• Journal of Korean Elementary Science Education
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• v.37 no.1
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• pp.27-38
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• 2018

The purpose of this study was to investigate the perceptions of the students about professionalism on the elementary teachers' science teaching through network analysis of keyword. For this study, questionnaires were conducted to elementary school students. The collected data were translated by coding and data cleaning. And then analyzed by Gephi 0.9.2 program as a tool of the network analysis. The results of this study were as follows: Top 5 words in betweenness centrality were 'smart, experiment, fun, various, and student understanding'. There was some difference of perceptions of students according to personal backgrounds(gender, grade and interest toward science class). Based on the result of this study, implications to improve elementary teachers' science teaching professionalism were suggested.

• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.229-237
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• 2001

The purpose of this study was to gain a suggestion how to educate pre-service elementary teachers in science education. One hundred and twenty three students were involved in the questionnaire to investigate the perception of science. Many of pre-service elementary teachers had a negative image of science. They consider science to be stiff, inflexible and dull. They suggested much more of foreign scientists than Korean ones as respectable scientists. They are very interested in science related to society, and themselves. It is necessary for elementary pre-service teachers to be educated to positively improve the images of science and scientist, and to understand modern scientific philosophical perspectives. And, Korean scientific history education should be educated formally or informally for them to count on about Korean scientists as respectable ones in science education.

• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.367-378
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• 2011

After pre-service teachers become teachers, traditional patterns of classroom discourse which they had experienced as students affect their classroom discourse implicitly. For this reason, it is needed to get a new insight for evaluating and reflecting a teacher's classroom discourse. In this study, I analyzed the information flow of science classes of pre-service elementary school teachers. The finding showed that teachers' organizational skills for students' information made advanced science classes by maintaining discourse cohesions. And the findings also showed a way how to analyze, evaluate or reflect science classroom discourse. This trial could contribute to find out the characteristics of teachers' science classroom discourse and show the directions to them how to change their classes beyond impressionable evaluations for their science classes.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.29-39
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• 1999

The purpose of this investigation was to examine and compare pre-service and in-service elementary school teachers' beliefs about Science-Technology-and Society (STS), particularly beliefs about the nature of science and technology, their interaction within society, and the epistemology of science. Large percentage of pre-service and in-service elementary school teachers were understood to perceive as follows : 1. they regarded the science as 〃Knowledge scheme aiming content'and technology as 'skill for solution of actual problems'. 2. they revealed themselves to perceive tat science/ technology influence our lives through new terms and ideas, that science/ technology is affected by governmental policies and that all the people concerned including scientist and technologist should participate in the course of decision making. 3. they perceived that scientist perform their studies by characteristic abilities and that the studies are affected by their religious viewpoint. Moreover, they were understood to perceive that scientific knowledge are constructed through social interaction. 4. they perceived that scientist discover and develop scientific laws by scientific methods such as verification and certification, and that those scientific laws could be changed later.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.430-439
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• 2018

The preservice elementary teachers' goal orientations for science teaching (mastery/ability-approach/ ability-avoidance/work-avoidance goal) were measured. We also examined how the goal orientations were related to their images of science class (preferred/avoided). The results showed that the student teachers (75 males and 82 females) tended to have the mastery or ability-approach goals rather than the ability-avoidance or work-avoidance goals for science teaching. For avoided class, they tended to show teacher-centered components (eg., teacher: lecturing, students: watching and listening, environment: chalkboard), while rarely to show such teacher-centered components for preferred class. Regarding the relationships between the goal orientations and the images of science class, the significantly positive relationship was found between the ability-approach goal orientation and teacher-centered image of avoided class. However, the teacher-centered image for preferred class was positively related to the ability-avoidance goal orientation. The educational implications and future directions were discussed.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.103-112
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• 2017

The purpose of this study was to investigate elementary and middle school teachers' perception and the need for the application of 2015 revised science curriculum. Four hundred and sixty-eight elementary school teachers and four hundred and twenty-two middle school teachers were surveyed. The results of the research are as follows. many elementary and middle school teachers responded that major changes in the 2015 revised curriculum were applicable in school science education. However, they expected that the lack of teaching and learning materials, lack of experiment preparation time, and lack of their understanding about how to improve the scientific core competencies and how to use the content system were major difficulties in applying the major changes in the 2015 revised science curriculum. They also thought that teaching and learning materials were needed in order to apply the 2015 revised science curriculum. Based on these results, this study suggested content for teacher training, the role of teachers, and formation of a teacher community.

• Journal of The Korean Association of Information Education
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• v.22 no.3
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• pp.317-324
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• 2018

This study analyzes elementary school teachers' perception of Artificial Intelligence, educational effect, and necessity in education. To analyze teachers' perceptions, we developed questionnaires with expert advice. We collected questionnaires for 151 elementary school teachers. The collected data were analyzed by t-test and one-way ANOVA. As a result, AI' perceptions of female teachers were lower than those of male teachers and the necessity of education was less. Teachers with experience in leading schools recognized that AI education would help to improve creativity. Teachers who have a lot of teaching experience, many experience in SW education, the experience in SW education have a high interest in AI and understand the relevance of the subject. We expect that this study will help the direction of SW education.

• Journal of Science Education
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• v.33 no.2
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• pp.248-257
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• 2009

The purpose of this study is to investigate the learning achievement of students who has taken the play-based and activity-oriented programs in the class. These new science class programs and instrument to measure student learning achievement were developed for the "Constellation Favorite" lesson of 4th grade students and Those are verified by science education experts, teachers in serve. The subjects of this study consist of 121 students in four classes who were selected on the basis of midterm examination result before teaching treatment. They were divided into two categories with two classes per each category, one class for experimental group and the other class for control group. The experimental groups were given five classes including five play-based class programs. The control groups were given five conventional instruction-type classes. The students were given questionnaires to test their interest ratings. The results show about 17% increase of their learning achievement with (p<0.005) by independent sample T-test method and 40% increase of interest rating in play-based class sample compared to normal class sample. In conclusion, the play-based science class program is found to enhance the students' learning achievement and to interest the students more effectively.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.72-86
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• 2023

The purpose of this study is to examine what epistemological beliefs pre-service teachers have about science depending on the situation, and to explore in-depth changes in epistemological beliefs through disciplinary reading. For this purpose, 77 essays written by pre-service elementary school teachers after reading Feynman's 'the meaning of it all' were analyzed using an inductive analysis method. As a result of the study, the epistemological beliefs of pre-service teachers were divided into two situations: 'science in subject learning' and 'science in daily life', and the epistemological beliefs formed in the 'science handled by scientists' situation were analyzed after reading the book. Each situation was divided into sub-categories of 'Impression of Knowledge', 'Source of Knowledge', 'Justification of Knowledge', 'Variability of Knowledge', 'Structure of Knowledge', and 'Value of Knowledge Acquisition' to reveal differences in sophisticated beliefs and naive belief levels. As a result, it was derived that Feynman's science lecture influenced pre-service teachers in terms of establishing new perspectives and recontextualizing existing epistemological beliefs. This study is meaningful in that pre-service teachers' scientific epistemological beliefs may vary depending on the situation, and that the scope and depth of epistemological beliefs may be expanded to include scientists' beliefs in science through disciplinary reading.

• 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.