• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.475-491
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• 2006

In physics education, the research on students' conceptions has developed in the discussion on the nature and the difficulty of conceptual change. Recently, mental models have been a theoretical background in concrete arguments on "how students' conceptions are constructed or created." Mental models that integrate information in the presented problem and individual knowledge in their long-term memory have important information about not only expressed ideas but also in the thinking process behind the expressed ideas. The purpose of this study is to investigate the forming process and the characteristics of high school student's mental models about circular motion, and how they were changed by instruction. We used the think-aloud method based on the instrument for identifying student's mental models about circular motion, pretest of physics concept, mind map and interview for investigating student's characteristics. The results of the study showed that instructions based on the mental model theory facilitated scientific expressed model, but several factors that affected forming mental models like epistemological belief didn't change scientifically after 3 lessons.

• Journal of Science Education
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• v.34 no.2
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• pp.396-404
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• 2010

This study aimed to investigate a perception of teachers engaged in special education for scientifically gifted regarding nature of science and identify attitudes toward teaching nature of science. The sample of this study consists of 122 science teachers who are teaching or taught students attending gifted classes of any primary school in Korea and any gifted education center of every District Office of Education. We made a partial amendment of a VOSE that was developed by Chen(2006) and then used. We tested their perception and attitudes in regard to nature of science. In terms of nature of science, we devide it into 7 sub-areas to analyse. For attitudes toward teaching nature of science, we investigate and analyse following 5 sub-areas; tentativeness of scientific knowledge, nature of observation, scientific methods, theories and laws and subjectivity and objectivity. The result showed that the generally teachers have a desirable recognitions about a nature of science. For attitudes toward teaching nature of science, the teachers showed that they have positive attitudes. However between degrees of teachers' recognition about a nature of science and attitudes toward teaching nature of science showed a low correlation. To increase their understanding of nature of science and develop attitudes toward teaching nature of science, there should be more training time for the teachers and training contents also should be changed. In addition, we hope that this study contribute to develop contents and direction of training for the teachers as a basic reference.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.916-929
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• 2004

The purpose of this study is to investigate issues in science curriculum reform studies. For the study the papers in ERIC data base were selected on the key words, 'science education', 'curriculum' and 'reform'. The number of papers are the most on the late 90s which has been increasing since the late 70s. During the last decade the 132 papers were identified on 30 May 2003 and the 18 journals which have more than two articles in each journal have 66% of the total papers. The identified reform issues were 'reform themes', 'program introduction', 'critics and vision of reform'. Reform themes are 'teachers', 'scientific literacy', 'integration and teaching', 'reform processes'. The contents on 'teachers' are related to almost teachers' knowledges and beliefs on the reform, those on 'scientific literacy' are related to the loose definitions of scientific literacy, those on 'integration and teaching' are related to difficulties in teaching with integration, those on 'reform processes' are related to power problems between persons or groups who participated in reform processes, and those on 'critics and visions' are related to the embodiment of science education standards and the problems on the nature of science. This study remarks that these issues should be considered sincerely for the reform of science curriculum in the future.

• Journal of the Korean Chemical Society
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• v.62 no.6
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• pp.441-452
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• 2018

This study investigated mentor teachers' mentoring types and how the types of mentoring changed throughout the collaborative mentoring program for beginning science teachers who had difficulties in teaching practice. One-on-one mentoring meetings were audio-taped and transcribed for analysis. The result of the study showed that mentors took various roles such as Observer, Critical friend, Provider of feedback, Instructor, Role model, Evaluator, Counselor, and Equal partner. However, if mentoring did not bring about a change in the perception of a science instruction of a mentee teacher, there was no positive change in the teaching of the mentee teacher. Therefore, mentor teacher must have enough time to concretely discuss about mentee teachers' perception of a science instruction, mentoring method, etc. with mentee teacher before mentoring.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.25 no.2
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• pp.77-95
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• 2014

The purpose of this study is to analyze ego state types of teacher librarians by using egogram of the Transactional Analysis. It is the ideal ego state types for teachers that NP (Nurturing Parent), A (Adult) and FC (Free Child) are much higher than CP (Critical Parent) and AC (Adapted Child). But the teacher librarians are under higher CP and AC rather than A and FC. It means that the teacher librarians consider their values and belief as right things. Also it seams that they have not a conciliatory attitude but a hardened attitude that emphasize rules and standards. These ego state may be obstacle to their instructors role under the constructivist learning environment highlighting self directed learning of students. So, in the training course for the teacher librarians, informational and educational service course and development programs of education contents and instructional materials should be reinforced in order to strengthen their teaching competence and partnerships.

• 대학교육
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• s.175
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• pp.6-13
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• 2012

임진년(壬辰年) 흑룡의 해가 활짝 떠올랐다. 지난해 우리 대학가에서는 정부의 강력한 대학구조조정, '반값 등록금' 이슈에 따른 등록금 인하 문제, 정부의 국가장학금 제도 시행 등 많은 일들이 있었다. 올해는 이명박 정부가 국정을 운영하는 마지막 해이다. 그만큼 대학가에서는 정부의 고등교육정책이 어떤 방향으로 진행될 것인지에 대해 관심이 매우 높다. 대교협은 이에 따라 이주호 교육과학기술부 장관과 김영길 한국대학교육협의회 회장(한동대 총장)의 특별 신념 좌담회를 마련했다. 두 사람은 2011년 12월 15일 교육과학기술부 장관실에서 만나 이명박 정부 4년간의 고등교육정책에 대한 평가와 올해의 정부 정책 방향, 대학에 대한 정부의 요망 사항과 대학의 정부에 대한 건의 사항 등에 대해 의견을 나눴다. 이날 좌담회는 오대영 가천대학교 신문방송학과 교수(대학교육 편집위원)의 사회로 진행됐다.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.374-382
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• 2006

This study investigated the effect of the 'Chemistry in everyday life' course for 234 pre-service elementary teachers on their beliefs regarding science teaching efficacy and the nature of science. This study also examined the effect of this particular course by their field (natural science, humanities & social science, and fine arts). The results show that after the semester the pre-service teachers' science teaching efficacy beliefs were enhanced. In particular, their personal science teaching efficacy beliefs were improved across all fields. However, their beliefs regarding the nature of science remained largely unchanged. This study discussed the implications surrounding science courses for pre-service teachers.

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.327-348
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• 2021

This study examines the effects of mathematics learning mentoring activities on mathematical knowledge for teaching (MKT) of pre-service mathematics teachers. We choose six pre-service mathematics teachers in the department of mathematics education at M University. The pre-service mathematics teachers conducted 1:1 mathematics learning mentoring for two hours at a times and twice a week for 15 weeks. The pre-service mathematics teachers submitted the mentor log, which recorded weekly learning and emotional observations. We collected the mentor log and the reflection log of pre-service mathematics teachers and the interviews with pre-service mathematics teachers. Based on the collected data, we analyzed the effects of MKT, the understanding of students, and pre-service mathematics teachers' introspection by mathematics learning mentoring. We obtained conclusions as follows. First, mathematics learning mentoring provides an opportunity for pre-service mathematics teachers to apply the theory of mathematical education to schools. Thus pre-service mathematics teachers express theoretical knowledge as practical knowledge. Second, mathematics learning mentoring helps pre-service mathematics teachers have the ability to understand students and provide opportunities to reflect on their attitudes as learners. Third, mathematics learning mentoring helps advance teaching activities by providing pre-service mathematics teachers with opportunities to reflect on their teaching activities. Finally, mathematics learning mentoring has positively influenced the change in pre-service mathematics teachers' beliefs and teaching intuition.

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.139-155
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• 2015

This study aimed to investigate teacher learning in the context of a community. For the purpose of this study, two research questions about the kinds of teacher noticing in a community and the role of partnership were addressed. To build a learning community, a professional development project, PRIME, established partnerships with 11 high schools and one of the cluster meetings were investigated in this study. Three mentor teachers, three preservice teachers, and one university supervisor participated in the cluster meeting. For this study, the multiple data such as audio tapes of cluster meetings, observation notes, and interviews were analyzed using the analysis of narratives. The results showed that the participants engaged in different kinds of noticing of their own beliefs about teaching and learning, teacher practices, and teacher identities including noticing of students' understanding in classroom situations. The partnership played the crucial role of reinforcing relationships among teachers, assigning tasks, and creating various communities.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.391-402
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• 2016

The purpose of this study is to use meta-analysis as a research method to investigate the correlation between early child teachers' teaching efficacy and their job satisfaction, and thereby look into the effect size of the two variables and their sub-variables. To achieve the purpose, this researcher chose a total of 37 theses for analysis and collected 289 data for analyzing the effect size. Based on the data, CMA(Comprehensive Meta Analysis) 2.0 was applied. According to the analysis, the correlation between early childhood teachers' teaching efficacy and their job satisfaction was higher than the medium effect size on the basis of Cohen(1992) research. In the sub-variables of teaching efficacy, the correlation of personal teaching efficacy with job satisfaction showed higher effect size than that of general teaching efficacy. In the sub-variables of job satisfaction, the correlation between the belief in job and teaching efficacy showed the highest effect size. In terms of thesis type as a moderating variable, Ph.D dissertations showed higher effect size than journals or M.A. theses. As the result of the meta-analysis on publishing year and the number of samples, there was no statistical significance. On the basis of the analysis results, discussions and limitations of this study were suggested.