• Title/Summary/Keyword: 예비과학교사교육

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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'.

Pre-service Teachers' Development of Science Teacher Identity via Planning, Enacting and Reflecting Inquiry-based Biology Instruction (예비교사들의 과학 교사 정체성 형성 -생명과학 탐구 수업 시연 및 반성 과정을 중심으로-)

  • An, Jieun;Kim, Heui-Baik
    • Journal of The Korean Association For Science Education
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    • v.41 no.6
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    • pp.519-531
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    • 2021
  • This study investigates the science teacher identity of pre-service science teachers (PSTs) in the context of a teaching practice course. Twenty-two PSTs who took the 'Biological Science Lab. for Inquiry Learning' course at the College of Education participated in this study. Artifacts created during the course were collected, and the teaching practices and reflections were recorded and transcribed. In addition, semi-structured interviews were conducted with nine PSTs, recorded, and transcribed. We found the science teacher identity was not well revealed at the beginning of the course. Authoritative discourse appeared in the early oral reflections of PSTs, indicating that the PSTs perceived oral reflection activities as 'evaluation activities for teaching practice'. This perception shows that pre-service teachers participate in teaching practice courses as students attending a university, performing tasks and receiving evaluations from instructors. After the middle of the course, discourses showing the science teacher identity of the PSTs were observed. In the oral reflection after the middle part, dialogic discourses often arose, showing that the PSTs perceive the oral reflection activities as a 'learning activity for professional development'. In addition, in the second half, discourse appeared to connect and interpret one's experience with the teacher's activity, indicating that the PSTs perceive themselves as teachers at this stage. In addition, the perception of experimental classes was expanded through the course. During the course, the practice of equalizing the authority of the participants, providing a role model for reflection, and experiencing various positions from multiple viewpoints in the class had a positive effect on the formation and continuation of the teacher identity. This study provides implications on the teacher education process for teacher identity formation in PSTs.

The Analysis of the Effect of Understanding and Practices of Character-centered Instruction Model on Pre-service Science Teachers' Awareness of Character Education (인성 중심 교수 모형에 대한 이해와 실천이 예비 중등 과학교사의 인성 교육에 대한 인식에 미치는 영향 분석)

  • Park, Jihun;Kang, Eugene;Nam, Jeonghee
    • Journal of the Korean Chemical Society
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    • v.65 no.4
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    • pp.279-295
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    • 2021
  • The purpose of this study was to investigate the effect of Character-centered instruction model on pre-service science teachers' awareness of both character education and character education in science education. First of all, pre-questionnaires about the sixteen pre-service science teachers' awareness of character education and character education in science education were asked. Through the lectures during a semester, they received an education about CoProC(Collaborative Problem-Solving for Character competence) model using Character-centered instruction model and character education. After the implementation, their changes of awareness were inspected through post-questionnaires. As a result of the study, it was revealed that general pre-service science teachers' pre-awareness of character education was mostly negative. The pre-service science teachers were more aware of character education in science classes than general character education. Even that, there seemed to be a greater tendency to think in connection with specific content and subject matter and character education rather than developing competencies due to the nature of the science subject itself. However, the experiences of the CoProC model changed their perception about character into a competent point of view, and thus influenced the change in their perception of character education. Therefore, education on character education methods for pre-service science teachers at teacher training institutions will increase their expertise in character education and help establish effective character education in school in the long term.

An Analysis of Pre-service Science Teachers' NOS Lesson Planning and Demonstration: In the Context of 'Science Inquiry Experiment' Developed Under the 2015 Revised National Curriculum (예비과학교사의 NOS 수업 계획 및 시연에서 나타나는 NOS-PCK 분석 - 2015 개정 교육과정에 따른 '과학탐구실험' 교과의 맥락에서 -)

  • Kim, Minhwan;Kim, Haerheen;Noh, Taehee
    • Journal of the Korean Chemical Society
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    • v.66 no.2
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    • pp.150-162
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    • 2022
  • In this study, we investigated pre-service science teachers' NOS-PCK by analyzing their NOS lesson planning and demonstration. Four pre-service science teachers participated in the study. They planned and demonstrated NOS lessons in the context of 'Science Inquiry Experiment' developed under the 2015 Revised National Curriculum. Their lessons were observed. All of the teaching-learning materials were collected, and semi-structured interviews were also conducted. The analyses of the result revealed that pre-service teachers mainly referred to the curriculum and textbooks when selecting the NOS learning objectives. However, they felt difficulty because the curriculum and textbooks did not clearly present the NOS to be dealt. Although all of them took explicit approaches, there were not many open and divergent reflective approaches. In addition, they expected that high school students would consider scientific knowledge absolute and would have negative perceptions of NOS lessons. They rarely assessed students' NOS learning, and were reluctant to assess. Finally, most of them had a negative perception that learning NOS is not necessary for all students. On the bases of the results, educational implications for improving the expertise of pre-service science teachers in NOS lessons were discussed.

The Pre-Service Elementary School Teachers' Analyses on the Components of Scientific Attitude by Learning Topics of Science Textbooks and the Educational Effects of the Analyzing Activity (초등 예비교사들의 과학 교과서 학습 주제별 과학적 태도 하위 요소 분석 및 분석 활동의 교육적 효과 - '지구와 우주' 영역 단원을 중심으로 -)

  • Jang, Myeong-Deok
    • Journal of Korean Elementary Science Education
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    • v.41 no.1
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    • pp.14-29
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    • 2022
  • The purpose of this study is to investigate the components of scientific attitude by some learning topics in the 3rd~6th grade science textbooks that the pre-service elementary school teachers judge to be teachable in class and the educational effects of this analysis activity for the pre-service teachers. The several results of this study are as follows: The pre-service teachers responded that, for all learning topics, they could teach diverse components of scientific attitude and the number of components expressed in their responses is more than the components specified in the teacher's guides. Among the components of scientific attitude, 'curiosity', 'open-mindedness', 'respect for evidence', and 'objectivity' showed relatively high possibility of teaching, while 'honesty', 'collaboration', 'positive acceptance of failure', 'critical mind' and 'suspension of judgment' showed relatively low possibility of teaching. The responses that pre-service teachers judged to be teachable also showed similar patterns in the number of components of scientific attitude and the rate of the components between the learning topics of the 3~4th grades and the learning topics of the 5~6th grades. In addition, this pre-service teachers' analysis activity on the components of scientific attitude by learning topics in science textbooks suggested educational effects such as 'the deep understanding of the components of scientific attitude', 'the understanding and applying the components of scientific attitude in the context of science class', and so on.

Usefulness of Web-based Education System as a Method Supporting Constructive Pre-service Teacher Education (구성주의 교사양성교육을 지원하는 방안으로서 웹 기반 교육 체제의 유용성)

  • Yoon, Ji-Hyun;Han, Jae-Young;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.29 no.2
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    • pp.240-252
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    • 2009
  • In this study, we applied a web-based education system to the teaching-demonstrations of the pre-service teachers and identified the usefulness of the system as a method supporting constructive education for pre-service teachers. The pre-service teachers performed the web-based activities for the teaching-demonstrations, and we interviewed them after the teaching-demonstrations. On the basis of the results, we found three situations showing the usefulness of the web-based education system. First, the pre-service teachers examined the materials on the constructive teaching-learning theories and constructed the related theoretical knowledge. At this point the web-based discussion board supported the environment where they thought deeply and investigated the theories carefully. Second, they experienced interaction with others and the academic adviser in the processes of preparing the teaching-demonstrations. This interaction was supported by web-based discussion board, and they were able to form the practical knowledge related to the planning and building constructive teaching. Third, they reflected on their own teaching after the teaching-demonstrations. At this point, the web-based discussion board was able to facilitate the interaction for the reflective thinking processes. In this study, we identified that the web-based education system could provide an effective environment where the pre-service teachers could learn constructive teaching-learning methods.

Difficulties Experienced by Preservice Science Teachers in Studying the Theory of Science Education for Teacher Selection Test (예비 과학교사들이 임용시험의 과학교육학 내용 학습에서 겪는 어려움)

  • Kim, In-Whan;Cha, Jeong-Ho;Kim, Chang-Man;Kim, Hak-Bum
    • Journal of The Korean Association For Science Education
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    • v.30 no.4
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    • pp.429-436
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    • 2010
  • In this study, the difficulties experienced by secondary preservice science teachers in studying the theory of science education for teacher selection test were studied. At first, questions of the internet cafe for preparing the teacher selection test from January 2008 to June 2009 were analyzed in terms of content area. A survey was also administered to 39 preservice science teachers who took the teacher selection test. The rubric used in this study was developed by the Korea Institute for Curriculum and Evaluation and the Korean Association for Science Education. As a result, the most frequent question areas were 'philosophy and history of science' and 'theories and models of teaching and learning science'. In the survey with the preservice science teachers, the most difficult content area was the philosophy of science. The application of teaching and learning model was also one of the most difficult areas. Based on these results, educational implications were discussed.

Analysis of Pre-service Science Teachers' Web-based Reflective Journals Written During Teaching Practicum (교육 실습 기간에 예비 과학교사가 작성한 웹기반 반성저널의 분석)

  • Cha, Jeongho;Choi, Wonsoo;Noh, Taehee
    • Journal of Science Education
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    • v.33 no.1
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    • pp.133-141
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    • 2009
  • In this study, pre-service science teachers' web-based reflective journals were analyzed. During four weeks teaching practicum, they were guided to post at least two reflective journals in a week on the Web bulletin board system. Finally, 307 web-based reflective journals written by 23 pre-service teachers were selected, and the domain and the level of reflective thinking were analyzed. As a result, pre-service science teachers' reflective journals were mostly related with teaching science, i.e., preparing and reflecting their own instruction, and the frequencies of these domains increased with the process of teaching practicum. Reflective journals about school administrative system, informal teaching practice, student guidance, and personal feeling were also included. The level of reflective thinking of 179 journals about teaching science were analyzed further. There were 53 (29.6%) journals including reflective thinking, but the higher level of reflection (professional reflection and critical reflection) was rare. The perceptions of pre-service science teachers on web-based reflective journal writing were also surveyed.

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Stress Analysis of Pre-service Chemistry Teachers in Teaching Practice (예비 화학교사의 교육실습에서의 스트레스 분석)

  • Jiyun Yang;Hyunjung Kim
    • Journal of the Korean Chemical Society
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    • v.67 no.6
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    • pp.462-474
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    • 2023
  • The purpose of this study is to analyze the stress experienced by pre-service chemistry teachers during their teaching practice. To do this, a stress test tool for pre-service science teachers was developed, and a survey was conducted with 19 pre-service chemistry teachers to investigate their anticipated stress before the practice and the stress experienced after the practice. The survey, conducted online before and after the teaching practice, was analyzed using descriptive statistics. The interpretation of the stress test results for pre-service chemistry teachers was based on teaching portfolios and interview data compiled during the teaching practice. The research findings are as follows: First, pre-service chemistry teachers anticipated various stresses before the teaching practice, but the number of stress factors and the number of pre-service teachers experiencing stress were generally lower during the practice. Second, there are a difference in the factors and percentage of anticipated and experienced stress before and during the teaching practice depending on the school level where pre-service chemistry teachers gained their practice. Third, there was no gender difference in the stress experienced by pre-service chemistry teachers during the teaching practice.

A Study on Pre-service Elementary School Teachers' Perspectives on the Science Curriculum in the Fourth Industrial Revolution Era through Photovoice Activity: Based on Three Perspectives on the 'Saber-toothed Tiger Curriculum' (초등 예비교사들의 포토보이스 활동을 통한 4차 산업혁명 시대 과학 교육과정 관점 탐색 - '검치호랑이 교육과정'의 세 가지 관점을 바탕으로 -)

  • Kim, Dong-Ryeul
    • Journal of Korean Elementary Science Education
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    • v.43 no.2
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    • pp.219-232
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    • 2024
  • This study aims to determine the perspectives of pre-service elementary school teachers on the science curriculum in the fourth industrial revolution era. In this study, 128 pre-service elementary school teachers were asked to express their perspectives on the Saber-toothed Tiger Curriculum through photovoice activities. The resulting images were classified into three types: conservative, progressive, and radical perspectives. The number of both conservative and progressive perspectives was similar and high, whereas the number of radical perspectives was l ow. Those who had conservative perspectives on the Saber-toothed Tiger curriculum regarded "Inquiry" as the basis of the science curriculum, which should be maintained regardless of the time period and environment. Similarly, older teachers believed that this curriculum was based on eternal truth, which should be protected. Those who showed progressive perspectives on the Saber-toothed Tiger curriculum regarded a progressive person as someone succeeding to the blood of "New fist," and they showed positive attitudes toward AI-based education such as coding and meta-verse, regarding these practices as part of the teaching and learning method that could replace the existing inquiry-based education. Those who showed radical perspectives on the Saber-toothed Tiger Curriculum assumed critical attitudes toward the rapidly changing political circumstances of science education and criticized conflicts between different social classes formed through progressive curriculum. Based on these results, this study found that pre-service elementary school teachers needed to consider the science curriculum from several different perspectives rather than just one.