• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.249-262
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• 2022

This study was conducted on the alternative concept of elementary school pre-service teachers to seasonal changes. From May 2021 to June 2022, it was conducted with 60 pre-primary teachers at P National University of Education. The conclusion of this study is as follows. First, pre-primary teachers explained the cause of seasonal changes, and out of 60 pre-primary teachers, only 22 (36%) had scientific concepts, and the remaining 38 (64%) students had alternative concepts. Second, in explaining how the inclination of the Earth's axis of rotation is related to seasonal changes, only 16 (27%) of the 60 pre-primary teachers had a scientific concept, and the remaining 44 (73%) had alternative concepts. Third, pre-primary teachers explained the relationship between the change in the solar altitude and the seasonal change. Among 60 pre-primary teachers, 12 (20%) had a scientific concept, and the remaining 48 (80%) had alternative concepts. Fourth, looking at the comprehensive types of alternative concepts for seasonal changes, the aS-bS-cS type, which is classified as a type that explains the causes of seasonal changes using scientific concepts as a whole, was 8(13%) out of 60 pre-primary teachers. and the remaining 52 (87%) had at least one alternative concept to explain seasonal changes.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.186-198
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• 2016

The purpose of this study is to identify the composition elements and processes of the rock cycle that pre-service teachers in earth science field understand. Second-year students majoring in earth science were selected as research objects, all of whom attended teacher's university located in the southern region. The methods of arranging the composition elements of the rock cycle in a structured way and displaying the cycle direction through the arrow and describing the cycle processes in detail were applied. Pre-service teachers recognized 5 composition elements: magma, igneous rocks, sediments, sedimentary rocks, metamorphic rocks of the rock cycle and cycle processes was represented into 20 branches. The cycle type was analyzed by four criteria: linear, triangular, circular, complex, some pre-teachers did not complete the loop of the cycle or some showed incomplete understanding of the cycle structure simply displayed in one direction. The rock cycle is an important theme of the earth system education characterized by dynamism and complexity.

• Journal of the Korean earth science society
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• v.28 no.6
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• pp.699-706
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• 2007

The purpose of this study is to examine the perceptions of pre-service teachers, which directly affect the concepts and ways of thinking of students who are studying Earth science. This work further seeks to identify pre-service Earth science teachers' Earth science-centered ways of thinking regarding the components and the process of water cycle. The concept sketch method was used to survey 50 pre-service teachers who majored in Earth science education at a National Teachers' University. The survey analyzed the preservice teachers' perceptions of a subordinate concept of Earth systems from the applied components of water cycle, and to code the applied concepts with the components of the water cycle based on a subordinate concept of Earth systems including Hydrosphere, Atmosphere, Geosphere, and Biosphere. The preservice teachers only perceived the components of the water cycle as ones in Hydrosphere and Atmosphere. In Biosphere, many participants lack the knowledge about how the actions of plants and animals, and human beings impact the water cycle. About the process of water cycle, the majority of the participants only perceived evaporation and precipitation as the process of cycling: their understanding about the underground flow of water was more lacking than the surface flow.

• Journal of Science Education
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• v.47 no.1
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• pp.52-62
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• 2023

This study examines how prospective earth science teachers perceive the concept of "equilibrium" and "interaction between Earth's spheres" in understanding Earth's radiative equilibrium and tries to identify their misconceptions. For this purpose, a questionnaire was designed and put to them to look into their thought flow based on the items that appeared in the national level evaluation. As a result of analyzing their answers, even though all the prospective teachers correctly described the concept of radiative equilibrium, about 90% of them did not apply the concept of radiative equilibrium to the new environment of the Earth without atmosphere. They do not seem to be able to smoothly derive the concept of a new 'interaction' between the changed regions and a new 'equilibrium' that will be reached over a long period of time. In this respect, it is likely that the textbooks had some influence on the formation of their concepts. In particular, high school Earth Science textbooks describe the Earth's radiation equilibrium in a quantitative manner, focusing on the heat budget of the equilibrium state rather than the process of reaching radiation equilibrium. Such an approach of textbooks might be an obstacle to fostering students into creative convergence-type talents pursued in the 2015 revised curriculum. Meanwhile, in order to eliminate the misconceptions of students often found in the understanding of Earth's radiation equilibrium, this study suggests that the core concepts need to be dealt with more attention even in college courses for training prospective teachers.

• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.319-327
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• 2008

The goal of this study is to examine the perceptions of pre-service teachers that directly affect the concepts and ways of the consideration of Earth systems by students studying the water cycle. A concept sketch method was applied to a survey involving 131 pre-service teachers. The survey was designed to analyze the perception of subordinate concepts of Earth systems from the applied components of the water cycle process and to code the applied concepts with components of the water cycle to the subordinate concepts of Earth systems that were the Hydrosphere, the Atmosphere, the Geosphere, and the Biosphere. The survey was designed to examine the perception of the water cycle from the perspective of Earth systems. The recognition by pre-service students was largely confined to components of the atmosphere and the hydrosphere. With regard to the water cycle process, all subjects surveyed recognized precipitation, and most of those expressed recognition of evaporation and condensation. Many of them recognized the surface flow, while they scarcely expressed knowledge of the underground flow.

• 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.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.38-49
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• 2017

The purpose of this study was to find out how pre-service teachers who have gone through training have thought about teaching practice. Specifically, I analyzed the relationship between college curriculum and teaching practice, and what they had felt in teaching practice. The study included 20 third grade students in teacher's college. The results of this study were as follows: First, it was found that the content knowledge and the pedagogical knowledge of the subjects taught at the university were helpful for the teaching practice. Second, they were thought that teaching practice would be helpful just to watch the class. And pre-service teachers felt that class demonstration was a necessary part of becoming a teacher. Third, pre-service teachers said that it is necessary to have a lecture in the university that can have opportunity for class demonstration for teaching practice. And also they wanted to open a lecture to learn various teaching techniques and the newest teaching methods. Fourth, pre-service teachers said that it is important to form relationships with students in order to complete the lessons through the teaching practice. And they said that they felt that the education scene was more powerful and harder than they thought. In addition, they said that through this exercise, it became a moment to feel the importance of thorough preparation and experience. In this way, teaching practice is an essential process for pre-service teachers to become teachers and it can be seen that they have many influences. Based on these results, it is necessary to review and revise the curriculum of the training colleges in relation to the teaching practice.

• 대한지구과학교육학회:학술대회논문집
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• 2011.08a
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• pp.61-62
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• 2011

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.40-53
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• 2019

This study was to analyze the inquiry characteristics of preservice teachers as they classify trilobites. For the study, 70 preservice teachers attending teacher training university participated. The classification tasks used in the study were 9 photos of trilobite fossils. The preservice teachers' inquiry activity was to classify the evolutionary processes of trilobites after observing trilobite fossils by group and then to construct a phylogenetic tree. The results of the study are as follows. First, preservice teachers observed the external features of the trilobites and constructed systematic classification results based on their observed contents. Second, preservice teachers classified trilobites using various classification criteria. Third, the phylogenetic tree of preservice teachers and the phylogenetic tree of scientists were very similar. The preservice teachers constructed a sphylogenetic tree based on the observation and inference of the change from a simple form to a complex form, which is a general evolution process of the trilobite fossil claimed by scientists. These results suggest that group-based inquiry activities with sufficient time are very effective and that the experience of inquiry activities is very important for preservice teachers.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.248-256
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• 2021

The purpose of this study is to investigate the perception of pre-service elementary teachers on the educational approach to metaverse. Questions about metaverse were asked to 71 pre-service elementary teachers who were taking the course 'Study of Textbooks in Elementary Science II'. The results of analyzing the contents of the questions are as follows. The results and conclusions were presented through numerical analysis and static analysis based on the responses to questions presented using the university's LMS system. First, the level of understanding of the metaverse of pre-service elementary teachers is very high. Pre-service elementary teachers, as the MZ generation, are already living in a very fast IT environment that can be the basis of the metaverse, so it would have been helpful to understand the metaverse. Second, the need for the metaverse of pre-service elementary teachers is very high. There was a tendency to think that the perception of pre-service elementary teachers is because the metaverse has many factors that can provide higher quality education beyond the current educational environment. Third, in the question of applicability exploration in the 'Earth and Space' domain of Pre-service elementary teachers, there have been few cases in which instructional design was planned based on instructional design principles. Based on these results, if the possibility of metaverse application is proposed in the 'Earth and Space' domain, educational contents using virtual space that can transcend time and space will be very necessary. Based on these results, suggestions are made as follows. First, educational content incorporating the metaverse technique based on instructional design should be developed and utilized. Second, financial support should be provided so that the metaverse can be implemented in the educational environment. Third, it is necessary to provide training opportunities for teachers (including Pre-service elementary teachers) to give lectures on metaverse.