• New Physics: Sae Mulli
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• v.68 no.11
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• pp.1240-1248
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• 2018

This study examined teachers' perceptions about the components of the teacher's capacity according to the 4th industrial revolution. This study involved 100 elementary school teachers: 26 with less than 5 years of educational experience, 24 with more than 5 but less than 10 years, 25 with more than 10 but less than 20 years, and 25 with more than 20 years. From the results of recognition analyses of six competence components, 'Knowledge and application ability of knowledge information', 'ability to appropriately study content', 'collaboration ability among school members', 'ability to maintain relationship', 'value and attitude required for community', 'ability to communicate with others' were found to be important for teachers. The result of analyzing the importance and the retention of each competency element showed that the recognition difference according to the education career and the degree of retention was insufficient compared to most important competence component. Thus, in-service education and training programs must reflect the competencies required by actual teachers in education and education-teacher training institutions.

• Journal of Science Education
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• v.37 no.2
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• pp.294-309
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• 2013

This study addressed the awareness of social issues related to science of future elementary school teachers. Fukushima Nuclear Power Plant Accident was used by concrete issue connected with SSI for this study. Twelve second-year students attending a university of education participated in the study, who were taking a class of science teacher preparation at that time that consists of the content of the elementary science education courses. The study revealed that all the pre-service elementary teachers recognized Fukushima Nuclear Power Plant Accident and received such information through various medias. In particular, they were receiving more information about the Nuclear Power Plant Accident through the internet than any other media by using the internet a lot, and also gained additional information through the internet. However, despite the fact that they recognized Nuclear Power Plant Accident, they neither had much information about it nor had been interested in SSI such as the Nuclear Power Plant Accident. Moreover, they had been basically uneducated about SSI. Despite of having no interest in SSI such as Nuclear Power Plant Accident, the study revealed that the pre-service elementary teachers recognized that scientific problems such as Nuclear Power Plant Accident may affect a society closely. In addition, they together sympathized with the point that SSI education should be applied on the current education courses by identifying the problem in application. As the study revealed above, the application of SSI education to the formal education courses as well as more lively research on that subject is very important and urgent for boosting interest in science subjects and enlightening the nature of science that is one of the objectives of science education.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.12
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• pp.177-185
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• 2017

In order to succeed in gifted education, it is necessary to educate teachers with professional skills and qualities that meet the psychological characteristics of gifted students and satisfy their educational desires. The purpose of this study is to explore the characteristics of the science/mathematics gifted students the preservice teachers who participated in the service learning in the hothousing center annexed to the university, and the direction in which the Korean hothousing should proceed. For this, the service learning was conducted in the hothousing institution targeting three students attending A education college for 12 weeks. As a result of study, the gifted children showed the outstanding cognitive, affective, and creative natures which were expressed positively or negatively according to the situation. The study participants recognized the teachers had a duty to admit the distinctive nature of the individual gifted children and to provide the specially contrived education for them for the qualitative improvement of the Korean hothousing. Simultaneously they thought the gifted children should be regarded as ordinary children before the gifted persons and treated as the children. The necessity for preservice teachers to take the hothousing lectures requisitely and provide the learning chance focusing on the practical contents beyond the hothousing teacher training was brought forward in order to develop the systematic hothousing curriculum.

• Journal of The Korean Association of Information Education
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• v.23 no.1
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• pp.1-8
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• 2019

In order to provide basic data necessary for developing a curriculum to enhance SW education for elementary school teacher students, a questionnaire survey was conducted on 1,260 students at G National University of Education. The results are summarized as follows. First, it is necessary to improve class time of SW education for the college students and revise the SW curriculum to improve SW education capacity for teacher students. Second, in the liberal arts course, it is necessary to develop the teaching and learning materials and the textbooks using various software. Third, in the major course, the Subject Pedagogy programs should be expanded rather than the subject content programs. Fourth, in the specialization course, the programming language education focusing on the Entry and EPL should be strengthened so that it can be linked with the elementary school curriculum. In addition, it is necessary to expand the choice of subjects for the students by reducing the number of required courses and increasing the number of elective courses.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.560-576
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• 2023

The purpose of this investigation is to: (1) to derive an improvement factor for inquiry-based simulated teaching-learning in pre-service teacher training programs, and pre-service teachers practice simulated teaching that reflect the improvement factor, (2) to analyze the difference in science intrinsic motivation according to science self-efficacy and inquiry-based simulated teaching-learning experience. To achieve these goals, we recruited five elementary and secondary teachers as experts to help us develop an improvement factor based on expert interviews. Subsequently, third-year pre-service teachers of a university of education participated in our analysis of differences in science intrinsic motivation, according to their level of science self-efficacy and experience with inquiry-based simulated teaching-learning. Our methodology involved applying the analytic hierarchy process to expert interviews to derive improvement factor for inquiry-based simulated teaching-learning, followed by a two-way ANOVA to identify significant differences in science intrinsic motivation between groups with varying levels of science self-efficacy. We also conducted post-analysis through MANOVA statements. The results of our study indicate that inquiry-based simulated teaching-learning can be improved through activities that foster digital literacy, ecological literacy, democratic citizenship, and scientific inquiry skills. Moreover, small group activities and student-centered teaching-learning approaches were found to be effective in developing core competencies and promoting science achievements. Specifically, pre-service teachers prepared a teaching-learning course plan and inquiry-based simulated teaching-learning in seventh-grade in the Earth and Space subject area. Pre-service teachers' science intrinsic motivation analyze significant differences in all levels of science self-efficacy before and after simulated teaching-learning and significant difference in the interaction effect between simulated teaching-learning and scientific self-efficacy. Particularly, group with low scientific self-efficacy, the difference in science intrinsic motivation according to simulated teaching-learning was most significant. Teachers' scientific self-efficacy and intrinsic motivation are needed to improve science achievement and affective domains of students in class. Therefore, this study contributes to suggest inquiry-based simulated teaching-learning reflecting school practices from the pre-service teacher curriculum.

• Journal of the Korea Convergence Society
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• v.12 no.3
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• pp.177-186
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• 2021

The 2015 revised curriculum is structured around the core competencies of the 21st century, this is in line with the world's flow of education, such as OECD Education 2030. A future practical leading model was studied to provide a variety of creative teaching and learning experiences to elementary and Secondary students using intelligent information technology to cultivate core competencies such as ICT and computing thinking. In order for this practical model to stably settle the school field, the training was planned and operated to strengthen the creative convergence education capacity required by the teachers at the unit school through various types of the training. In particular, a nationwide administrators training program was operated for three years, reflecting the new curriculum, teaching and learning methods, and evaluation that can lead to future convergence talent training. In this paper, the perception of creative convergence education was investigated and analyzed considering the influence that administrators may have on the school field. Based on this, through the three-year operation results of the training, it was intended to establish a new training method for stable access to future creative convergence education under the post-corona era's social issues.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.457-464
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• 2019

This study aims to explore meta-modeling knowledge of gifted students through the modeling. To do this, five gifted students were asked to do modeling related to candle burning, and all the processes of modeling were observed and then individual interviews were conducted. As a result of the study, two students were classified as first level and three students were classified as second level. The students of the first level did not have any model generation or model-based prediction activities, and observation was the most meaningful activity. On the other hand, the students of the second level performed all four modeling processes. However, the generation of the model and the prediction using the model were relatively strong. The data they gained from the experiments was perceived as just confirming the absolute model. No student was found in Level 3 or Level 4. The results of this study show that gifted students remain at the progression level of recognizing the model as an objective reality, and in order to cultivate a true scientist, it is necessary to educate the gifted students to recognize the subjectivity of the model.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.141-157
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• 2020

This study analyzed the content of national-level curriculum documents for the purpose of reviewing the overall status of population education in elementary and secondary schools in South Korea. Based on the results of the analysis, directions for the future of population education at school were proposed. Both the 2007-Revised Curriculum and the 2009-Revised Curriculum contain the contents of population education as a 'Cross-curricular learning topic' in the general curriculum influenced by the low birth rate and ageing society, yet not in the current 2015-Revised Curriculum. Furthermore, when the curriculum documents for the ten common subjects corresponding to the 'National Common Basic Curriculum' proposed by the 7th Curriculum were examined, only 'Home Economics' curriculum at the secondary school level and 'Social Studies' curriculum at the elementary and the secondary school levels adequately reflected the subject goals, characteristics, contents and achievement standards that correspond to those of population education. Based on the results of the curriculum analysis, the following five directions for population education at school are drawn. First, the purpose of population education at school should be stated using gender-neutral terms of 'response to low-birth and aging society' and it has to be emphasized that it is not to intervene in natural childbirth. Second, the subject which deals directly with the goals, content elements, and achievement standards of population education should be designated as the leading subject for population education. Third, with its inter-disciplinary nature, population education should be able to provide quality contents for convergence education. Fourth, the government should provide policy support to the leading subjects for population education so that more high schools may select the subjects as elective courses. Fifth, teacher education should be improved to enhance teachers' perceptions on population. This study asserts that 'Home economics,' which deals with human daily lives, is an optimal subject that can reflect population education in connection with real life. To this end, policy support should be provided for 'Home economics' so that it may fulfill the mission as a leading subject of population education.