• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.19-37
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• 2015

The purpose of this study was to examine early childhood teachers' knowledge and the level of their knowledge on the contents of early childhood nutrition education. The subjects were 105 early childhood teachers and they were asked to draw a concept map. The number, characteristics and density of superordinate concepts on the contents of early childhood nutrition education were analyzed. The results were as follows: Firstly, the most frequent superordinate concept was dietary habits. Secondly, food culture was the highest average of the number of subordinate concepts. In a hierarchy, food culture was also the highest score. In specificity scores, food was the highest score. And the density ranged from 0.33 to 3.60. In conclusion, the teachers' knowledge structure on early childhood nutrition education could be regarded as parallel, not well-integrated, rather than hierarchical or well-organized. A variety of nutrition education and customized teacher training should be provided for early childhood teachers to offer early childhood nutrition education.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.826-834
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• 2006

The purpose of this study is to examine the pre-service teachers' concept of measurement uncertainty. The subject of this study were 27 pre-service middle-school teachers in Seoul. They carried out open-ended inquiry tasks and surveyed two kinds of open questionnaires, and interviewed several persons. We analysed their behavior and responses. Through the analysis, we summarize pre-service teachers' concept about measurement uncertainty with representation data, precision and accuracy, error analysis, propagation of uncertainty. The results show that the teachers' concept is different from scientists' concept. They make a mistake in using term of precision and accuracy and pay no attention to measure precisely. Also they only point out sources of error but don't consider how the error affects the results of experiment. The results of study will give! 1 some implications for the curriculum and teaching material developers in order that pre-service teacher and student gain scientific concept.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.383-394
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• 2008

We analyzed the description of diffusion phenomena in a 7th-grade textbook, and investigated teachers' understanding and teaching methods on diffusion concepts. The data were collected from textbook analysis and questionnaires from 46 science teachers and interviews with 5 teachers. Based on texts' analysis by definition, example, and representation of the diffusion, we found that most of the representations were macroscopically explained by observing the movement of ink in water and smelling the fragrance of perfume in the air. The analysis of questionnaire and interviews also revealed that the definition and the explanation of the diffusion were too abstract for teachers to understand and teach the concept without further information about the microscopic concept of collision of the matter with the medium. Such examples and models lead science teachers to form indistinctive concepts such as dissolution, effusion, and evaporation. Furthermore, the analytical data showed that teachers' understanding of the diffusion concept has been heavily dependent upon the textbook and the level of the understanding was very similar with that of textual description.

• Journal of the Korean earth science society
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• v.25 no.6
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• pp.402-408
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• 2004

The purpose of this study is to investigate various conceptions of secondary school earth science teachers on some concepts in secondary school earth science courses; wind in cyclone, western intensification of ocean current, westerly wave, greenhouse effect, ozone layer and atmospheric pressure. The subject is 26 in-service teachers of earth science teachers. The results were analyzed on the view of teaching sources for earth science teachers. The results show that earth science teachers have also various misconceptions on some concepts selected in this study. A number of partial understandings were found that were not enough to apply to teaching concepts. Those misconceptions were related to gradient wind on wind in cyclone and frictional force, related to earth rotation on western intensification of ocean current, related to angular momentum conservation and related to the roles of westerly wave. And misconceptions on greenhouse effect are related to main role of greenhouse effect gases, related to sources of ozone gas and phenomenons by atmospheric pressure. The various understanding types found in this study could be apply to teach the selected concepts in secondary school earth science course.

• Communications of Mathematical Education
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• v.25 no.4
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• pp.693-734
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• 2011

The purpose of this research is to analyze the pedagogical content knowledge on the natural number concepts of Korean Elementary School Teachers. Shulman(1986b) had developed a tool in order to understand teachers' knowledge, as he defined three types of knowledge in teaching ; Subject Matter Knowledge, Curricular Knowledge, and Pedagogical Content Knowledge. Pang(2002) defined two types of elements including in the ways of teaching ; individual element, and sociocultural element. Two research questions are addressed; (1) What is the pedagogical content knowledge of Natural number Concepts for Korean Elementary School Teachers? ; (2) What factors are included in the pedagogical content knowledge of Natural number Concepts for Korean Elementary School Teachers? Findings reveal that (1) the Korean Elementary School Teachers had three types of the pedagogical content knowledge on the natural number concepts; (2) Teacher Factors were more included than Social-Cultural Factors in the pedagogical content knowledge on the natural number concepts of the Korean Elementary School Teachers. Further suggestions were made for future researches to include (1) a comparative study on teachers between ordinary teachers and those who majored mathematics education in the graduate school. (2) an analysis on the classroom activities about the natural number concepts.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.25-35
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• 2017

This study was carried out qualitative study to figure out the process of the perception of creativity conception by kindergarten teachers in Korea. The interviewees are 4 current teachers in kindergarten in Seoul. Data was collected from semi-structured in-depth interview. Collected data were analyzed using Modified Grounded Theory Approach by Kinoshita, a kind of qualitative research method. As a result of data analysis, kindergarten teachers who experts in child education understood key concepts of creativity as unique thinking and rich expression ability. Such concept is mainly acquired at the class in which direct encounter with children is made. Besides, they formed the concept of creativity through reading books and articles, graduate studies and teaching Nuri Curriculum. In the preceding studies on the concept of creativity targeted to elementary and secondary school teachers, they had shared wide concept, but kindergarten teachers shared only some key concepts on creativity. This result would mean that the concept of creativity in the early children education is relatively coherent and such concept and teaching method are relatively well delivered to children at the education field.

• Journal of the Korean Chemical Society
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• v.56 no.5
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• pp.617-627
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• 2012

We investigated pre-service science teachers' understanding of and problem-solving ability with regard to chemistry concepts in the high school curriculum. For this purpose, we used related certain items and analyzed the results. We found that in the case of all items, some pre-service science teachers, who do not have clear concepts, selected incorrect answers. The in-depth interviews we conducted with the participants revealed some of the causes for the results obtained. First, although pre-service science teachers have better concepts as compared to high school students, they have the same misconceptions as students with regard to some concepts. Second, although they are familiar with the general definitions or meanings of scientific concepts, they do not understand the specific content that is emphasized in the curriculum. Moreover, they tend to solve problems by the information visually conceived. Third, although they know the necessity of general concepts related to problem solving, they sometimes fail to apply inquiry skills and tend to suggest concepts from the higher education curriculum that are not helpful for solving problems.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.297-314
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• 2018

This article aims at providing implication for teacher preparation program through interpreting pre-service teachers' knowledge by using Shulman-Fischbein framework. Shulman-Fischbein framework combines two dimensions (SMK and PCK) from Shulman with three components of mathematical knowledge (algorithmic, formal, and intuitive) from Fischbein, which results in six cells about teachers' knowledge (mathematical algorithmic-, formal-, intuitive- SMK and mathematical algorithmic-, formal-, intuitive- PCK). To accomplish the purpose, five pre-service teachers participated in this research and they performed a series of tasks that were designed to investigate their SMK and PCK with regard to students' misconception in the area of geometry. The analysis revealed that pre-service teachers had fairly strong SMK in that they could solve the problems of tasks and suggest prerequisite knowledge to solve the problems. They tended to emphasize formal aspect of mathematics, especially logic, mathematical rigor, rather than algorithmic and intuitive knowledge. When they analyzed students' misconception, pre-service teachers did not deeply consider the levels of students' thinking in that they asked 4-6 grade students to show abstract and formal thinking. When they suggested instructional strategies to correct students' misconception, pre-service teachers provided superficial answers. In order to enhance their knowledge of students, these findings imply that pre-service teachers need to be provided with opportunity to investigate students' conception and misconception.

• School Mathematics
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• v.19 no.1
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• pp.1-18
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• 2017

In this study we analyse the features of process of problem posing and explore the development of mathematical knowledge of primary preservice teachers as result of their engagement in problem posing activity. Data was collected through the preservice teachers' class discussions. Analysis of the data shows that preservice teachers developed their ability to understand connections among mathematical concepts.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1139-1153
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• 2013

Misconceptions are one of the most important and long-lasting studied themes on science education. It is because their nature is obstinate and settled as well as they corrupt students' understanding of science concepts. This study examines whether preservice elementary school teachers enrolled in biology teaching material research course changed positively on science teaching efficacy and correcting life science misconceptions when they used the handbook developed for this study. The handbook comprises 203 life science concepts surveyed among preservice teachers holding from advanced researches and arranged by 2007 Revised Science Curriculum. 107 preservice elementary school teachers participated in the study. Forty-six (46) of them were assigned to the experimental group and the other 61 to the control group. ANOVA was conducted for analyzing data. Science Teaching Efficacy Belief Instrument (STEBI) and the life science misconception test which was developed for this study, were administrated as assessing instruments for pretest and posttest. The experimental group, using the handbook, acquired higher scores in both tests on statistical significance level than the control group who were not using the handbook. The results indicate the handbook developed for correcting life science misconceptions for this study is effective in enhancing science teaching efficacy and correcting life science misconceptions.