• Journal of the Korean Society of Earth Science Education
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• v.13 no.2
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• pp.134-146
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• 2020

The purpose of this study is to examine how elementary pre-service teachers have a perception of 'science'. Especially, this study used photo-narrative method to analysis pre-service teachers' perception of 'science'. Photo-narrative is a way of describing what a study participant wants to say by taking a picture. Participants were 66 elementary pre-service teachers. The results of this study were as follows: First, elementary pre-service teachers used many words such as people, life, everyday as well as scientific terms such as phenomena and principles to explain science. Secondly, the pictures used by elementary pre-service teachers to explain science included household goods, natural phenomena, advanced devices, and living things. Third, elementary pre-service teachers explained science with knowledge of science, knowledge, convenience, and nature of science. As a result of this study, it was found that elementary pre-service teachers recognized that science is closely related to life and that it is necessary for learning. The results of this study can contribute not only to curriculum composition and curriculum content of elementary and middle school science education but also to curriculum development for teacher training.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.22-30
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• 2017

CGI not only performed a crucial role to make cinema and animation evolved into digital cinema and digital animation but also CGI, an important visual format, settled realism-centric spectacle image culture in public commercial cinema and animation. The fact that CGI visual format could be structuralized in three different view points is discovered through Iconicity, photorealism, verisimilitude, uncanny valley, hyperrealism, and spectacular realism discourse research which explain image culture. First, a formative viewpoint that comes up in an iconic difference between drawing and photograph. Secondly, a cognitive viewpoint that sees visually perceived naturalness and abnormality as a realistic probability issue. Lastly, a customary viewpoint which is rooted in aesthetic tradition of cinema and animation. After that, the features of CGI which is used in the movie 'jungle book'(2016) were analyzed using the structured visual format. Consequently, this movie has hyper-realistic photographic iconicity on the base of realistic probability. Also, by following image-aesthetic convention which uses overstated and amplified narrative as a visual format, at the same time, the movie also has sufficient image-aesthetic convention in animation by personified animal character.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.405-424
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• 2013

The purpose of this study is to explore the characteristics of secondary science teachers' thoughts on 'good' science teaching and to find a concept that can represent the way the teachers think. Participants were twenty pre- and in-service teachers who were enrolled in a graduate course I taught at a university located in Seoul in the first semester, 2011. The participating teachers collected and analyzed a variety of data and created portfolios while they were trained, as part of the course, on qualitative research methods with the same research questions as those of this study. In the current study, the process in which the teachers and I found answers to the research questions was narratively reconstructed based on the teachers' portfolios and my field notes. It was revealed that science teaching was perceived as a task aiming at realizing some kind of values and that because the teachers pursued various values in the science classroom and there exist conflicting relationships among different values, it was hard to define 'good' science teaching. It was also discussed that science instruction was inherently accompanied with the ongoing process of selecting values as the relationships among the values were ever-changing within the contexts of the classroom. This multi-faceted and dynamic structure of the teachers' thoughts on 'good' science teaching was conceptualized analogically as 'Foucault's pendulum,' which has multiple planes of oscillation. Implications for science teacher education and science education research were suggested.