• 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.

• Journal of the Korean Chemical Society
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• v.54 no.6
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• pp.787-798
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• 2010

We compared the understanding of 4 pre-service teachers of chemistry education major and 2 pre-service teachers of chemistry major related to conceptions of "properties of dilute solutions" chapter in high school Chemistry II textbooks. As results, few pre-service teachers understood fully the concepts of high school Chemistry II textbooks. Some pre-service teachers had misconceptions related to properties of dilute solutions. We found that few differences existed between the pre-service teachers' understanding regardless of whether they took a major in chemistry education of a education college or a major in chemistry of noneducation college. Most of the pre-service teachers who attended this research recognized the lack of practical knowledge in their pre-service teacher curriculum.

• Journal of the Korean Chemical Society
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• v.65 no.6
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• pp.441-454
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• 2021

In this study, pre-service science teachers' difficulties in teaching practice were investigated from the perspectives of pre-service teachers and cooperating teachers. Nine pre-service teachers who were attending a department of chemistry education at a college of education in Seoul and participated in teaching practice, and two of their cooperating teachers participated in the study. Teaching practice were observed, documentary data were collected, and interviews were conducted. The collected data were analyzed using analysis method of grounded theory. As results of the analysis, the pre-service teachers had difficulties in preparing and executing lessons which include experiments, because education related to experiments in middle and high schools was insufficient at the college of education and environments of cooperating school were unfamiliar to them. They had difficulties in encountering various responses from students in student-centered activities and tried to control students. Cooperating teachers did not provide specific assistance to ensure the autonomy of pre-service teachers, so that pre-service teachers suffered. Guiding science club activities was a meaningful experience to pre-service teachers, but it was a burden on both pre-service teachers and cooperating teachers. Educational implications of these findings were discussed.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.621-640
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• 2011

The purposes of this study were to analyze the PCK of pre-service chemistry teachers and to know the changes of in PCK before and after the educational practice. For this study, four pre-service teachers majoring in chemistry education were selected as proteges and one professor of chemistry education department participated as a mentor. For the analysis of pre-service teachers' PCK, proteges' instructions, mentoring process, and semi-constructed interviews were collected. According to the results, most of the elements of the PCK were lack of proteges' instructions before the mentoring, because they didn't know the necessary practical knowledge for instructions. They also didn't know how they could apply their knowledge to the instructions. However, most of the pre-service teachers developed their PCK through the mentoring. This study shows that pre-service teacher's PCK could develop effectively by well-formed programs of mentoring before and after the educational practice in college education for pre-service teachers.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.123-133
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• 2019

The purpose of this study was to investigate the effect of responsive teaching method for pre-service teachers in Chemistry Education Department of H University. We designed three steps for the discussions: foregrounding the substance of learners' ideas, recognizing the disciplinary connections within learners' ideas, taking up and pursing the substance of thinking. In the step of foregrounding the substance of learners' ideas, we analyzed the questionnaires conducted by the 20 pre-service teachers to understand the nature of their ideas about evaporation and boiling. Among them, five pre-service teachers were selected to recognize the disciplinary connections within learners' ideas. Through these steps, the pre-service teachers have grasped the nature of their thinking about evaporation and boiling, and have experienced the process of modifying or expanding the frames of thought by the disciplinary connections within learners' ideas. In addition, the pre-service teachers directly perceived the effect of the responsive teaching method by experiencing dynamic changes of their conceptions.

• Journal of the Korean Chemical Society
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• v.57 no.4
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• pp.499-506
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• 2013

In this study, clicker, also known as classroom response system, was applied to the chemistry method course at the university in Gyeongbuk, and preservice chemistry teachers' perceptions of clicker were surveyed. Before starting lecture, operation and class application of clickers were introduced to preservice teachers, and then 4-5 questions were presented to them in most classes during the term. After preservice teachers were asked to answer the questions, lecturer gave feedback based on the class answer distribution. Questions presented to preservice teachers were recall and/or understanding questions on learning contents, opinion questions, and questions about muddiest point. At the end of semester, preservice teachers were asked to rate their perception of clikers in terms of likert scale and essay type. They had positive perceptions of clicker use in aspects of cognitive effects, affective effects and media characteristics. They preferred conceptual understanding questions and monitoring questions among 8 clicker question types. Some cases using clickers in lecture and educational implications were also included.

• Journal of the Korean Chemical Society
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• v.65 no.5
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• pp.333-346
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• 2021

In this study, we developed education materials using history of science related to the experiment of 'Boyle's air pump' and the Boyle and Hobbs' debate of vacuum to find out the perceptions of NOS by pre-service chemistry teachers. For the study, 29 pre-service chemistry teachers at a college of education in Chungcheongbuk-do were selected. As RFN items that were related to the contextual situation developed in this study, items in the categories of 'Aims and Values', 'Scientific practices', 'Scientific Methods among Educational Applications' and 'Social-Institutional Aspects among Educational Applications' were selected. Through the items of RFN, the perceptions of pre-service teachers in non-contextual situations were investigated. Then we presented the pre-service teachers with the situation related to Boyle's experiment on air pump and Boyle and Hobbes' debate over vacuum. In addition, their perception of NOS was examined in contextual situations related to RFN items. Responses to the items, experimental results related to Boyle's Law, group discussion, and interview data were collected as data. As a result of the study, it was found that pre-service teachers had informed perceptions in most of the items, but cases with naive views or mixed views were found in context experimental situations. This study can contribute to the NOS education for pre-service chemistry teachers by development of context situation education materials related to NOS and by finding out their perceptions in the non-contextual and contextual situation.

• Journal of the Korean Chemical Society
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• v.58 no.3
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• pp.313-323
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• 2014

The purpose this research was to develop the practicum-affiliated coursework for pre-service chemistry teachers to enhance their instructional professionalism. The researchers developed the syllabus and the materials of the practicum-affiliated coursework and opened the class 'Practice of Chemistry Lesson' for the pre-service chemistry teachers who were expected to participate in the practicum. Semi-constructed individual interviews revealed that pre-service chemistry teachers thought the developed coursework, which linked science education theory and practice, helped them to develop educational connoisseurship about good science class and to be prepared practically to the practicum, and as the result, they could enhance their teaching ability. The result identified that the reconstruction of the practicum experience through the process of 5 steps of the curriculum could develop the instructional professionalism of pre-service chemistry teachers.

• Journal of the Korean Chemical Society
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• v.58 no.1
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• pp.105-117
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• 2014

The purpose of this study was to analyze pre-service chemistry teachers' view of learning focused on the influence of science education courses that pre-service chemistry teachers had learned. Three pre-service chemistry teachers were selected for this study. Documents related to science education courses, survey data about their view of learning and interview data were collected, transcribed and analyzed. According to this study, pre-service chemistry teachers had changed, modified, maintained and strengthened their view of learning while they took the science education courses. Pre-service teacher K and P had changed their traditional view to the constructive view and then had modified their view by adding the reality. And pre-service teacher H had modified his constructive view with some traditional view. All Pre-service teachers had modified their own view of learning because of the science education course that emphasized the real field situation. As discussed above, science education courses focused on the applying the theory to real teaching situation gave the opportunity to modify pre-service teachers' own view of learning. It implied that the science education courses learned in the teachers college have to include contents based on real teaching situation and pre-service teachers' reflective thinking processes for establishing their view of learning and customized teaching activities.

• Journal of the Korean Chemical Society
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• v.51 no.2
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• pp.201-212
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• 2007

This study examined the influences of current education programs for preservice chemistry teachers upon preservice science teachers' self-images as science teachers by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). Seventy-two juniors and fifty-three seniors were selected from the department of chemistry education or department of science education (chemistry major) in three colleges of education. DASTT-C was administered to the juniors before having science education courses, and to the seniors before and after teaching practices. The results revealed that preservice science teachers' self-images as science teachers were more ‘teacher-centered' than ‘student-centered'. Only a few preservice science teachers exhibited ‘student-centered' images after having science education courses including the contents on constructivism. The self-images of some preservice science teachers even changed from ‘student-centered' to ‘teacher-centered' after having teaching practices. Many preservice science teachers answered that the main factors affected to their self-images as science teachers were prior teaching-learning experiences and/or the lim itations in the real situations. Educational implications of these findings are discussed.