• Journal of the Korean earth science society
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• v.35 no.6
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• pp.467-483
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• 2014

This study aimed to investigate the classification ability with naked eyes according to the understanding level about rocks of pre-service science teachers. We developed a questionnaire concerning misconception about minerals and rocks. The participants were 132 pre-service science teachers. Data were analyzed using Rasch model. Participants were divided into a master group and a novice group according to their understanding level. Seventeen rocks samples (6 igneous, 5 sedimentary, and 6 metamorphic rocks) were presented to pre-service science teachers to examine their classification ability, and they classified the rocks according to the criteria we provided. The study revealed three major findings. First, the pre-service science teachers mainly classified rocks according to textures, color, and grain size. Second, while they relatively easily classified igneous rocks, participants were confused when distinguishing sedimentary and metamorphic rocks from one another by using the same classification criteria. On the other hand, the understanding level of rocks has shown a statistically significant correlation with the classification ability in terms of the formation mechanism of rocks, whereas there was no statistically significant relationship found with determination of correct name of rocks. However, this study found that there was a statistically significant relationship between the classification ability with regard to formation mechanism of rocks and the determination of correct name of rocks.

• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.385-398
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• 2008

The purpose of this study is to understand the effect of The Model of Phases of the Moon on conception changes for preservice teachers. The researcher interviewed two preservice teachers under the agreement with them on their participation in the research just before he performed a class using The New Model of Phases of the Moon. The post-interview with the same content as the pre-interview was preformed one month later. The main content of the interview is as follows; 'Explain the shape of the Moon by drawing it.', 'Explain the relative different position among the Sun, Earth, and Moon depending on phases of the Moon by drawing them.', 'What do you think of the cause of phases of the Moon?', 'Draw a picture to explain why we always see only one side of the moon.' The results of the research are as follows. First, the class with New Model of Phases of the Moon was able to perceive the relationship of Sun, Earth, and Moon in three-dimensions rather than in two-dimensions and it helped to change their misconception that the Moon's shadow causes the Moon's shape. Secondly, the class with New Model of Phases of the Moon helped preservice teachers understand better the different positional relationships among the Sun, Earth, and Moon depending on the Moon shapes. Third, the class adopting the New Model of Phases of the Moon help preservice teachers form scientific conceptions on the causes of phase change of the Moon. Fourth, the class with the New Model of Phases of the Moon is not appropriate for explaining the reason why only one face of the Moon is seen. Based upon the results above, the researcher realized the limitation of this model and suggested that this model would help learners understand phase change of the Moon and increase space perception ability.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.252-260
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• 2019

The purpose of this study is to assist school science class by investigating effective Earth's rotation experiments of districts by school level. The researcher investigated or developed nine experiments for learning Earth's rotation, and conducted and discussed these experiments with 26 elementary school teachers. Each teachers chose an effective Earth's rotation experiment for the district and wrote the reason. As a result, elementary school teachers chose the experiment that is easy to prepare and to do. And elementary school students are interested in the experiments by conducting them on their own. Middle and high school teachers chose more difficult experiments that could be connected with other concepts. University teachers chose effective experiments based on application of knowledge, active exploration, computer literacy, and difficulty.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.2
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• pp.181-193
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• 2024

Summative assessment provides information on how well students have achieved learning objectives, making the development of high-quality assessment items essential for accurate evaluation. This is one of the competencies that teachers must possess. This study aims to analyze summative assessment items created by pre-service elementary teachers, examining their intentions and the difficulties encountered in the item development process. The study involved 45 second-year students enrolled in an elementary teacher training university. They were grouped into teams of three and tasked with developing ten items, documenting the purpose of each item, the answer key, and the challenges faced during item creation. The collected summative assessment items were analyzed using a two-dimensional purpose classification table that includes Klopfer's taxonomy of educational objectives. The intentions behind the summative assessments and the difficulties faced during item development were inductively organized and analyzed through qualitative data analysis. The results revealed that pre-service elementary teachers adequately reflected scientific content elements but did not evenly cover assessment domains. The most challenging aspect for them was adjusting the difficulty level. Although they considered most factors that should be taken into account during item development, these considerations were not reflected in the actual items. These findings suggest that knowledge and experience are crucial in developing summative assessment items, and systematic lectures are necessary for pre-service elementary teachers.

• Journal of the Korean earth science society
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• v.28 no.2
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• pp.159-168
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• 2007

This study developed earth science learning materials based on paleolithic remains in the Youngsan River basin to provide students with curiosity and interest of science. These materials consist of four activities such as orientation, tour of museum, field trip to paleolithic sites, and making of remains. More than 60% of the teachers said that these materials are likely to improve the scientific process skills of students and also suggested that these could be applied to club activity, field trip, and homework. In addition, materials seemed to help students to understand the properties of the mineral and rock. We suggested that these materials could broaden teachers' subject of teaching in science.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.131-144
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• 1999

This study investigates the pre-service teacher trainees' reactions to and evaluations about the earth science teaching method that utilizes songs. The subjects of the study were 81 university students in teacher training institutes for primary schools and secondary schools. The researcher used songs which the subjects judged to be reflecting some of the natural phenomena related to the earth science. The teacher trainees were taught some of the earth science concepts with the help of the selected songs. Discussions about the possibilities of the songs as an ai d to science teaching were also encouraged. The teacher trainees demonstrated positive reactions to the teaching method, and expressed their intention to use songs in their future teaching. The method also inspired the trainees to be inquisitive in their everyday life and seek other effective teaching methods.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.198-207
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• 2019

The purpose of this study is to investigate the effect of jigsaw cooperative learning class of elementary pre-service teacher on task commitment and creative personality. This study established an twelve-week period of experimental treatment from september to november 2019, and the students who participated in the study formed a research group of 121 students in 2nd grade of their advanced classes who are attending the second semester of b university of education and taking courses in 'teaching research 2'. B university of education is singleness class that doesn't have compare group, so this study is constituted only study group. Applying based-jigsaw cooperative learning class to study group, before and after concept of task commitment test and creative personality test is performed. The results of the study were as follows. First, the study group applied jigsaw cooperative learning-based science class had statistically significant differences in task commitment (p<.05). Second, the study group applied jigsaw cooperative learning-based science class had statistically significant differences in creative personality efficacy(p<.05). Third, jigsaw cooperative learning-based science class of pre-service teachers have a very good feeling. Through such study results, the study could figure out that the class applying jigsaw cooperative learningbased science class has positive effect on concept of task commitment and creative personality efficacy.

• Journal of the Korean earth science society
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• v.33 no.7
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• pp.645-657
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• 2012

The purpose of this study was to investigate pre-service elementary teachers' conceptions about the relative sizes of celestial bodies including the universe, galaxy, star, planet, satellite, asteroid, and comet, which were presented in elementary school science textbook. This study also examined the causes of their misconceptions as shown in the study. Sixty three pre-service elementary teachers participated in this study. The survey was developed for this study that asked to make an order of relative sizes of the given celestial bodies and to write scientific facts about each of the celestial bodies. The survey items were analyzed by simple descriptive statistics, and the written responses were analyzed using qualitative and inductive methods. The results showed that only five (7.9%) of the participants correctly answered about the relative size of the given celestial bodies. There were three common misconceptions identified in relation to the relative sizes of the celestial bodies; more than 20% of the participants had: (1) a planet is bigger than a star (46.0% of the participants), (2) an asteroid is bigger than satellite (58.7%), 3) a comet is bigger than a star (22.2%).

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.193-201
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• 2021

This study is a study of factors affecting pre-service teachers' learning immersion in online science classes. The results of a survey on the responses of 88 pre-primary teachers to online science classes were interpreted. In online science class, independent variables were set as ease, usefulness, and social presence, and dependent variables were set as learning immersion. Online science classes were conducted based on the university's LMS system. The results of the study were interpreted by regression analysis for t-test, correlation between factors, and multicollinearity test in pre-post-responses of pre-service teachers for ease, usefulness, and social presence. The results of this study are as follows. First, there was a significant effect in the before-and-after tests of factors in the online science class. Second, the correlation coefficient between factors in online science class is .306 for sense of community and mutual support and concentration at the significance level of .01, and .354 for learning immersion and open communication, indicating that there is a correlation. Third, considering the effective results of the pre-post test of each factor in the online science class, it cannot be interpreted that a particular factor had an effect, but it is interpreted that learning was immersed in ease, usefulness, and a sense of social presence.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.464-470
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• 2008

In this study, we investigated the characteristics of elementary school teachers' self-images of science teaching by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). A survey was administered to 178 elementary school teachers in Seoul, Gyeonggi province, and Gangwon Province. It was found that elementary school teachers' self-images of science teaching for four science subjects (physics, chemistry, biology, and earth science) were more 'teacher-centered' than 'student-centered'. The results may imply that elementary school teachers' beliefs of science teaching tend to be more traditional than constructive. Therefore, there is a need to develop an effective education system for pre- and in-service elementary school teachers based on constructivism.