• Journal of The Korean Association of Information Education
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• v.24 no.4
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• pp.265-278
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• 2020

The purpose of this study is to analyze the experience of the process of developing instructional media by using Scratch for in-service teachers, after they participated in programming education with Scratch conducted as part of teaching methods using ICT. In particular, this study aimed to explore in-service teachers' thoughts and experiences of the objectives and methods integrated the programming education into their subjects creatively and convergently. To achieve the objective, they conducted an instructional design in accordance with their subject's learning goals and methods on the framework of the ASSURE model. Then, they conducted a project to develop instructional media with Scratch as part of the instructional design. 10 in-service teachers who attends the Graduate School of Education at K University in the second semester of 2019 were participated in this study. As a result, teachers showed positive expectation that the use of media developed by Scratch could bring significant results to attract students' interest and promote students' participation to lead learner-centered classes. This study has implications for future direction on programming education for professional development programs of prospective teachers as well as in-service teachers.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.937-954
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• 2008

Although the development of scientific thinking is one of the significant goals in science education in schools, there is a lack of empirical research on how science teachers conceptualize scientific thinking. This study explored how four pre-service secondary-level science teachers conceptualized scientific thinking and elaborated their conceptions through peer discussions. Results involved each pre-service teacher's conceptual spectrum of scientific thinking and showed the process of elaboration in their conceptions about three crucial issues in small-group or larger discussions. Three issues related to scientific thinking included everyday vs. scientific thinking, the relationship between science knowledge and scientific thinking, and the relationship between logical systems and evidence. Implications for pre-service science teacher education were discussed, and further research was suggested based on the results of this study.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.431-440
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• 2017

This study surveyed pre-service early childhood teachers' level of concern about software education on the assumption that software education will be introduced into early childhood education in the future. It was shown that the pre-service early childhood teachers' level of concern about software education is the highest at stage 0(95%) and that they have a high level of informative, personal and managerial concern. Thus, a non-user pattern was mostly indicated. However, compared to the typical non-user pattern, their personal and informative level of concern is slightly higher. A 'tailing up' phenomenon to stage 6(refocusing) was shown. Hence, a pattern aspect close to critical non-user appeared to some extent. A difference in the significant level of concern was shown at all stages, except for managerial concern, according to the need for awareness, the appearance of a future implementation plan, and technology efficacy level. Based on this outcome, it was proposed that teacher training in early childhood software education should be made available as part of the educational activity connected with the Nuri Curriculum, since this would be more suitable for young children's developmental level than the early childhood software education, including coding education, etc., currently found in private institutions.

• The Mathematical Education
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• v.43 no.4
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• pp.405-417
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• 2004

This study is on the use of mathematics program for School Mathematics Education. According to the ‘technology principle’ by NCTM and teaching-learning methods by the 7th curriculum, we developed mathematics learning activities with mathematics program. This activity is to construct designs with graphs by using mathematics program(GrafEq.). In this study, we practiced these learning activities with pre-service mathematics teachers. The mathematics educational effects of these learning activities in this study are analyzed as follows; active & spontaneous search for mathematical knowledge, the experience of problem solving, affirmative view-point of mathematics, understanding of practical use of mathematics, acquisition an interest & motivation of learning mathematics etc. When students learn graphs of function, the concept of inequality in secondary school mathematics class., mathematics teachers can make a good use of constructing designs by mathematics program(GrafEq.). This will help to practice of teaching-learning methods by the 7th curriculum.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.291-299
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• 2017

In this study, we investigated the characteristics of the PCK components of pre-service chemistry teachers considered in the processes of developing performance assessment. Eight pre-service teachers participated in this study. After the workshop for performance assessment, they developed performance assessment through the planning, embodying and small group discussion step. Their activities were recorded and videotaped. Semi-structured interviews were also conducted. It was found that the PCK component considered in developing performance assessment individually was mainly the knowledge of assessment in science. The proportions of knowledge of curriculum, instructional strategies and students were found to be relatively low. The feedback on students' performance was not considered at all. The orientation to traditional assessment which emphasized on the objectivity of assessment, was stronger in the embodying step rather than in the planning step. During the planning step, the integrations among the PCK components mainly appeared with the knowledge of instructional strategies. However, they hardly appeared in the embodying and discussion steps. The main characteristics of the PCK in small group discussion were similar with those in the embodying step. Some PCK components were considered more in small group discussion, but most discussions were in the traditional perspectives.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.381-393
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• 2007

The study focuses on what to consider and do for the improvement of math education of Korean Universities by comparing freshmen and seniors of department of math education in their beliefs in mathematics and math. education. The major comparing topics in the beliefs are composed of perception of mathematics as a science, learning methods of mathematics, teaching methods of mathematics, and roles and qualifications of math. teachers. The results of the study show that junior students tend to be more positive in their beliefs, especially in math education area than that of mathematics, compared to the freshmen. It implies that how important the role of topics covered in math education during college years is for changing the future teachers' beliefs in math and math education more positively. The supposed influencing contents of the curriculum of math. education are composed of learning reflection method based on problem-based learning, understanding mathematics as originated from the real world, mathematical pedagogy, text analysis, practice in classroom, and understanding various concepts in math. education area.

• School Mathematics
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• v.15 no.3
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• pp.633-650
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• 2013

The aim of this paper is to explore and understand, using in-depth interviews, the participant's interests and discourse analytic expressions in studying the notion of infinity and limit. In addition we tried to understand how the participant's ways of dealing with math and thinking patterns on the polygons whose boundary is infinite but area is finite as they brought up such examples. Further follow-up questions are posed on the infinite sum of a smallest number close to 0 and the sum of infinite sets of different smallest numbers close to 0. Larger aspects of two pre-service teachers' subjective thinking patterns and colloquial discourses were sketched by contrasting the three posed tasks. Cross case discussions are provided with several suggestions for the future research directions.

• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.261-274
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• 2010

In this study, we investigated the influences of teaching practices upon preservice elementary school teachers' self-images of science teaching. Twenty-six juniors were selected from the departments of science education in a national university of education. The Draw-A-Science-Teacher-Test Checklist (DASTT-C) was administered before and after teaching practices. Five juniors were also interviewed in depth, and some of their science classes during teaching practices were observed, in order to investigate the factors influencing the formations of their self-images of science teaching. Analyses of the results revealed that their self-images of science teaching changed from near 'studentcentered' to near 'teacher-centered'. Many juniors responded that the main factors affecting the formations of their images of science teaching before teaching practices were teaching-learning experiences in elementary and secondary schools, and/or universities. After teaching practices, however, many juniors responded teaching-learning experiences during teaching practices. The factors were classified into three types, which are the influences of the experiences in teaching elementary school students in science classes, the influences of other preservice elementary school teachers, and the influences of guidance teachers. Educational implications of these findings are discussed.

• Journal of Science Education
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• v.45 no.3
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• pp.364-378
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• 2021

This study explores the perception of Engineering Design of teachers who have long experience in the Integrated STEAM education. The teachers participating in this study were 12 elementary and secondary teachers with more than five years of experience in the Integrated STEAM Education. The study conducted semi-structured interviews. Interview questions focused on experiences of Integrated STEAM Education and recognition of Engineering Design, whether or not to reflect the curriculum of Engineering Design, and actual cases of Integrated STEAM Education with Engineering Design. As a result of this study, the teachers who participated in this study recognized that 'identification and coexistence of concepts for science, technology, and engineering' about Engineering Design, 'Creative design is possible when creativity is added to Engineering Design', 'Engineering Design is to analyze the economic feasibility and utility of the output created through the creative design process', 'Engineering Design is only for students who choose a career in science and engineering'. Based on this research, We need to establish and present correct concepts for science, technology, and engineering, and make an effort to include Engineering Design for solving scientific problems in the curriculum. In addition, we will have to develop and spread the Integrated STEAM Education program including Engineering Design and apply it in the field. Through this, we will have to find concrete action plans to improve the perception of science and engineering Integrated STEAM programs and Engineering Design among novice teachers and preservice teachers.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.736-745
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• 2005

The purpose of this paper was to develop and execute self-appraisal test items on secondary science teachers. Test items included 6 sub-fields-subject knowledge, teaching strategies, teaching skills, assessment, laboratory management, and professional development - and 77 items. Using these test items, science teachers were able to evaluate their ability as prescribed by a 5-point Likert scale. Furthermore, teachers were able to comprehend fields showing their highest and lowest scores among the 6 sub-fields. They could then place special attention on the lowest field insuring self-growth as a science teacher. Self-appraisal test items were developed by analyzing related references on teacher evaluation criteria and standards. 220 subjects composed the sample on which these test items were executed. The results of this study were as follows. First, content validity of the test items was 80.8%. The range of sub-field reliabilities was .76 - .86 and the reliability coefficient of the entire test was .95. The range of correlation coefficient between each subfield was .54 - .69 and that of subfields and entire test was .54 - .79. The correlation coefficient between professional development and the whole test was .79, the highest coefficient observed. Second, significant difference was found according to teaching experience. More experienced teachers had higher scores in all 6 sub-fields (p<.05). In addition, a significant difference according to gender was observed in subject knowledge and laboratory management (p<.05); male teachers had higher scores than female teachers. Also, the higher the level of experience, the higher the scores for subject knowledge (p<.05). Lastly, the teacher's major did not result in any significant differences.