• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.135-146
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• 2014

The purpose of this study is to explore evaluation criteria that pre-service elementary teachers employ as they evaluate and select models to explain electric circuits. Thirty junior students in a university of education have participated in the study as a part of the science education course in which they were enrolled. The lessons for the participants have been organized as a cyclic sequence of different modeling pedagogies including the expressive, experimental, and evaluative modeling. The pre-service teachers have been given five electric circuits in order and asked to create models and further develop them through peer discussion. Their modeling activities have been video- or audio-recorded, and the recordings and their transcripts have been analyzed using a framework of model evaluation criteria. It reveals that the types and frequencies of evaluation criteria used are different between situations of model development and model selection. While empirical and theoretical criteria have been used dominantly in both situations, more various criteria have been employed in the situation where the pre-service teachers selected one model among alternatives. Implications for science education and science education research have been suggested.

• Proceedings of the Zoological Society Korea Conference
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• 2001.10a
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• pp.271.1-271
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• 2001

• Proceedings of the Zoological Society Korea Conference
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• 2003.08a
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• pp.221.3-221
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• 2003

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.42-48
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• 2008

The purpose of this study was to develop an instrument for assessing teachers' awareness of science teaching through analogy (ASTA) and to establish its validity and reliability. Based on the literatures on science teaching with analogies, we constructed 23 survey items. Face validity of the items was established using three science education experts. Through exploratory factor analysis with responses of 35 pre- and 26 inservice elementary school teachers, the instruments were constructed on four subcategories: awareness of analogies in science, use of analogy in teaching and learning, self-efficacy in science knowledge, and knowledge of analogy. The data collected from pre- and in-service elementary teachers demonstrated that overall the teachers' awareness of analogy in science was neutral, which indicated they did not have clear standpoints of science teaching through analogy. Further examination demonstrated that there was no significant difference between pre- and in-service teachers and between two genders. Moreover, there was no significant difference among teachers who preferred either didactic or discovery teaching approaches. We conclude that ASTA test would contribute assessment of teachers' awareness of analogy in science teaching while further examination of the instrument will warrant for its broader use.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.53-63
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• 1999

This research surveyed how much the professors ill tile university of education and primary school teachers understand the 6th National primary science Curriculum. Items to check tile degree of purpose description, reflection of basic policy, appropriateness of content, its organization, teaching method and evaluation, its influence on textbook and putting in practice of themselves were evaluated neutral or positive by most of them. But the opinion of responders were divided into tile two extremes, positive or negative, ell tile possibility of carrying out various inquiry activities and participation in science activities of students. Both of professors and teachers indicated that tile explanatory book of curriculum and annotated teachers' edition are the principal sources of information about curriculum. And the teachers stated that the shortage of information and materials are the principal factors to obstruct the change of lessons according to new curriculum.

• Journal of the Korean earth science society
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• v.29 no.4
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• pp.352-362
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• 2008

This study explored pre-service teachers' mental models about eclipse phenomena to investigate their understandings on the earth science concept needed f3r an integrated approach. We conducted in-depth interviews with two different contexts on 30 secondary and 36 primary pre-service teachers participants, and analyzed phenomenological primitives (p-prims) and facets of causal explanations about eclipses. Based on this study, we identified four different levels of mental models about eclipses. Four mental models were categorized as (1) Screening model, (2) Orbital plane model, (3) Hybrid model, and (4) Shadow cast model. Screening model is a flawed mental model, orbital plane model is an incomplete correct mental model, and shadow cast model is a scientifically correct mental model. Hybrid model, composite of two or more mental models, use multiple mental models simultaneously. Orbital plane model was the most widespread mental model in secondary pre-service teachers group, whereas screening model was used frequently in primary group. It was found that the level of mental model could be determined by the level of facet and p-prims. We confirmed context sensitivity of the mental models and perceived the necessity of integrated approaches to promote progression of mental models. Implications of our findings for enhancing pre-service science teachers' topic-specific pedagogical content knowledge (PCK) associated with eclipse phenomena are also discussed here.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.788-800
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• 2011

The purpose of this study was to investigate the elementary school teachers' perception of science writing. In this study, 10 elementary school teachers who have taught in the 3rd or 4th grade science lesson in 2010 were selected. Researchers constructed interview guide in three parts including the teachers' understanding of science writing, the status of science writing teaching and the difficulties of science writing in their classes. For the investigation, semi-structured in-depth interviews with 10 elementary school teachers were conducted individually. The results showed that the elementary school teachers were unfamiliar with the word ‘science writing’ and considered science writing as a writing using science learning contents. Also, they think that teaching science writing in their science lessons was not needed and didn't assess and provide detailed feedback with the students' written works. Most teachers needed teaching materials and assessment tools for science writing. To develop elementary teachers' understanding of the value and use of writing for learning in science, they will need to participate in science writing programs for in-service teachers and various teaching materials and assessment tools should also be developed.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.249-258
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• 2005

The purpose of this study was to identify the type of thinking and generating processes of causal questions which were generated in preservice elementary teachers' observing activities. To find the generating processes of causal questions, 4 observing tasks, the task of grapes in soda, the candlelight, the celery, and the rock tasks, were administered to 7 preservice elementary teachers majoring in science education. The results of this study were as follows: The types of thinking in generating explicans exploration questions were classified as 8 types and explicans verification questions were classified as 9 types. The generating processes of explicans exploration questions were classified as 6 steps and explicans verification questions were classified as 5 steps. The results of this study may be used as a teaching strategy for guiding the direction and the method of scientific questions and developing the teaching-teaming programs that help student to generate scientifc questions.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.75-82
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• 2008

The purpose of this study was to examine the consistency and balance of learning objectives of units and instructional units according to grades and educational domains. Educational domains were cognitive(scientific knowledge), scientific inquiry(inquiry process skills), affective(scientific attitude), and science-technology-society(STS). Learning objectives of life field of the 7th elementary science curricular teaching guidebooks were analysed. Scientific inquiry process skill objectives(43.5%) were most dominant in units, but cognitive objectives(53.9%) were most dominant in instructional units. STS objectives were most recessive in both units and instructional units. Especially, objectives of units and instructional units were shown no consistency by grade. The results of this study suggested that the textbooks and teaching guidebooks should be developed consistently by considering learning activities and contents on the basis of background and properties of science curriculum.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.23-30
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• 2008

The purpose of this study was to provide the basic data for development of consulting model in elementary science class. For this, some questions on the teachers' perception for science instruction were surveyed to teachers : 13-item-questionnaires were given to 233 teachers in elementary school. The results of this study were as follows: Most of teachers were little understanding and experience of the science instruction consulting. They sensed that their science instruction were difficult, especially experimental activity in science class. They desired consulting mightly in their teaching methods for experimental activity. And it was found that most of them had a mind of consulting participation. Thus it is necessary to inform them the need of the instructional consulting. And in case of the development for the consulting manual, it should be consider the above results.