and interviewed three teachers. As a result, all teachers shared the importance of Knowledge information processing competency and explained it in terms of social paradigm and goal of the subject. However, there were not many cases of actual practice in class. The teachers answered that time for Knowledge information processing competency is not enough in class and they also lack of PCK on this competency. About half of the teachers had experiences in teacher training about Knowledge information processing competency but most of their experiences are related to information utilization literacy. The importance of Knowledge information processing competency was very high in three factors (collection, analyzation, and utilization), among which information analysis was the highest. Middle school teachers showed higher scores in most questions even though the differences were not significant, and high school teachers showed higher scores in the importance of information sources at a significant level. In order to cultivate competencies, it is necessary to expand the meaning of science inquiry so as to cover this competency and to consider ways of linking with other subjects and develop methods of teaching and learning.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.143-160
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• 2019

This study investigated 15 science teachers' perception and practice on free semester and science assessment. We analyzed frequencies of teacher choice for closed questions and used constant comparative method for teacher description and individual interview. Most teachers determined a low ranking for changes in assessment methods and mentioned a lack of objectivity on free semester assessment, unsystematic free semester assessment, and more importance on student activity and interest in science instruction. Most teachers understood process-based assessment as a direction of free semester assessment and teachers mentioned positive aspects for students or teacher difficulties dependent on their perception on process-based assessment. Half of the teachers failed to implement student self-assessment and student peer-assessment due to subjectivity and complexity. Some teachers did not provide feedbacks to students due to a lack of time and did not use certain assessment methods due to a lack of knowledge of the assessment. Teachers who did not have an experience of discussions in a teacher learning community mentioned reasons regarding a small number of the same grade teachers and inactive attitude of colleagues. Teachers who did not participate in professional development programs mentioned a lack of teacher understanding of free semester, participation of the teacher in charge, and teacher choice of participation as reasons.

• Journal of the Korean Chemical Society
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• v.54 no.2
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• pp.240-247
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• 2010

The purposes of this study were to analyze the contents of sulfuric acid in Science textbooks and Chemistry II textbooks, and to survey 10 pre-service teachers' perceptions who majored chemistry education related to sulfuric acid. As results, most of the Science textbooks represented that sulfuric acid was divided into two $H^+$ and one $SO_4{^{2-}}$. But this mistake might be corrected because sulfuric acid was divided into one $H^+$and one $HSO_4{^-}$. Most of Chemistry II textbooks represented ionization steps of sulfuric acid, but same mistake was represented in some of Chemistry II textbooks. $HSO_4{^-}$ is a weak acid, but some Chemistry II textbooks represented $HSO_4{^-}$ as a strong acid. As results of the survey related to pre-service teachers' perceptions, some pre-service teachers didn't know the situation of particles in sulfuric acid solution, and they were affected on by the learning of high school classrooms.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.611-625
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• 2009

The purpose of this research is to investigate the characteristics of beginning science teachers' subject matter knowledge (SMK) as revealed in their classroom teaching methods. In this research, we explored six beginning teachers' classroom teaching episodes on the 'work and energy' unit. Using open-ended interviews with the teachers and group discussions taking place on a regular basis to analyze and compare the classes of six beginning teachers, we extracted the features of beginning science teachers' SMK. Using grounded theory methods, the characteristics of beginning science teachers' SMK drawn from this research are: (1) beginning teachers' positivistic epistemology on science, (2) claiming the teacher's authority based on rich subject content knowledge, and (3) beginning teachers' science elitism. These epistemological characteristics are realized such PCK as (1) representational errors caused by the teacher's own science misconception, (2) doing harm to students with too much content knowledge, (3) sporadic content presentation lacking a focus, and (4) surplus class hours with lack of effective science teaching explanations. Suggestions for alternative perspectives on science SMK are presented by experienced teachers. In conclusion, science teachers' SMK is necessary, but not sufficient, for effective teaching. Science teachers' SMK does have an effect on science teaching, mediated by other types of teacher knowledge. The beginning teachers need a systematic support to transform their SMK into a viable PCK.

• Journal of Korean Home Economics Education Association
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• v.21 no.4
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• pp.105-125
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• 2009

This study attempts to extract the necessary criteria as a secondary school home economics teacher through the factor analysis, and to analysis the teacher's and student's perceptions for the requirement criteria of home economics teacher(RCHET) thereof to confirm the necessary criteria as a secondary school home economics teachers. This research was based on the requirement criteria of home economics teacher developed by Korea Institute for Curriculum and Evaluation(KICE) Korean Home Economics Education Association(2008)(KHEEA) collected from secondary, upper secondary school home economics teachers and students in Jeollabuk-do. RCHET encompasses the six areas : (l)'Expert of lesson related to evaluation' (2)'Efficient manager of diverse materials for study', (3)'Student advisor equipped with a teaching sense of duty and sound humanity', (4)'Curriculum expert equipped with a expertise knowledge', (5)'A fair and democratic schoolroom environment promoter'. (6)'Career path counselling expert understanding student's characteristics and environments'. Through the factor analysis, six RCHET factors are more important to teachers than students. According to importance perception for RCHET, home economics teachers' qualification for minor second subject and participation of training program showed similar differences statistically in all RCHET factors. Thus, effort for expertise improvement of teacher had important influence on expertise improvement of teacher. As a result of examining the differences from importance evaluation for RCHET, similar differences from frequence of home project, preference of home economics teacher, manual training and home economics score, interest of home economics showed statistically.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.215-230
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• 2008

Activity materials in textbook could facilitate students' oriented self-help learning. The purpose of this paper is to find out characteristics of activity materials in the housing area of middle school Technology and Home Economics and teacher's perception of them. The data were collected from 253 middle school teachers who had ever taught the housing unit in any of 6 textbooks. The results showed that the number of activity materials were differed by the characteristics of the materials such as type of materials, feature of non sentence materials, and type of activity, depend on authors as well as textbooks. In general, teachers interests in the materials were higher than those of students even the trends of the interests were the same. Adequacy of activity contents and related knowledge of teachers were higher than adequacy of level. Teachers thought time and extra search beyond class were barrier to full the interests of students. Further research is suggested to find out whether higher interests in the materials are related to the higher activating rate of them.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.783-790
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• 2016

The 'Integrated Inquiry' unit is a new addition in the 5th~6th grade science textbooks, and was developed for the 2009 revised national curriculum. The unit deals with six integrated inquiry process skills: problem cognition, formulating hypotheses, controlling variables, transforming and interpreting data, drawing results, and generalization. The purpose of this study is to investigate the perceptions and the teaching practices of elementary school teachers on this unit in their school curriculum and where improvements can be made. Data was collected from questionnaires filled out by 92 elementary school teachers. The results are as follows: First, teachers do have a positive perception on the importance of teaching integrated process skills. Second, with that being true, this unit ended up receiving both positive and negative reviews by teachers. This research found that there were good and bad responses on the educational aspects of this unit in three particular areas: dealing with the development of integrated inquiry process skills, facilitating science learning in other units, and implementing open inquiry. Third, teachers have difficulties particularly in problem cognition, formulating hypotheses, controlling variables, transforming and interpreting data, generalization, and drawing results. There is a lack of student understanding as well as a lack of professionalism for teachers on this unit, and many issues related to the composition of the textbook. This study may have important implications for making improvements in this unit and teaching integrated process skills.

• Journal of The Korean Association of Information Education
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• v.10 no.2
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• pp.261-271
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• 2006

Since the educational guideline on Information and Communication Technology(ICT) was announced, almost every school has taught about ICT during the discretionary classes. Although research on the computer curriculum and comparative studies on computer textbooks have been conducted, a study on the current status of the use of computer textbooks has not been carried out yet. On the basis of such needs, this study was conducted to investigate the current status of the use of computer textbooks in elementary schools(i.e. how teachers use computer textbooks in schools, and what teachers and students think about computer textbooks), and to suggest ideas to be considered in order to improve the quality of computer textbooks. The main finding of this study is that although most teachers use computer textbooks, the frequency of use is low and teachers use the textbook by revising or complementing its content. Also, most teachers respond negatively to some aspects of computer textbooks(i.e. level-based learning, reconstructional facility, systemicity, enhancement of exploring and creative ability, induction of interest, enhancement of self-directed learning, and assignments). In contrast with this result, students respond negatively only to the vocabularies used in computer textbooks. In addition, teachers showed significantly different responses according to their age and teaching experiences, and students demonstrated significantly different responses according to their gender and the frequency of the use of computer textbooks.

• Journal of the Korean Chemical Society
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• v.56 no.5
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• pp.628-637
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• 2012

In this research, the textbook contents related to the ionization degree of strong acid in water were analyzed from 1945 year syllabus to chemistry II textbook in 2009 revised curriculum. Fifty chemistry teachers' cognition related to the species of strong acid in water, and the relationship between the degree of ionization was surveyed by a questionnaire and interviews. As results, most of the teachers thought the species of strong acid in water based on the degree of ionization represented on the chemistry II textbooks. They didn't recognize the conflict of the degree of ionization and definition of strong acid on the textbooks, and then they awakened the conflict, they could not solve the problem.