• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.99-110
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• 2023

In this study, in order to strengthen the AI utilization competency of pre-service secondary science teachers, a project activity in which pre-service teachers directly create an 'AI-based molecular structure customized learning support tool' by using Google's teachable machine was developed and applied. To this end, the program developed for 26 third-grade pre-service teachers enrolled in the Department of Chemistry Education at H University in Chungcheongbuk-do was applied for 14 sessions during extracurricular activities. Then, the perceptions of 'understanding how AI works', 'efficacy of using AI in science classes', and 'plans to utilize AI in science classes' were investigated. As a result of the study, it was found that the program developed in this study was effective in helping pre-service teachers understand the operating principle of AI technology for machine learning at a basic level and learning how to use it. In addition, the program developed in this study was found to be effective in increasing the efficacy of pre-service teachers for the use of AI in science classes. And it was also found that pre-service teachers recognized the aspect of using AI technology as a new teaching·learning strategy and tool that can help students understand science concepts. Accordingly, it was found that the program developed in this study had a positive impact on pre-service teachers' AI utilization competency reinforcement and perception improvement at the basic level. Implications of this were discussed.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.450-462
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• 2009

In this study, we investigated the influences of teaching practices upon pre-service secondary teachers' perceptions on the learning cycle by their understanding of it. Surveys on their understanding and perceptions of the learning cycle were administered to 37 seniors at the department of chemistry education in two colleges of education before teaching practices, and the survey for perceptions of the learning cycle was given to them after teaching practices. In addition, we selected seven pre-service teachers with decreased perceptions after teaching practices, and interviewed them thoroughly to investigate the factors influencing the decrease of their perceptions. The results revealed that the degree of pre-service secondary teachers' understanding of the learning cycle was not high, but their perceptions on the advantage/disadvantage of the learning cycle, their willingness to implement it, and the external aids influencing implementation were relatively positive before they practiced teaching. However, their positive perceptions more or less decreased after entering the teaching practice and the degree of decrease for those having a higher understanding of the learning cycle was larger than those having a lower understanding of it. The results of the interviews suggested the factors of pre-service teachers, students, curriculum and outside conditions as the causes of the decrease. Educational implications of these findings are discussed.

• Journal of Convergence for Information Technology
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• v.12 no.5
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• pp.139-149
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• 2022

The purpose of this study is to develop and analyze the effects of an educational program that can cultivate artificial intelligence(AI) convergence education competency for future education and enhance students' understanding of pre-service teachers. For this end, an AI convergence education program using Machine Learning for Kids and Scratch 3 was developed for 15 weeks under the theme of classifying the state of matter. The developed program were treated by K University pre-service teachers who participated voluntarily. As a result, pre-service teachers were able to metaphorically understand the learning process of students through understanding of machine learning training process. In addition, the pre-post t-test result of AI teaching efficacy showed a statistically significant improvement with t=-7.137 (p<.000). Therefore, it is suggested that the AI convergence education program developed in this study can help to increase the understanding of the pre-service teacher's students in an indirect way other than practice teaching, and can contribute to foster AI education competency.

• Journal of Science Education
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• v.47 no.1
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• pp.24-36
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• 2023

In this study, we investigated chemistry teachers' the Stage of Concern (SoC) and the Level of Use (LoU) regarding competency assessment, which was emphasized along with the introduction of the 2015 revised curriculum. A questionnaire was developed based on the CBAM, and responses from 123 chemistry teachers were analyzed. The frequency was investigated for both SoC and LoU, and then the chi-square test was performed according to demographic variables. As a result of the SoC analysis, most of the teachers stayed in stage 3 (management concern, 26.8%) and stage 2 (personal concern, 19.5%). Additionally, among the demographic variables, there was a statistically significant difference in whether or not related education experience was present during the pre-service teacher period. In LoU analysis, Level III (mechanical) was the most frequent (26.8%), followed by Level I (orientation, 22.8%), Level II (preparation, 13.8%). In LoU, there was also a statistically significant difference in whether or not related education experience was present during the pre-service teacher period. The Spearman correlation coefficient between SoC and LoU in the competency assessment was .298 and there was a positive correlation. Based on the above results, educational implications for improving the concern and use of chemistry teachers for competency assessment were discussed.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.253-262
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• 2007

This study is an investigation regarding the understanding of the nature of science among pre-service science teachers majoring in science education. We interviewed 22 senior students in science education who finished their internship courses. Students were interviewed individually for approximately 20 minutes each. Data from semi-structured interview were audio-recorded and transcribed for the analysis. Findings indicated that participants held more complete understanding of the nature of scientific knowledge than the nature of scientific enterprise. Their understandings of the nature of scientific method was that hypothetical-deductive method is more scientific than descriptive-narrative method and there is a single stepwise scientific method to solve problems. These results showed that they have a narrow view of the nature of science. Thus, teacher education programs need to integrate the understanding of the nature of science throughout.

• Journal of the Korean Chemical Society
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• v.67 no.5
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• pp.378-392
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• 2023

The purpose of this study is to analyze the pre-service chemistry teachers' cognition of the nature of model in process of designing and developing models using technology. For this purpose, 19 pre-service chemistry teachers' in the 3rd grade of a education college located in the central region observe experimental phenomena related to Boyle's law presented in the 7th grade science textbook and researchers required the design and development of a model related to the observed experimental results using technology. Based on previous studies, the nature of model were classified into two aspect: 'Representational aspect' and 'Explanatory aspect'. The 'Representational aspect' was classified into 'Representation', 'Abstraction', and 'Simplification', and the 'Explanatory aspect' was classified into 'Analysis', 'Interpretation', 'Reasoning', 'Explanation', and 'Quantification'. The pre-service chemistry teachers' cognition were analyzed by the classification. As a result of the study, the 'Representation' of the 'expressive aspect' was uniformized in the form of space that changes in volume, and the pressure was expressed as the Brightness inside the cylinder or frequency of color change of particles for 'Abstraction'. In the case of 'Simplification', the particle collision was expressed as a perfectly elastic collision, but there was a group that could not simply indicate the type of particle. In the 'Explanatory aspect', in the case of 'Analysis', volume was classified as a manipulated variable, and in the case of 'Interpretation', most groups analyzed the change in pressure through the collision of gas particles. However, the cognition involved in 'Reasoning' was not observed much. In the case of 'Explanation', there were groups that did not succeed in explanation because the area where the particles collided was not set or incorrectly set, and in the case of 'Quantification', there was a group that formulated the number of collisions per unit time, and on the contrary, there was a group that could not quantify the number of collisions because they could not be expressed in numbers.

• Journal of the Korean Chemical Society
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• v.61 no.5
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• pp.263-276
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• 2017

The purpose of this study is to investigate the understanding of nature of scientific knowledge and attitudes toward scientific inquiry of pre-service science teachers experienced open inquiry. The study was conducted in 10 sessions of open inquiry-based chemistry experiment. The subjects were 40 pre-service science teachers recruited from the experiment class. They received pre-test, mid-test, post-test on understanding nature of scientific knowledge and attitudes toward scientific inquiry of open inquiry activities. 20 pre-service science teachers among them participated in the interview. The results of this study are as follows. First, there was a significant difference in pre-service science teachers' understanding of the nature of the scientific knowledge (p<.05). In particular, understanding of creativity and sociality parts improved gradually. Second, pre-service science teachers' attitude toward scientific inquiry had changed negatively until the middle of the semester, and then changed positively later. The post-test score was significantly higher than the mid-test score (p<.05).

• 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.

• Journal of the Korean Chemical Society
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• v.61 no.2
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• pp.65-76
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• 2017

The goal of this study was to discover factors of difficulties on learning Brønsted-Lowry acid and base focusing viewpoint of each definition. To achieve this, we were targeting statement of textbooks and perception of teachers that have a decisive effect on students' learning. Analysis of textbooks was performed for chemistry I of high school and EBS(total 6 textbooks) which dealt with Brønsted-Lowry definition. And a survey was conducted on 24 science teachers who had Brønsted-Lowry definition teaching experience. According to the textbooks analysis, characteristics of statement way were (1) statement without viewpoint of each definition, (2) convergent statement to Arrhenius. And features of teachers' perceptions were (1) teachers who have the only one viewpoint, (2) teachers with unawareness on coexisting reason of various definitions. All of these can be explained by absence from understanding viewpoints of Arrhenius and Brønsted-Lowry. To promote students' Brønsted-Lowry learning, students should obtain viewpoints of each definition. So we suggest that pre-service teacher training curriculum and statement way of textbook should reflect viewpoints of each definition.

• Journal of the Korean Chemical Society
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• v.53 no.4
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• pp.453-465
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• 2009

In this study, the descriptions of salt solubility in the textbooks of secondary school and college were reviewed to figure out the reason of low understanding of elementary and secondary school students and teachers about the solubility of a salt in the presence of other ions. The ionic strength dependence of salt solubility was not introduced in the secondary school textbooks and general chemistry textbooks. It appeared in the physical chemistry textbooks as a direct or an indirect explanation. However, most of college senior students who had learned the physical chemistry could not relate the salt solubility with the ionic strength change. The factors might affect salt solubility, such as the ion pair formation and the activity coefficient change by ionic strength, were mentioned and an experimental result was also shown to resolve the questions that college students and teachers might have. Because these explanations are beyond the secondary school level, we need to develope an easier and better explanation suitable for the secondary school students.