• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.572-581
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• 2000

Teachers' perceptions about curricular objectives are very important to achieve given educational objectives. This study examined teachers' perceptions about priority and hinderance of science objectives. The national science curriculum stated four areas of objectives: inquiry, knowledge, attitude, and STS. A total of 76 elementary and 217 secondary teachers were responded to questionnaire developed for this study. Non-parametric statistics, such as Friedman test, Kruskal-Wallis test, and chi-square test were used by using SPSS/PC program. Teachers in general ranked the inquiry first among the four areas at their perception on the national curriculum, on themselves, and on their instructions. Elementary teachers ranked inquiry higher than secondary science teachers, while secondary science teachers ranked knowledge higher than elementary teachers. As factors hindering teachers from achiving the objectives, elementary teachers pointed out overcrowded classroom and secondary science teachers pointed out college and university entrance examination respectively.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.01a
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• pp.165-166
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• 2016

오늘날 요구되는 새로운 인재 교육을 위하여 초 중등학교에 다양한 테크놀로지를 수업에 도입하고자 하는 시도가 이루어지고 있다. 본 논문에서는 현직 초 중등학교 교사 37명을 대상으로 테크놀로지를 도입한 과학수업에 대한 인식을 조사하였다. 연구 결과, 대부분의 교사들은 과학 수업에서 테크놀로지를 도입하는 것의 효과를 인식하고 있었으나, 구체적으로 실행할 방법적인 측면에서 고민하고 있는 것으로 나타났다. 따라서 앞으로 테크놀로지를 활용한 과학 교수법을 개발하고, 이를 효율적으로 활용할 수 있도록 교사들의 수업전문성을 발달시킬 교사 교육 프로그램 개발에 대한 후속연구가 필요하다.

• Journal of Science Education
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• v.37 no.1
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• pp.87-116
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• 2013

The purpose of this study was to investigate science teachers and secondary students' perception of pseudoscience. Subjects were 491 secondary students and 65 science teachers who enrolled in secondary schools located in Korea. The instrument of this study was a questionnaire which consisted of 33 items on 7 domains: fortune and fate, parapsychology, spiritual beings, alternative medicine, UFO and mystery, creationism, and introduction of the pseudoscience concepts in science education. The results suggested that it is necessary to develop science education programs focused on the pseudoscience for secondary students and science teachers. Media such as television, movie, and books should provide a well-organised scientific programs.

• 한국과학교육학회:학술대회논문집
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• 2008.08a
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• pp.94.1-94.1
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• 2008

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.153-163
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• 2011

This study aimed to identify the difficulties that new science teachers in secondary schools experience. Subjects for this study were 190 science teachers attending qualifying training for 1st degree of teaching certificate. Using an open questionnaire, the difficulties these teachers encounter were collected, categorized, and compared between their first year and their succeeding years of teaching in terms of their school level, gender, majors and regions. Results showed that first year science teachers have had difficulties in areas including subject teaching, guidance, administrative affairs, human relationship and self-understanding. On their succeeding years, difficulties about subject teaching were reduced to half while other difficulties remained. New teachers in middle schools have experienced the most number of difficulties about guidance, while new teachers in general high schools have experienced the most number of difficulties about subject teaching. Based on these findings, some recommendations were proposed for new science teachers in secondary schools, school administrators, and training institutions.

• Journal of the Korean earth science society
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• v.18 no.6
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• pp.464-472
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• 1997

The purpose of training science teachers is to bring up the ideality and the most excellent science teachers whom our society needs. So, teacher training college curriculums of science education should be the ones that will train competent and respectable science teachers who have the technical and practical theory and knowledge through the process of high level academic experiences and activities. Accordingly, the training system and improvement plan for the problems in employment of science teachers in secondary schools should be as follows: 1. The employment examination for teachers should be abolished instead, the system of an apprentice teacher should be brought in, or private schools as well as public schools should bring in employment examination system. 2. With the modification of science teacher training curriculums, the cooperative studies of science major subjects and science education subjects should be strengthened and the connection between real needs of secondary schools and curriculums of secondary school science teacher training should be embodied. 3. Bringing up excellent science teachers should be facilitated through the establishment of administrative and financial aiding system about teacher training college.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.636-646
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• 2010

The purpose of this study is to confirm secondary biology teachers' recognition about cell and gene concepts that should be taught in biology according to each school level and to classify the concepts into essential, optional and non-essential ones. We developed a questionnaire in consultation with 5 biology professors after selecting some biological concepts from some data about the recommendations of BSCS, biology, study for the connection with biological contents in each school level. This survey was conducted to biological teachers in secondary schools (146 individuals) from all over Korea for studying the concepts of the cell and gene in elementary and secondary schools. The results of this study revealed the following: The number of essential concepts in the cell and gene domain increases as the school levels go up. Moreover, secondary biology teacher recognized that there must be much more cell and gene concepts that should be taught in elementary and secondary schools compared to those suggested in the science curriculum and BSCS' recommendation.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.258-267
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• 2006

The purpose of this study was to investigate the practical use of process skill under the seventh curriculum at secondary school and teachers' perceptions about hypothesis. Two hundred and twenty-two secondary science teachers responded to a survey. Among all process skills, data interpretation was found to be used most frequently by science teachers. The second most-commonly utilized skill was conclusion, and the least employed skill was hypothesis formation followed closely by data transformation. In addition to these results, the most difficult process skill practised by science teachers was hypothesis formation, followed by data transformation, and controling variables. A majority of science teachers (63.1%) properly defined hypothesis, but only a significant number (5.0%) chose the correct example about hypothesis in real-world contexts. More than ninety percent of science teachers believed the skill of hypothesis formation could be put to use in junior high to senior high school, but practical use of the skill, was too difficult for the science class

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.224-238
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• 2019

The purpose of this study is to analyze the perception of integrated school education and education for sustainable development of secondary school science teachers, judging that the existence of a common science teacher qualification certificate is related to the expertise of the common science map. To that end, the survey was conducted for three months from June to August 2018 for secondary school science teachers, and multiple choice questions were analyzed as statistical processing and descriptive questions as topical modeling. According to the analysis, teachers with a common science teacher qualification certificate had a high awareness of integrated school education, and the response average was high in all areas of value, direction and success condition of integrated school education. In addition, the average response of teachers with a common science teacher qualification certificate was also found to be higher than those with a common science teacher qualification. There were no major differences in perception between the two groups on the strength of science education and ESD integration, but the difference was that teachers with a common science teaching certificate focused on science in all topics and recognized science as a medium for each topic compared to teachers who did not.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.244-249
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• 2000

Using a sample of 83 secondary school science teachers, this study investigated the views on science and learning which they have. Questionnaires used in this study were the same that Kwon & Pak(1995) administered. Both 'Questionnaire for Perception of Nature of Science' and 'Questionnaire for Constructivistic Views of Learning' were 11-point scales. Data analyses were done by using t-test and ANOVA. The secondary science teachers showed a relativistic, deductivistic, instrumental, and process-oriented views on science. The younger age of the teachers, the more emphasis on process rather than content. Female teachers had more relativistic, instrumental, and process-oriented views than male teachers had. The teachers sampled in this study showed a constructivistic view on learning. Finally, the teachers' views of science and learning were closely related each other.