• Journal of Science Education
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• v.37 no.1
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• pp.87-116
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• 2013

The purpose of this study was to investigate science teachers and secondary students' perception of pseudoscience. Subjects were 491 secondary students and 65 science teachers who enrolled in secondary schools located in Korea. The instrument of this study was a questionnaire which consisted of 33 items on 7 domains: fortune and fate, parapsychology, spiritual beings, alternative medicine, UFO and mystery, creationism, and introduction of the pseudoscience concepts in science education. The results suggested that it is necessary to develop science education programs focused on the pseudoscience for secondary students and science teachers. Media such as television, movie, and books should provide a well-organised scientific programs.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.73-96
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• 2017

This study aims to investigate the primary teachers' perception of social emotional learning (SEL) in Malawi. To achieve this purpose, total 78 questionnaires were gathered from 9 primary schools in rural area. The data was analyzed with independent-samples t-test, correlation analysis, and multiple regression analysis. The results of this study are follows. First, the sub-factors of the Malawian primary teachers' perception of SEL shows that Comfort is 4.10, Commitment is 4.59, and Culture is 3.78. Second, there was a significant difference in the Malawian primary teachers' perception by age, years of teaching, and participation to in-service training about SEL among the individual characteristics. Third, the Malawian primary teachers' degree of implementation of SEL in school was 4.01, and there was a significant difference by years of teaching. Forth, among the sub-factors of teachers' perception of SEL, Comfort had a positive effect on the degree of implementation of SEL. This result implied that the reason why Malawian primary teachers had difficulty in implementing SEL in the school might be not a lack of individual competence but feel uncomfortable with implementation. Therefore, in order to implement SEL in the Malawi school, it is necessary to support teachers so they have confidence and comfort psychologically.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.343-376
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• 2018

The purpose of this study is to compare and analyze the perceptions of TPACK for mathematics teachers who practice the technology-using lessons. In addition, by looking at the part where the perception is expressed in the actual class and the part where the difference of recognition can be revealed, it is possible to provide the direction to teachers who want to practice the technology-using lessons in the future. To do this, two mathematics teachers were selected using purposeful sampling. And we conducted research study and interview in order to analyze the characteristics of the teacher's general background and TPACK recognition, and we analyzed the video, the class materials, and the interview contents for teaching practices from the perspective of TPACK. As a result, the two mathematics teachers practicing the technology-using lessons were connected with the actual class situation focusing on the sub-knowledges of TPACK recognizes as having a lot of them. In addition, technology-based lessons were able to confirm that the functional capabilities of technology alone were not sufficient conditions to lead effective instruction. Finally, teaching method using technology has been confirmed that experience-based field practice can be more important than simply knowing mathematics content, technology, teaching method. Based on the results of this study, it is possible not only to provide methodological guidance to teachers who practice the technology-based instruction, but also to suggest the direction of TPACK research or the development of teacher training program in the future.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1204-1221
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• 2012

The purpose of this research was to identify the components of scaffolding in open inquiry and to explore the functions of teachers' scaffolding, which is necessary to support students' open inquiry. In order to identify scaffolding components, at first, we conducted a survey using a questionnaire on what students think about open inquiry on 110 students who performed open inquiry in two middle schools, and then carried out factor analysis based on the survey results. It was attempted to investigate students' perception through focus group interviews corresponding to scaffolding components that were identified through factor analysis. Also, we examined teachers' empirical view of scaffolding functions in open inquiry through in-depth interviews with four teachers. The results of exploratory factor analysis revealed that there were five scaffolding components of open inquiry: motivation, planning, strategy, environment and participation. The results of focus group interviews showed that students experienced difficulties in planning, strategy, environment and participation components, except for motivation component. In particular, students asked for support to strengthen the participation component, which means recognizing their role, active participation and collaboration with peers. Meanwhile, the results of in-depth interviews with teachers showed that teachers' empirical views of scaffolding function in open inquiry were categorized as cognitive (conceptual, metacognitive), emotional (motivational, arbitrative) and strategic. Interviewed teachers preferred the strategic scaffolding and cognitive scaffolding to the emotional scaffolding. Based on the results, we also discussed the implications for performing open inquiry effectively.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.30 no.3
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• pp.223-244
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• 2019

This study aims to propose educational information services for social science teachers by analyzing their information seeking behaviors. The author carried out in-depth interviews with thirteen social science teachers in Daejeon and analyzed them using an information seeking behavior model of Leckie, Pettigrew and Sylvain. The study results showed that information needs of social science teachers arise from extrinsic and intrinsic motivations according to their work roles and tasks. Also, the characteristics of information needs such as repeatability, predictability, urgency, and complexity appear to influence information seeking behaviors. The participants used various information sources including web, book, and interpersonal sources. Moreover, the study observed some factors that may influence perception toward information sources such as trustworthiness, information quality, packaging, prior success experience. Finally, the perception change and use frequency of information sources were also identified. Based on these findings, the author proposed information services for social science teachers including integrated information provision services, information literacy programs, networking services and readers advisory services.

• The Journal of the Korea Contents Association
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• v.16 no.7
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• pp.190-206
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• 2016

This study explores the meaning of life insurance planner's job experiences achieving job security, high performance and high income. After 6 of life insurance planners working in the field were chosen as the study participants, we use narrative approach to studying the meaning of their job experiences. The study shows that perception about job competency of planners depends on the level of experience: candidates who had no experience at all feel that anyone can perform planner's job, new employees after introduction training program see planners can do with product knowledge and consulting competency, and experienced people admit they can perform successfully only when they have good attitude towards customers and do all their work in a conscientious manner. Also, the meaning of planner's job experiences is identified as awareness of work value and serving customers with their commitment. The anticipated factors that make planner's job performed successfully are playing a role as a teacher, doctor, and angel, being regarded as happiness preacher for economic stability of individuals and families, and displaying their performance as experts.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.519-531
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• 2010

In this study, we investigated the elementary school students' images of science class and the factors influencing their formations. 280 sixth graders were selected from nine elementary schools in Gyeonggi province and Gangwon province and the DASCT-C (Draw-A-Science-Class-Test Checklist) was administered. In addition, four students were individually interviewed in order to investigate their responses deeply. Analyses of the results revealed that the students' images of science class for four science subjects (physics, chemistry, biology, and earth science) were more 'student-centered' than 'teacher-centered' or 'neutral'. The students of the teacher with student-centered image of science class had also more student-centered images than those with teacher-centered images. Many students answered that the main factors affecting their images of science class were the experiences of impressed or funny science classes, the perceptions of wanted science classes, the active science learning experiences, the educational experiences outside the school curriculum, and the negative science learning experiences. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.880-889
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• 2008

Research-based professional development is essential for in-service and pre-service science teachers across the nation. The purpose of this study was to examine in-service science teachers' and pre-service teachers' perception of the training program for professional development using advanced science laboratory equipment and experiments. Science teachers (N= 43) in science high schools and pre-service science teachers (N=189) were selected as research subjects. As a result of this study, in-service teachers and pre-service teachers recognized that they lacked understanding and experience in advanced science laboratory equipment, although they perceived the importance of its use. They wanted to attend training programs during vacation if they would have the opportunity. Both groups felt that they needed to improve their ability to operate the advanced science lab equipment, preferring to practice these instruments in the training programs. In-service teachers preferred the development of teaching and learning programs for use of the advanced science laboratory equipment. However, pre-service teachers preferred using the advanced science laboratory equipment. The study gives implications for teachers' professional development.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.117-131
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• 2005

The purpose of this research was to develop objectives of Housing contents in Technology$\cdot$Home Economics by three systems of action and to find out the importance of the objectives of the teachers have taught the class. The 303 teachers from 183 middle schools replied the mail questionnaire during September, 2003. The data were analyzed by SPSS/win. The 21 objectives for each system of action were developed based on the textbooks, teachers guides, and other related references. The importance of the objectives related to communicative system of action was the highest, respectively followed by the ones related to technical and emancipatory systems of action. Indoor Environment & Equipment was more likely to be important than Maintenance & Repairs as the objectives related to communicative system of action, while Usage of Living Space was less likely to be important than the other two sub-units. The importance of the objectives was somewhat differed by the general characteristics of the teachers. The older are the more important the objectives related to technical system of action. Female, Home Economics teachers, who learned philosophy of Home Economics were more likely to think than others objectives related to communicative and emancipatory systems of action to be important. This research showed the teachers' perspectives of the objectives of Housing contents were not the same among respondents and generally supported the previous results from other contents of Home Economics.

• Journal of the Korean Chemical Society
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• v.61 no.5
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• pp.277-285
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• 2017

The purpose of this study is to investigate the perspective of pre-service chemistry teachers on the learning situations of visually impaired students through scientific inquiry in a darkroom and to propose a teaching and learning method for students with visual impairments. Twenty-one pre-service chemistry teachers from college of education in Gyeongbuk were encouraged to explore individually hands-on model for the molecular structure of ice freely, and had a discussion with a one of the researchers during the activity. All the conversation and discussion were audio-taped and transcribed for analysis. As a result, pre-service chemistry teachers realized that learning situation of the visually impaired students was quite different with their perception while exploring and figuring out hands-on model of the molecular structure of ice in the darkroom. They already learned and could see this model by themselves but also recognized that visually impaired students had inconvenience and difficulty in learning science concepts. Based on these reflections, some pre-service chemistry teachers suggested directions for modification to fit visually impaired students' needs more.