• Journal of Science Education
• /
• v.47 no.2
• /
• pp.127-138
• /
• 2023

In this study, the implementation of science classes by pre-service elementary teachers were explored to foster the digital literacy of elementary students. To this end, interviews were conducted with four university students in their 4th year of study at 'G' Education University in Gwangju, also their teaching plans and class implementation videos were analyzed. Interview questions were divided into the science class planning stage, the science class implementation stage, and the post-science class implementation stage, and the interview contents were transcribed and categorized after recording. The results of the study are as follows. First, in the science class planning stage, pre-service elementary teachers considered the degree of elementary students' familiarity when choosing digital teaching and learning tools to foster digital literacy. While writing the teaching plan, it was difficult to set standards related to fostering digital literacy. Second, while pre-service elementary teachers had positive experiences such as improving students' participation in classes and increasing student-specific guidance through real-time data sharing, class time was exceeded due to poor use of digital teaching and learning tools. Third, after teaching their science classes, pre-service teachers presented reflections and requirements for the class. Based on these results, the necessity of developing digital literacy for pre-service elementary teachers and the need to improve the curriculum of education university were proposed.

• Journal of The Korean Association of Information Education
• /
• v.9 no.2
• /
• pp.281-298
• /
• 2005

It is needed to make more efforts to activate the gifted child education in elementary information science regarding selection of the gifted, development of appropriate curriculum, however, as a saying goes that a quality of education is depended on teacher's quality, and outstanding performance of teachers in charge of teaching the gifted is critical to make education for the gifted in elementary information science successful. Considering the significances of teacher variances, the research on the professionality of teacher who is responsible for the elite education in elementary information science should be made, along with a plan to cultivate their competence.

• Journal of Korean Elementary Science Education
• /
• v.25 no.3
• /
• pp.331-337
• /
• 2006

This study examined the elementary school teachers' present utilization of science museums in teaching-learning and their perceptions of the educational programs in science museums. The results indicate that teachers have not utilized science museums as intimately as possible with formal instruction, therefore, the students' experiences of science museums are usually limited. The main reasons for lower than optimum usage of science museums in their teaching and learning is not because of its insignificant educational effects, but because of the lack of external and administrative support mechanisms. The elementary school teachers prefer to commit to programs in science museums such as science camps or experiment activities, and those exhibitions which have some kind of clear and discernable relation to the school curriculum. The results also indicate that most teachers want to participate in the various activities of science museums, such as developing and managing the programs or pre- and post activities for museum field trips, participating in the teachers' community in science museums, and so on.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
• /
• v.8 no.7
• /
• pp.341-350
• /
• 2018

The purpose of this study was to develop science essay writing activities for developing elementary pre-service teacher's scientific thinking ability and scientific emotion and to analyze its effects. For the study, 60 first grade students attending teacher training institutes in the G region of Korea were selected. All 60 elementary pre-service teachers were students who selected a liberal arts lecture related to 'science inquiry'. As a result of the study, we confirmed that the preliminary teacher uses the scientific method of 'induction' in the article related to scientific thinking and the description related to the past time, agency, and purpose of the story is included in the essay related to scientific emotion. In addition, it was confirmed that elementary school teachers' writing ability was improved as the writing was repeated, and that the image of 'science' changed positively in many areas. This study suggests that a various and interesting scientific inquiry activities are needed to improve the science writing skills.

• Journal of the Korean Society of Earth Science Education
• /
• v.10 no.2
• /
• pp.226-234
• /
• 2017

The purpose of this study is to investigate the effect of the application of storytelling on pre-service teachers of elementary school who take courses in 'earth's strata and rock' on science teaching concept and science teaching efficacy. The experiment was aimed at one class (32 students) enrolled in the 'earth's strata and rock' course at intensive course through 15 weeks from March to June. The experiment was taking lectures of "earth's strata and rock" for one semester, and the pre-service teachers of elementary school finished class demonstration with storytelling technique by group. The results and analysis of the study were analyzed by the corresponding sample test in before and after the group test. The conclusion of the study is as follows. First, the application of storytelling method on pre-service teachers of elementary school was effective in science concept. teaching efficacy. Second, the application of storytelling method on pre-service teachers of elementary school was effective in science teaching efficacy. Third, the application of storytelling method on pre-service teachers of elementary school responded positively.

• Journal of the Korean Society of Earth Science Education
• /
• v.16 no.1
• /
• pp.143-152
• /
• 2023

This study was conducted on 115 students from 4 classes of 2nd year intensive courses at B University of Education. Elementary preservice teachers were surveyed on what teaching methods they were aware of regarding the subject of elementary science astronomy. Recognition data of 80 people from whom the questionnaire was collected were analyzed. For this study, a 5-day survey was conducted. Elementary preservice teachers complained of difficulties in teaching methods in the astronomy area among various areas of the science department. The purpose of this study was to find out what difficulties elementary preservice teachers have in teaching elementary science astronomy topics, and to find more efficient teaching methods for teaching astronomy topics. The topic of the survey was set by discussing with the preparatory elementary teachers about what kind of survey to use in teaching the subject of elementary science astronomy. There are many topics for elementary science astronomy, but two questionnaires were prepared focusing on the unit on the earth and the moon. 'What does the earth look like?' in Unit 4 (1/10) of the 3rd year, 1st semester In Unit 2 (1/11) of the 1st semester of the 6th grade, it was set as 'What does the moon look like?'. Candidly describe how to teach the subject of astronomy to elementary school students by mobilizing all the background knowledge of preparatory elementary teachers. The results of these surveys were visualized and displayed using Netminer as a language analysis method, and the contents of the responses to the actual surveys by pre-service elementary school teachers were described and interpreted. Based on these results, preparatory elementary teachers tried to suggest a more efficient teaching method for the subject of elementary science astronomy. In addition, basic procedures and methods for lecturing on the subject of elementary science astronomy were presented. A more efficient teaching method for teaching elementary science astronomy subjects to pre-service elementary teachers was suggested.

• Journal of Korean Elementary Science Education
• /
• v.43 no.1
• /
• pp.136-147
• /
• 2024

It has recently be emphasized in science education that lessons that can develop "scientific participation and action" should be implemented to scientifically recognize various problems and respond to them as well as risks that occur in real life. This study aims to analyze the characteristics of scientific participation and action lessons as perceived by the preservice primary school teachers. To do that, the researchers collected and analyzed the lesson plans designed by the preservice teachers based on the achievement standard related to noise for grades 3-4 in 2022 revised science curriculum. Focusing on the stages of "problem recognition," "data collection and analysis," and "implementation and sharing," the results identity the four main characteristics as problem-solving activity, inquiry activity, investigative activity, and activity that encourages practical actions. The two or three features were found to be combinated in a lesson depending on its context. In some cases, only one feature was seen in a lesson. Based on the results, educational implications were discussed in terms of the teaching and learning methods and teacher education for implementing scientific participation and action.

• Journal of Korean Elementary Science Education
• /
• v.34 no.4
• /
• pp.406-418
• /
• 2015

This study was designed to enhance preservice teachers' self-efficacy beliefs and pedagogical content knowledge (PCK) through scientific investigations based on current science education reforms. To do so, a science methods course was revised to include modeling effective scientific inquiry practices as well as designing and teaching scientific investigations in the K-5 practicum classrooms (Revised Science Methods Course). This study assessed the following research questions: (1) What level of PCK do preservice teachers have before and after the completion of RSMC; (2) To what extent do participants change their self-efficacy in science teaching after completing RSMC; and (3) Is there any correlation between participants' changes in self-efficacy and the level of PCK. Participants were 76 preservice teachers enrolled in a science methods course offered at a medium-sized university in the midwestern United States. This study employed the STEBI-B survey and the PCK rubric. There result of the study indicated that there was significant increase in Personal Science Teaching Efficacy (PSTE) of the participant preservice teachers after the completion of the course. Based on the PCK rubric analysis, there was a significant increase in mean scores of the post-RSMC lesson compared to those of the pre-RSMC lesson. The correlational analysis of participants showed a positive correlation between changes in self-efficacy and the level of PCK. Thus, it may be concluded that the reform-based science methods course had a positive impact on participants' self-efficacy in science teaching through correcting misconceptions, developing higher level of PCK, and modeling scientific investigation in their practicum schools.

• Journal of Korean Elementary Science Education
• /
• v.43 no.2
• /
• pp.233-251
• /
• 2024

Meaningful learning occurs through an active process of engaging with the content in a lively interaction between teacher and student. In this study, we explored teachers' learning, challenges, and changes as they learned and practiced responsive teaching (RT), a practice that supports students to put their ideas at the center of their lessons. As a result, we found that teachers initially embraced RT from different perspectives and struggled to implement it in ways they understood. We then explored RT more deeply by focusing on the case of a teacher who was teaching science herself, and found that her experience was both rewarding and confusing. However, by the end of the learning process, the teachers were able to define RT in their own ways, which strengthened their commitment to implementing RT in elementary science education. Based on this teacher learning process, it was suggested that teachers should be viewed as curriculum experts, that they should learn and explore collaboratively through a community of teachers, and that they should be researchers who continue to explore various practices in the field.

• Journal of The Korean Association For Science Education
• /
• v.39 no.1
• /
• pp.73-88
• /
• 2019

The purpose of this study is to explore elementary teachers' difficulties on teaching science by analyzing questions that have been posted for a long time in an autonomous online teacher community named Indischool. For this purpose, 409 question postings(the 2007 and 2009 revised curriculum, third to sixth grade) were analyzed using the framework for analyzing questions about elementary teachers' science teaching(modified from Alake-Tuenter et al., 2013). The study revealed that there were more science-SMK questions than science-PCK questions, and most of the questions were 'about lenses' and 'in 2014 and 2015, when the curriculum was changing from the 2007 to the 2009 revised curriculum'. The long-standing difficulties in science-SMK were 'an application of facts and concepts in lenses' and 'an unexpected experimental error in electricity'. In particular, there are the principle of transparent cup-shaped objects acting as lenses, the process of image formation by convex lenses, experimental errors of 'compass movement due to current flow change' and experimental errors 'serial connection of bulbs'. The long-standing difficulties in science-PCK were 'understanding and response to context' and 'understanding and response to aims mentioned in standard document' and these are not related to physical units but to others. In particular, there are request class materials, activity ideas at the end of the semester and understanding the national curriculum guidelines. These teachers' difficulties should be reflected in the science teaching support system like a teacher's guide compilation, teacher's training curriculum development, etc.