• Journal of the Korean earth science society
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• v.26 no.7
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• pp.630-639
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• 2005

The purpose of this study was to investigate the classifying ability of the igneous rocks with the naked eye for 36 preservice science teachers. For this, we selected six specimens of igneous rocks that consisted of rhyolite, andesite, basalt, granite, diorite, and gabbro, and performed the questionnaire with them. Preservice science teachers needed the average of 3 tools to classify the rocks. Most of the selected tools were loupe, streak plate, hammer and Mohs’ hardness scale. Many preservice science teachers selected basalt and granite samples to classify igneous rocks among 6 kinds of the rocks which were exhibited. However, the results of the identification with the naked eye showed that the right answer rate was significantly different based on what rock sample had been selected. Nobody gave the right answer among 10 students who chose the rhyolite sample, but all of 36 students who picked the basalt sample answered correctly. And $62\%$ of 8 students who chose the andesite sample, 62% of 32 student choosing granite, $7\%$ of 13 students choosing diorite and $44\%$ of 9 students choosing gabbro were correctly answered. In identifying igneous rock samples with the naked eye, most subjects relied on vesicular texture to basalt, and they used textural, color and empirical characters to granite. But, some felt more or less difficulty to distinguish between intermediate and light colors and to recognize porphyry.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.560-576
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• 2023

The purpose of this investigation is to: (1) to derive an improvement factor for inquiry-based simulated teaching-learning in pre-service teacher training programs, and pre-service teachers practice simulated teaching that reflect the improvement factor, (2) to analyze the difference in science intrinsic motivation according to science self-efficacy and inquiry-based simulated teaching-learning experience. To achieve these goals, we recruited five elementary and secondary teachers as experts to help us develop an improvement factor based on expert interviews. Subsequently, third-year pre-service teachers of a university of education participated in our analysis of differences in science intrinsic motivation, according to their level of science self-efficacy and experience with inquiry-based simulated teaching-learning. Our methodology involved applying the analytic hierarchy process to expert interviews to derive improvement factor for inquiry-based simulated teaching-learning, followed by a two-way ANOVA to identify significant differences in science intrinsic motivation between groups with varying levels of science self-efficacy. We also conducted post-analysis through MANOVA statements. The results of our study indicate that inquiry-based simulated teaching-learning can be improved through activities that foster digital literacy, ecological literacy, democratic citizenship, and scientific inquiry skills. Moreover, small group activities and student-centered teaching-learning approaches were found to be effective in developing core competencies and promoting science achievements. Specifically, pre-service teachers prepared a teaching-learning course plan and inquiry-based simulated teaching-learning in seventh-grade in the Earth and Space subject area. Pre-service teachers' science intrinsic motivation analyze significant differences in all levels of science self-efficacy before and after simulated teaching-learning and significant difference in the interaction effect between simulated teaching-learning and scientific self-efficacy. Particularly, group with low scientific self-efficacy, the difference in science intrinsic motivation according to simulated teaching-learning was most significant. Teachers' scientific self-efficacy and intrinsic motivation are needed to improve science achievement and affective domains of students in class. Therefore, this study contributes to suggest inquiry-based simulated teaching-learning reflecting school practices from the pre-service teacher curriculum.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.789-802
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• 2007

This study investigated pre-service elementary teachers' understanding of the basic concepts of and their attitudes toward astronomy in Korea and Japan. The survey instrument called the Astronomy Diagnostic lest (ADT) that was developed by the Collaboration for Astronomy Education Research (CAER) in 1998 was used and modified to tailor to the two countries' contexts, including 12 items written in the two languages, Korean and Japanese. The attitudes toward astronomy were examined by the Survey of Attitudes toward Astronomy (SATA), which was developed by Zeilik et al. in 1999. Cronbach's alpha of this sample of the study was 0.69, while the reliability of SATA was 0.87. All the pre-service elementary teachers in both Korea and Japan showed a low-level understanding of the basic concepts of astronomy. 38% of Korean pre-service elementary teachers had correct answers to the questions regarding the basic conceptions of astronomy, while 37% of Japanese participants had correct answers to them. Although there was no statistically significant difference between Korean and Japanese pre-service elementary teachers, Korean teachers scored higher than Japanese participants in SATA. A significant difference, however, was revealed in the categories of cognitive competence and value of the attitudes toward astronomy (p <.05). In addition, it was found that both Korean and Japanese pre-service elementary teachers scored less than 40% about the basic concepts of astronomy and that they obtained lower scores than the US college students with regard to the attitudes toward astronomy.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.225-235
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• 2021

The purpose of this study is to obtain implications for the improvement direction of astronomical education methods and development of educational materials or software. In connection with the 5th grade 1st semester elementary science 'Solar System and Stars' unit, elementary pre-service teachers were given a reorganization task to compare the relative distances from the sun to the planets, and then this was analyzed. Pre-service teachers are 11 male and 19 female students in the second year of the music education department at the elementary school teacher training university in B city. The implications of the study results are as follows. First, the 'distance comparison activity using a roll of tissue paper' is suitable for simply comparing the distances from the sun to the planet, but it has limitations in allowing students to experience the vastness of the solar system or inducing student participation-centered classes. Second, it is necessary to develop software materials for elementary school students that can simultaneously reflect the size of the planet and the distance to the planet that can be applied indoors, and also experience the vastness of the solar system, as well as a wide learning space. Third, textbook materials for students have an important influence on the class design of pre-service teachers.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.319-327
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• 2023

This study involved 22 students in one class of 4th year science intensive course at B College of Education. We investigated the changes in the acquisition of knowledge in the field of geology and the perception of geological exploration among pre-service teachers. For this study, a period of four weeks was designated for a semester to a geological field trip. For the geological exploration, the Geoparks of City B (Geumjeongsan Mountain, Amnam Park, Igidae, Dusong Peninsula, Jangsan, Taejongdae, and Hwangnyeongsan Mountain) were designated. The concept of geology and rocks has been extracted from the concepts that can be found in the Geopark. The composition of the group was composed of one group of four members autonomously. The other two of the pre-service teachers joined a group of friends with whom they had an affinity. After the geological field trip, the materials were organized by group and PPT presentations were made during the lecture time where all the members could listen. The extent to which the pre-service teachers acquired the concepts of geology and rocks after conducting the geological field trip was interpreted as the result of pre- and post-statistical processing. In addition, we interpreted what kind of perception the pre-service teachers had after the geological field trip as a result of the statistical processing before and after. Based on the results of the study, the following conclusions were drawn: First, it was effective for the pre-service teachers to acquire the concepts of strata and rocks after the geological field trip. The reason for this is that the experience of the pre-service teachers in conducting geological field trips has changed their perception of geological field trips. In addition, it is interpreted that these results were obtained because the pre-service teachers had a high level of interest in geology and rocks. Second, the pre-service teachers were able to gain confidence after the geological field trip. This reason is interpreted as the fact that they were able to gain confidence in geological exploration by exploring and experiencing the sites of the Geopark for each group.

• Journal of the Korean earth science society
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• v.31 no.7
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• pp.762-771
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• 2010

The purpose of this study was to make a suggestion for the direction of writing textbook by comparing and analyzing the contents about 'Adiabatic Change' in earth science I textbooks. For this study, six textbooks were chosen among the eight government-authorized earth science I textbooks that were in general use in schools. Based on the researcher's preview of the six chosen textbooks, three categories were established as a criteria for analysis of the contents of 'adiabatic change': definitions, illustrations, and experiments. Thirty five preservice secondary teachers participated in analyzing the six textbooks based on the above three categories. Each of the six books was given an alphabet from A to F. The analysis results were as follows: Textbook A was turned out as the best textbook in the category of definition, textbook C as the best in the category of illustration, and textbook B as the best in the category of experiment about the concept of 'adiabatic change'. However, each of the six earth science textbooks showed an insufficient part in one way or the other. The results imply that the inaccurate and inappropriate information would not only make the students difficult to understand the adiabatic change but also lead them to some level of misconceptions. Therefore, there need to reconstruct the contents of textbooks to be more systematic, accurate, and complete.

• Journal of the Korean earth science society
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• v.35 no.4
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• pp.277-289
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• 2014

The purpose of this study was to analyze the questions of earth science knowledge presented in elementary science textbooks. In group activities, The questions were created by preservice elementary teachers assuming that they were teaching the earth science knowledge in science education classes at university of education. Types, frequencies, and sources of the cognitive background knowledge of the questions were analyzed. The results demonstrated the followings. First, types, concentrations, and sources of the cognitive background knowledge of the questions were different depending on the domains of earth science. Specifically, in astronomy domain, the frequencies and concentrations of the questions showed different trends compared with other domains in its individual lessons. It suggests that instructional strategies that reflected the difference found in each lessons be appropriately designed and used. Second, it was found that 'schools' was the most dominant sources of the cognitive background. 'Friends' were also found to be very important sources, thus promoting students' interaction with their peers would become an important strategy in science teaching. It was also found that mass media such as 'internet' and 'TV' were roughly rated the same as 'schools' which illustrated that mass media could be utilized in science instruction. Third, since types, concentrations, and frequencies of the questions were diverse in the lessons of units, it is suggested that diverse instruction strategies also be taken into account as an educational approach in teaching the subjects in teacher education.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.546-558
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• 2006

The purpose of this study was to identify heuristically how abduction was used in a context of solving an earth-environmental problem. Thirty two groups of participants with different institutional backgrounds, i,e., inservice earth science teachers, preservice science teachers, and high school students, solved an open-ended earth-environmental problem and produced group texts in which their ways of solving the problem were written, The inferential processes in the texts were rearranged according to the syllogistic form of abduction and then analyzed iteratively so as to find thinking strategies used in the abductive reasoning. The result showed that abduction was employed in the process of solving the earth-environmental problem and that several thinking strategies were used for inferring rules from which abductive conclusions were drawn. The strategies found included data reconstruction, chained abduction, adapting novel information, model construction and manipulation, causal combination, elimination, case-based analogy, and existential strategy. It was suggested that abductive problems could be used to enhance students' thinking abilities and their understanding of the nature of earth science and earth-environmental problems.

• Journal of the Korean earth science society
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• v.41 no.2
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• pp.194-207
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• 2020

The purpose of this study is to identify the types and characteristics of elementary school pre-service teachers revealed in the process of resolving the change of lunar phases, which emphasizes the context of actual observation, and to provide suggestions for areas to be considered in the elementary school teacher training program. To this end, we analyzed the 30 pre-service teachers' explaining the observable lunar phases, and the main research results are as follows. First, the phase change of the moon was often explained by introducing the timetable for each phase of the moon rather than based on observation of the phenomenon and scientific reasoning. Second, an alternative concept of the type that the moon is invisible when the sun rises or that the moon can always be observed has been identified. Third, there was a case of explaining that the time and orientation for observing the moon can be observed regardless of the position of the sun or when observing the sun. Also, the date of observing the moon was assumed to be approached by assuming the lunar calendar. Based on the above results, pedagogical implications were discussed.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.128-142
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• 2011

The goal of this study was to investigate how hypotheses were elaborated after their initial appearances in the context of scientific problem solving. Data were collected from a class in which preservice elementary school teachers in groups carried out abductive inquiry of earth science. The analysis revealed two major processes of hypothesis elaboration: theory-driven and evidence-driven. The theory-driven process was in turn distinguished into two kinds of subprocesses: one is in pursuit of internal coherence and the other external coherence. The evidencedriven elaboration also had two subprocesses, which were triggered by direct evidence and indirect or analogical evidence, respectively. In addition, hypotheses were more often than not modified by a wrong theory or evidence whether it was driven by a theory or evidence. Implications for science education and related research were discussed.