• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.600-608
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• 2011

The ultimate goal of instruction is for learners to understand contents they have to learn in class. Therefore, shedding light is needed on the characteristics of understanding required by teachers and perceived by students when class is conducted for the purpose of understanding. To do this, 87 middle school teachers were requested to write down questions they asked to improve the understanding of learners in 'reproduction and genesis' unit. They were categorized according to Wiggins & McTighe's six aspects of understanding and a questionnaire was developed based on the data. A survey was conducted on 90 teachers and 370 ninth-grade students. The findings of this study were as follows: First, the teachers demanded explaining, interpreting and perspective a lot, but applying, empathy and self-knowledge were scarcely required. Second, the teachers demanded explaining the most, and the students as well. The next aspect of understanding in both groups was interpreting, followed by perspective, applying, empathy and self-knowledge. There were significant differences among the opinions of the students according to gender (p<0.05). Third, the students persevered explaining, applying and self-knowledge the same way as the teachers demanded, but not for interpreting, perspective and empathy. This study is expected to provide some information to achieve the instruction objectives of understanding successfully.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.901-917
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• 2018

The purpose of this study is to develop the questionnaire on pre-service elementary teachers' recognition of self-understanding and change capacity for science education and to investigate their recognitions with it. At the beginning of the study, we made a tool to investigate the self-understanding and change capacity of pre-service elementary teachers through literature review and discussions. The former half of the questionnaire was related to self-understanding with factors such as 'self-concept clarity,' 'career identity' and 'self-efficacy:' 'self-understanding as a pre-service elementary teacher' (12 items) and 'self-understanding as a pre-service elementary science teacher' (12 items). Its latter half was about the change capacity with factors such as 'change sensitivity,' 'goal consciousness,' 'collaboration,' 'reflection,' and 'mastery.' It consisted of three parts: 'general change capacity,' 'change capacity as a pre-service elementary teacher' and 'change capacity as a pre-service elementary science teacher' with 17 items, respectively. With this tool, we surveyed 153 pre-service elementary teachers. The results are as follows: First, pre-service elementary teachers have a positive recognition about self-understanding and change capacity, but the recognition of self-understanding and change capacity as pre-service elementary science teachers were relatively less positive. Second, factors of self-understanding and change capacity as pre-service elementary science teachers have a significant correlation with each other. Especially, there was a high correlation between 'self-efficacy' of self-understanding and 'goal consciousness' and 'mastery' of change capacity. Based on these results, some implications for self-understanding and change capacity related to science education were discussed.

• 대한공업교육학회지
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• v.39 no.1
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• pp.209-226
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• 2014

This study investigates invention and patent specialized high school teachers' understanding of terminology and their meaning differences in the realm of invention, career-specific, and freestyle Invention according to background variables. The population of this research consists of 333 teachers currently employed in invention and patent specialized high school and complete enumeration survey has been used. To analyze the terminology understanding and their meaning differences, total of 216 questionnaires have been collected and 211 of them (63.4%) were used, excluding the ones with insincere answers. The results of this study are as follows. First, in regard to invention, carrer-specific, freestyle Invention terminology understanding, established teachers showed higher results over new teachers. In addition, experienced teachers showed higher results over inexperienced teachers, and teachers with in-service training experiences showed higher results over the ones without. Second, when it came to understanding the terminology differences in the three realms, the new teachers showed higher results than the established teachers, inexperienced teachers over those with teaching experiences, and ones who have never taken any in-service training showed higher results than the ones with training experiences. The ones who answered 'don't know' regarding the meaning differences among terminology were established teachers over new teachers, experienced teachers over inexperienced teachers, and in-service training recipients over the ones without.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.157-169
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• 2010

Scientific observation has been recognized as one of the fundamental aspects in scientific inquiry. However, more detailed discussions and practical guides for teachers' and students' understanding about the nature of scientific observation have not been conducted. Therefore, based on literature reviews, we described the nature of theory-laden scientific observation as 11 detailed statements. Using theses statements, we investigated science teachers' and students' recognition of each statement. According to results, certain aspects of theory-laden scientific observation were determined as important aspects to be considered for science teachers' in-service programs or for students' learning activities in understanding the nature of science.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.499-518
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• 2013

The purpose of this study is to examine the preservice secondary mathematics teachers understanding and dimensions of knowledge about definition of irrational numbers and irrational numbers and operations. I adopted a framework consisting of formal dimensions, intuitive numbers, algorithmic dimentions suggested by Tirosh et al.(1998) by adding instrumental dimension for his study. I surveyed 65 preservice secondary mathematics teachers who are in bachelor program and post-bachelor program for teacher certificate by using a questionnaire suggested by Sirotic and Zazkis(2007). The results of this study suggest that 83.1% of the participants gave correct answers in definitions of irrational numbers. 43% of the preservice secondary teachers gave correct answers in adding with irrational numbers. Also 91% of the preservice teachers gave correct answers in multiplying irrational numbers. The preservice teachers appeared to understand irrational numbers and operations at formal dimension. More than half of the preservice teachers gave incorrect answers in adding irrational numbers and a few participants gave incorrect in multiplying irrational numbers. The preservice teachers seemed to understand irrational numbers and operations at intuitive or instrumental dimension. The results also suggest that the preservice secondary mathematics teachers have incorrect understanding about irrational numbers.

• School Mathematics
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• v.5 no.2
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• pp.223-240
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• 2003

The purpose of this study was to investigate the preservice elementary teachers' knowledge of division through open-ended problems focused on the following perspectives in understanding division : connectedness between procedural and conceptual knowledge as well as the knowledge of units. Results indicates that the preservice elementary teachers showed low level of understanding of division such as the making word problem including division of fractions and the identification of the units in division operation.

• Journal of the Korean Society of Radiology
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• v.8 no.6
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• pp.365-369
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• 2014

The purpose of this study was to investigate kindergarten teachers' perception and needs about radiation understanding education for young children's safety due to radiation exposure. This study analysed the 160 questionnaire forms out of 300 kindergarten teachers in the region of C and G city. The findings of this study were as follows: First, kindergarten teachers' understanding level about radiation was low, general harmfulness and the harmfulness of exposure to radiation is high. Second, kindergarten teachers' radiation understanding education was low, but kindergarten teachers' needs about radiation understanding education was high. In conclusion, this study suggested that kindergarten teacher education are required to improve the radiation understanding level of kindergarten teachers.

• The Journal of Korean Association of Computer Education
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• v.14 no.5
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• pp.55-69
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• 2011

The purpose of this study is to develop and apply e-teaching portfolio in EIU for pre-service teachers, and to explore the possibility of applying e-teaching portfolio in pre-service teacher education. E-teaching portfolio has developed an online platform after designing the component of teaching portfolio. And then pre-service teachers' perceptions were investigated. The findings, pre-service teachers thought that e-teaching portfolio was useful for the accumulation and management of instructional materials, and gave opportunities to improve self-reflection, teaching skills and evidence over the professional development through communication.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.307-320
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• 2020

This study explores how the positioning of two pre-service science teachers (PSTs) is reflected in their different epistemic understandings of inquiry-based lessons. We collected the PSTs' products during their design and enactment of an inquiry-based lesson and recorded their practices in the enacted lesson. Interviews were recorded and transcribed for analysis. The results indicate that one PST, Dohyung was positioned as a subject of evaluation throughout the course and the other, Jinwoo, was positioned as a preservice teacher and a subject of evaluation. Their positions were reflected in their epistemic understandings of inquiry-based lessons, which were developed when designing these lessons. During lesson design, both PSTs showed a shared understanding; they explained inquiry-based lessons as students setting and evaluating hypotheses under teachers' guidance. However, as they faced unexpected situations during lesson enactment, they developed different epistemic understandings. To receive a good grade, Dohyung showed a strong preference for anticipating situations that could occur in class and planning responses to them. He understood inquiry-based lessons as ones in which students conduct experiments to produce results expected by the teacher. On the other hand, Jinwoo emphasized the reasoning process based on students' prior knowledge and explained inquiry-based lessons as ones in which students construct new knowledge through a scientific reasoning process based on their knowledge. The findings of this study will contribute to developing strategies to support PSTs' development of their epistemic understandings of knowledge construction in inquiry-based lessons.

• The Journal of Korean Association of Computer Education
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• v.15 no.5
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• pp.43-53
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• 2012

This study was conducted considering current little research and needs on teacher variables, one of the critical factors, for the government's plan for the 'Smart Education 2015'. Accordingly, the study investigated the effects of teachers' personal backgrounds and understandings on attitudes towards Smart Education. A total of 264 survey responses were analyzed from the participants of middle school teachers in the Metropolitan area. As a results, it was found that the teachers' did not understand Smart Education much and there needed to be improvements on attitudes toward Smart Education as well. Meanwhile, age was a significant variable for attitudes, however, gender and possession of smart devices were not. For successful implementation of Smart Education in the near future, enhancement of understandings and attitudes, professional developments considering ages, and further research on the issue for students and parents were suggested.