• Journal of Science Education
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• v.37 no.2
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• pp.310-322
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• 2013

The college of education should support pre-service science teachers to develop various abilities as a teacher, in which the teaching ability is the most fundamental one. This study is the result of a longitudinal research project following the processes that pre-service science teachers develop their teaching ability in a college of education. The data gathered include movie clips of seminar presentation, teaching demonstration, secondary school science experiment, and classes in the practicum. In order to analyze the teaching abilities in various context, a framework was developed. The framework consists of 'content,' 'progress,' and 'verbal/nonverbal' with which the movie clips of 5 pre-service science teachers were analyzed. The teaching abilities of pre-service science teachers showed overall development, that include the understanding of learners and curriculum in the 'content,' the time-management and the interaction with learners in the 'progress,' and the nonverbal behavior in the 'verbal/nonverbal.' The implications were discussed on the education in the college of education, such as the increase of teaching opportunities for pre-service science teachers and the support for those opportunities.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1039-1048
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• 2015

The purpose of this study is to examine implications of pre-service science teacher training by analyzing science field integration and connection between learning content presented in 'Integrated Science' for high school students based on the 2015 revised science curriculum, and in pre-service science learning materials (textbooks) of the college of education. For this study, the 2015 revised 'Integrated Science' curriculum and 11 types of pre-service science teachers' learning materials related to physics, chemistry, biological science, and earth science were selected. The results were as follows. Most of the learning content presented in the 2015 revised 'Integrated Science' curriculum had integrated two or more science fields. Also, almost all learning content presented in the 2015 revised 'Integrated Science' curriculum were included in pre-service science teachers' education content, with educational content for chemistry introduced at the highest rate. The textbooks for pre-service science teachers had the most learning contents of 'Energy and Environment' domain of 'Integrated Science' for high school students. Accordingly, these results suggest that 'integrated science materials' should be developed for proper the curriculum implementation. Also, training courses for science teachers responsible for 'Integrated Science' are required. Furthermore, a revised curriculum for the college of education and a method to link with certification examinations for secondary school teachers are needed.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.296-305
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• 2023

This study analyzed the information-seeking behavior of preservice science teachers by observing the process of seeking information needed in a Socioscientific issues (SSI) debate class. Twenty-four fourth-year preservice science teachers participated in the study, and the SSI debate was conducted on the topic of biofuels. The results of the study revealed that preservice teachers go through the process of 'Searching', 'Reviewing', 'Interpreting', and 'Evaluating and Reorganizing' stages when seeking information. The searching stage is divided into identifying topics, role division, and standard setting for a search. The reviewing stage is divided into reviewing sources and reviewing contents. The interpreting stage is divided into interpreting an information and interpreting information from an integrating aspect. In addition, the evaluating and reorganizing stage is divided into evaluating information and reorganizing information. It was found that preservice teachers have difficulty reviewing information and interpreting multiple sources of information in an integrated aspect. Also, it was found that evaluating information activity among preservice teachers' information-seeking behavior affects the level of argumentation in discussions.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.660-670
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• 2003

This study examined the conceptions of high school students, In-service chemistry teachers, and chemistry teachers related to the electrolysis phenomena by questionnaires and follow-up interviews. High school chemistry II textbooks were analyzed for finding the cause of the misconceptions of the teachers and students. From the analysis, it was found that many teachers represented to students the reduction-oxidation reaction and the electrodes of electrolysis are opposite to the reaction of a chemical cell without explanation of the principles. It means that students would learn the electrolysis phenomena by rote. But the teachers thought that it was not necessary to explain the principles to students because the students could not understand. Also, some of the teacher had misconceptions in electrolysis of solution taking no account of water electrolysis. They only considered the reduction-oxidation reactions of the ions already were contained in solution. They did not considered the ions generated by the electrolysis. This tendency is similar to In-service chemistry teachers and high school students. Also, this tendency can be found in chemistry II textbooks.

• Journal of the Korean Chemical Society
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• v.59 no.6
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• pp.520-532
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• 2015

The purposes of this study were to examine what kinds of educational activities were carried out during the practice teaching based on CoRe and to identify the role of CoRe and its influence on the development of expertise of student teachers. This study was performed as qualitative case study. The subjects of this study were one practice supervisor teacher and two student teachers. Data were collected through recording CoRe discussion process, student teachers' instructional scene, and semi-constructed interview, and analyzed by an inductive method. Student teachers noticed their own misconceptions, and clarified the concepts based on CoRe during the discussion with supervisor teacher. They also supplemented their lack of knowledge and made up new strategies through the process of sharing their ideas. During the discussion, the supervisor teacher conveyed his teaching experience based on his own orientations toward science teaching. In this course, CoRe plays roles as follows. Firstly, CoRe played a role as guiding supervisor teacher's coaching process. Secondly, CoRe helped for the supervisor teacher to recognize their own PCK. Thirdly, CoRe served as a tool of helping their communication. In turn CoRe proved to be a useful frame for teaching student teachers during practice teaching. Student teachers were provided with a useful framework for preparing lessons by developing CoRe for the topic they teach. Developing CoRe with supervisor teacher at the planning stage of lessons enhenced student-teachers' subject matter knowledge and their PCK including knowledge of science curricula and knowledge of student's understanding of science. Also student teachers understood the components of PCK and experienced the positive understanding toward students, teaching activities, and themselves as a science teacher.

• Journal of the Korean Chemical Society
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• v.60 no.5
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• pp.342-352
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• 2016

The purpose of this study was to investigate inquiry-based science instruction developed and implemented by a pre-service chemistry teacher regarding the difficulties that she encountered and the ways how she tried to solve out problems. Main data of this study were pre-service teacher reflections that were written after developing both each lesson plan and the whole 10 lesson plans, and after implementing both each lesson and the whole classes. Supplemental data were lesson plans, class audio recordings, and student written journals. The pre-service teacher learned that she was lack of science content knowledge and understanding of students’ understandings. Also she had difficulties of developing inquiry-based science lesson plans, managing classrooms, and guiding students to engage in science inquiry. In order to overcome the difficulties, she asked for advice to experienced teachers, studied science concepts using textbooks and internet resources, provided detailed and concrete guidance for student argumentation and writing.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.363-374
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• 2015

The purpose of this study is to investigate the learning contents presented in high school science and in pre-service science textbooks of college of education, and to examine educational implications for pre-service science teachers by analysing their connection to each other. High school science is called as 'convergence science.' Seven high school science textbooks and eleven science textbooks related to physics, chemistry, biological science, and earth science for pre-service teachers were selected to analyse learning contents. The relationship between high school science with those of college-level science textbooks for pre-service science teachers was found when the learning contents were compared. Science textbooks for pre-service science teachers have the biggest number of learning contents on the chapter 'Energy and Environment' of high school science. About 86.6% of learning contents of high school science were introduced on textbooks on science, but pre-service teachers should learn the remainder. The part of learning contents presented in high school science textbooks was higher than the college-level for pre-service science teachers. Moreover, the part of learning contents was included in Engineering & Technology. And these required a special teacher education. Accordingly, the results suggested that learning contents for high school science should be optimized and reduced. Also, various educational programs should be developed and educational curriculum for pre-service science teachers should be revised.

• Journal of the Korean Chemical Society
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• v.54 no.2
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• pp.240-247
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• 2010

The purposes of this study were to analyze the contents of sulfuric acid in Science textbooks and Chemistry II textbooks, and to survey 10 pre-service teachers' perceptions who majored chemistry education related to sulfuric acid. As results, most of the Science textbooks represented that sulfuric acid was divided into two $H^+$ and one $SO_4{^{2-}}$. But this mistake might be corrected because sulfuric acid was divided into one $H^+$and one $HSO_4{^-}$. Most of Chemistry II textbooks represented ionization steps of sulfuric acid, but same mistake was represented in some of Chemistry II textbooks. $HSO_4{^-}$ is a weak acid, but some Chemistry II textbooks represented $HSO_4{^-}$ as a strong acid. As results of the survey related to pre-service teachers' perceptions, some pre-service teachers didn't know the situation of particles in sulfuric acid solution, and they were affected on by the learning of high school classrooms.

• Journal of the Korean Chemical Society
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• v.62 no.1
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• pp.52-63
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• 2018

The purpose of this study was to observe and analyze how pre-service secondary chemistry teachers conduct open-ended, free style, exploratory chemistry experiments. The study examined common difficulties and tendencies that teachers showed in the chemistry labs. The study also investigated how these teachers deal with their difficulties and obstacles, such as unexpected results and device errors. Next, the study explored how students' epistemic goals and considerations have been shaped and changed as they interacted with one another and participated in their experiments over time. The study suggests that it could be more effective to gradually decrease guided-features of the experiment by providing appropriate scaffolding, than to start with completely open-ended inquiry labs. The study also suggests that the establishment of epistemic agency among group members influences the way they conduct experiments. Consequently, it is necessary to consider how instructional design for open-ended inquiry labs may provide students with scaffolds to encourage their active participation and to build responsibility in group discussions.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.311-324
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• 2021

In this study, we analyzed the process of pre-service science teachers' designing and implementation of lessons in teaching practice from the perspective of CHAT. Five pre-service teachers attending the Department of Chemistry Education at the College of Education in Seoul participated in this study. We observed their teaching practice, collected documentary data, and conducted in-depth interviews. The data were analyzed using the constant comparative method based on grounded theory. The analyses of the results reveal that, due to the lack of authority to make decisions for lesson design, pre-service teachers faced difficulties and had direct conflict with teachers. In addition, it was difficult for them to obtain sufficient contextual information for lesson design even through subject orientation and classroom observation, which made it difficult for them to design lessons. When consecutive lessons were taken by several pre-service teachers, there were many problems such as poor continuity of lessons. Given limited authority to assess students, they conducted additional assessments. They showed a lack of professionalism when conducting assessments. The cause of this could be found in the curriculum of the College of Education. Some ways to provide better teaching practice based on the results are discussed.