• Title/Summary/Keyword: 예비과학교사교육

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Analysis of Preservice Elementary Teachers' Critiques of Peers' Inquiry-Based Instruction (예비 초등교사들의 동료 탐구 수업 비평 분석)

  • Lee, Shinyoung
    • Journal of The Korean Association For Science Education
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    • v.39 no.3
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    • pp.389-403
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    • 2019
  • This study aims to analyze criteria and characteristics for preservice elementary teachers' critiques of their peers' inquiry-based instruction. This study reviews critiques written by 31 preservice elementary teachers enrolled in an elementary school science inquiry methods course wherein the teachers designed and implemented inquiry-based instruction. These preservice teachers participated in inquiry-based instruction as if they were elementary students and then evaluated their peers' instruction. Analysis of the critiques reveals that preservice teachers evaluated their peers' instruction on the following criteria: instruction context, science content, teaching strategies, students, instructional goals, non-verbal attitude, and assessment. Their beliefs about teaching science inquiry were reflected in the critiques. Additionally, it was found that four orientation for teaching inquiry-didactic, academic rigor, activity-driven, inquiry orientation-reflected in critiques; some of critiques held more than one of these orientations. And they did not merely criticize but suggested alternatives to general teaching strategies; furthermore, of inquiry-instruction specific teaching strategies. They showed higher epistemic understanding of inquiry-based instruction after mid-term demonstrations. The evidence demonstrated that the proportion of critiques specifically about inquiry-based instruction increased after the mid-term demonstrations. Moreover, the post mid-term critiques emphasized interaction between students as well as understanding of the nature of science. These findings could provide implication for teaching inquiry and criticizing others' instruction as part of elementary school science courses in preservice elementary teacher education.

The Influence of Reflective Thinking Facilitation Program on Reflection Areas and Levels in Pre-Service Science Teachers' Teaching Practice (예비과학교사의 수업 실행에서 반성적 사고를 촉진하는 프로그램이 반성 분야와 반성 수준에 미치는 영향)

  • Kim, Hyun-Jung;Hong, Hun-Gi;Hong, Jee-Hye
    • Journal of The Korean Association For Science Education
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    • v.33 no.6
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    • pp.1087-1102
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    • 2013
  • The purpose of this study is to find out the influence of reflective thinking facilitation program on reflection areas and its levels that pre-service science teachers present in the class teaching practice during the student-teaching period. Seven pre-service science teachers participated in this study and only four pre-service science teachers among them were additionally trained with the reflective program. Reflections of pre-service science teachers were mostly shown on class management, including attention and motivation, reflection and improvement for teaching activities, and interactions. However, the understanding of the science curricula and their reconstruction, and advance notice about the next class were not mentioned in their reflections. Pre-service science teachers who participated in the additional reflective program have shown more frequent reflections than those who only participated in the traditional student-teaching program. Pre-service science teachers, not trained with the reflective program, mostly showed descriptive reflection. However, those who participated in the reflective program have shown higher levels of reflections such as dialogic as well as the descriptive reflection. Therefore, pre-education program, reflective journal-writings, and science teachers' assessments on class and their feedback seem to improve the frequency and level of reflection for the pre-service science teachers.

Exploring the Pre-service Science Teachers' Emotional Experience, Display Rules, and Controlling Strategies During Teaching Practice (교육실습과정에서 나타난 예비과학교사의 감정 경험과 감정 표현 규칙, 조절 전략의 탐색)

  • Kim, Heekyong;Lee, Narea
    • Journal of The Korean Association For Science Education
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    • v.36 no.2
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    • pp.231-251
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    • 2016
  • The goal of the study was to examine pre-service teachers' emotional experiences, especially during student teaching. The following questions guided this study. First, during student teaching, what are the characteristics of emotional experiences of pre-service science teachers? Second, what are used as the emotional rules and strategies by student teacher? In this study, we tracked nine pre-service science teachers over a four-week period of the student teaching. The data sources were lesson observations, interviews, emotional journals, and video-recorded classroom lessons. Results showed that student teachers experienced various 25 different types of emotions which were reported as the primary emotions of Koreans. The main subjects for interaction for positive emotions were students. For negative emotions, students, teachers and student teachers themselves all resulted in such negative emotional experiences. When the student teachers experienced negative emotions, they followed the emotional rule that their emotions should not be expressed in front of the students. Because of this, they tried various strategies for controlling emotions, such as 'understanding students', 'finding the positive side', 'seeing good students', 'ignoring', 'holding back', 'evading', and 'giving up'. Finally, suggestions for teacher education were discussed.

Eliciting Curiosity from Indifference: Action Research of an Elementary Science Teacher Educator Aimed at Stimulating Preservice Elementary School Teachers' Curiosity and Interest Physics (무관심에서 호기심으로 -초등예비교사의 물리에 대한 호기심과 흥미 향상을 위한 초등과학 교사교육자의 실행연구-)

  • Jiwon Lee
    • Journal of The Korean Association For Science Education
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    • v.43 no.6
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    • pp.533-547
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    • 2023
  • This study is an action research aimed at improving the instruction of a teacher educator who teaches science teaching methods to elementary preservice teachers. After identifying the cause of their low levels of curiosity and interest in physics, teaching plans addressing this problem were explored, applied to classes, and reflected upon. Through this process, ways to improve teaching practice in science classes for elementary preservice teachers and pique their scientific curiosity and interest were proposed. A spiral implementation structure that repeats implementation and reflection a total of three times was designed for the prospective preservice teachers who participated in elementary science textbook research physics classes. Self-reports, student participation data, and results from both peer and self-evaluations were collected and analyzed. The reasons for the preservice teachers' low levels of curiosity and interest in science were identified as their inability to recognize and express information gaps and their low levels of willingness to resolve this. Practice expressing information gaps, raising the level of knowledge to be able to recognize information gaps, and a strategy to have the will to resolve information gaps were introduced into the class. To the extent that changes can be made by improving unit classes, elementary preservice teachers can express their curiosity and interest in science through this process.

The Impact of the Development Process of an Integrated Science Program on Pre-service Teachers Learning Motivation and Group Intelligence: A Focus on Values and Integration with Software (통합과학 프로그램 개발과정이 예비교사의 학습동기 및 집단지성에 미치는 영향: 가치관과 소프트웨어 접목을 중심으로)

  • Dukyoung JI
    • Journal of the Korean Society of Earth Science Education
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    • v.16 no.3
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    • pp.374-384
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    • 2023
  • This study investigated the impact on pre-service teachers during the development of an integrated science education program, emphasizing group intelligence, values, and software application in response to societal demands. The results revealed several key findings. Firstly, the development of an integrated science education program utilizing group intelligence enhanced the learning motivation of pre-service teachers, particularly demonstrating improvements during the implementation phase. Secondly, the group intelligence-based development of the integrated science education program cultivated the group intelligence competence of pre-service teachers, manifesting positive effects throughout the entire process of program development, demonstration, and feedback. Thirdly, it was evident that the integration of software and individual values into science curriculum requires specialized support.

The Effects of Science Activity Program Operation on Science Culture Literacy and Core Competence Growth for Pre-Service Teacher (과학 체험 프로그램 운영이 예비교사의 과학문화소양 및 핵심역량 성장에 미치는 영향)

  • Hyunjung Kim;Sungki Kim
    • Journal of The Korean Association For Science Education
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    • v.43 no.1
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    • pp.29-36
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    • 2023
  • This study investigates the effects of the operation of science activity program on scientific literacy focusing on science cultural literacy and core competencies for pre-service teachers. 255 pre-service teachers of K University participated, and the effects of the program were examined through a paired-sample t-test with one group pretest-posttest design for science cultural literacy. Only the post-test was conducted on core competency growth perception, and differences in growth perceptions by competency were compared using ANOVA. As a result of the study, the average of pre-service teachers was higher than the pre-test for science culture literacy, and this difference was statistically significant (p<.05). In the core competency growth perception, 70.6% of pre-service teachers reported growth in scientific communication ability, and as a result of the post-hoc test using LSD, it shows statistically significant growth compared to other competencies (p<.05). Through this, it was possible to confirm the educational value of the science activity program as a way to develop pre-service teachers' scientific literacy.

Effects of Pre-Service Elementary Teachers' Scientific Self-Efficacy by Science Motivation according to the Academic Track in High School (예비 초등 교사의 고등학교 재학 시 진로 계열에 따른 과학적 자기 효능감이 과학 동기에 미치는 영향)

  • Hyundong Lee
    • Journal of Science Education
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    • v.47 no.1
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    • pp.63-74
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    • 2023
  • This study aims to investigate the effects of pre-service elementary teachers' scientific self-efficacy by science motivation according to the academic track in high school. The subjects of this study were 525 pre-service elementary teachers of which 350 pre-service elementary teachers were selected from the humanities and social sciences track in high school and 175 pre-service elementary teachers were selected from the science-engineering track in high school. In order to investigate the difference between scientific self-efficacy and science motivation among pre-service elementary teachers, Independent sample t-test and Cohen's d were done. In order to find out about the Influencing of scientific self-efficacy on science motivation, multiple regression analysis was used. The results of this study were as follows: First, there were statistically significant differences in scientific self-efficacy and science motivation, and the average of pre-service elementary teachers who selected science-engineering were significantly higher. Second, explanation power of scientific self-efficacy on science motivation appeared as 66.7~68.3%. The explanatory power of pre-service elementary teachers' who selected humanities and social sciences were higher. The relative importance was high in task difficulty preference factor to humanities and social sciences, was high in self-regulation efficacy to science-engineering. In conclusion, in order for pre-service elementary teachers to achieve high achievement and motivation in science subjects, and to teach science well to students in the school field, teacher education that can improve scientific self-efficacy should be conducted.

Exploring Criteria of Evaluation of Climate Change Models by Preservice Earth Science Teachers (예비 지구과학교사들의 기후변화 모델 평가 기준 탐색)

  • Ha, Yoon-hee;Cha, Hyun-jung;Shin, Hyeonjeong;Kim, Chan-jong
    • Journal of the Korean earth science society
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    • v.43 no.1
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    • pp.210-223
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    • 2022
  • This study explores the criteria of climate change model evaluation by preservice Earth science teachers. The participants in this study were 25 preservice Earth science teachers who attended lectures on modeling-based science learning for 3 weeks in an Earth science education major course. The evaluation criteria of climate change models were categorized inductively using reports written by preservice Earth science teachers and post-interviews. The results showed that preservice Earth science teachers used various epistemic and communicative criteria to evaluate climate change models. Implications for modeling-based climate-change learning were suggested based on these results.

An Analysis of Elementary Pre-service Teachers' Pedagogical Reasoning about Students' Dissolution and Solution Conceptions (학생의 용해와 용액 개념에 대한 초등 예비교사의 교육적 추론 분석)

  • Song, Nayoon;Yoon, Hye-Gyoung
    • Journal of Korean Elementary Science Education
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    • v.42 no.1
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    • pp.64-81
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    • 2023
  • In this study, we analyzed pre-service teachers' levels of pedagogical reasoning while watching video clips of elementary school students' discussions of their conceptions of solution and dissolution. 81 pre-service teachers participated in the study. It was found that many pre-service teachers had scientific conceptions, and pre-service teachers who had non-scientific conceptions showed misconceptions similar to those of elementary school students. In both conceptions, pre-service teachers partially or comprehensively interpreted the students' misconceptions with reference to the evidence. However, the rates of pre-service teachers who misinterpreted or simply restated the students' utterances were quite high. Many pre-service teachers suggested only one factor related to levels of reasoning about causes of misconceptions, and most suggested factors were related to the student factor. The level of reasoning about instructional decisions differed according to dissolution and solution conceptions. Actions linked to students' thinking were more closely related to students' specific thinking than to their generic thinking, and among these, student-centered action was seen. From the above results, we sought ways of improving pre-service teachers' pedagogical reasoning.

An Analysis of Education Implementation for the Improvement of Education for Sustainable Development (ESD) of Pre-service Science Teachers: Focusing on the Integration of Sustainable Happiness and Complexity Theory (예비과학교사들의 지속가능발전교육 전문성 향상을 위한 교육실행 분석: 지속가능한 행복과 복잡성 이론 접목을 중심으로)

  • Yeon-A, Son
    • Journal of the Korean Society of Earth Science Education
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    • v.15 no.3
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    • pp.391-409
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    • 2022
  • In this study, class demonstrations conducted integrating science education and 'Education for Sustainable Development (ESD)' by pre-service science teachers were analyzed, focusing on the concept of 'sustainable happiness' and the main elements of 'complexity theory'. In addition, changes before and after participating in such education implementation were analyzed from various angles. Through this, pre-service science teachers tried to derive implications for developing multidimensional teacher professionalism in ESD. The main findings are as follows. First, as a result of peer evaluation of class materials and class demonstrations designed by pre-service science teachers, the average of the integration for 'sustainable happiness' was relatively high. Next, it was analyzed that the elements of 'sustainable happiness' and 'complexity theory' generally had a positive correlation with ESD. In addition, after participating in the study, pre-service science teachers considered individual and social behavioral patterns as important in the sense of ESD. Regarding the need to integrate science education and ESD, pre-service science teachers thought it was necessary to deal with the concept of 'sustainable happiness' in science education to understand a sustainable way of life. It was analyzed that the elements of 'sustainable happiness' and 'complexity theory' generally had a positive correlation with ESD. It was found that pre-service science teachers' confidence in incorporating ESD in science classes was significantly higher after participation in the study. In addition, it was analyzed that pre-service science teachers have come to think more about the role of teachers who can communicate with students and think about happy lives together than before. Overall, it is thought that pre-service science teachers have come to think of multidimensional science teacher professionalism by applying the perspective of the teaching and learning strategy of the new ESD, which integrates the concept of 'sustainable happiness' and elements of 'complexity theory'.