• Journal of The Korean Association For Science Education
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• v.22 no.5
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• pp.1071-1081
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• 2002

This article describes the status of science teacher education in Taiwan. The pre-service and in-service science teacher training system, institutes, curricula, programs, and evaluation on the institutes were briefly introduced. The differences before and after the 1996 reform of science teacher training system were compared. Finally, the attempts and efforts that have been done through the channels of research to promote science teachers' professional development were addressed. These efforts include the Case studies of exemplary science teachers' teaching performances, the development of licensure instruments for the certification of science teachers, the use of computers and distance education for supervising student teachers, the exploration of promoting science teachers' understanding about the nature of science, the exploration of promoting science teachers' pedagogical content knowledge, the exploration of promoting science teachers' ability of increasing effective student-teacher and student-student interactions, and the exploration of effective teaching strategies.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.283-294
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• 2021

The purpose of this study is to examine the trends of science gifted education-related research for the last 5 years using LDA topic modeling. To achieve the purpose of the study, 2,404 keywords of 292 domestic academic papers were analyzed using RISS, KISS, and DBpia. The main results were as follows. First, the number of researches in science gifted education has been decreasing since 2019. In the science gifted education research, the top 10 keywords were 'students', 'program', 'elementary school', 'class', 'creativity', 'gifted education', 'awareness', 'teacher', 'education', and 'activity'. Second, as a result of topic modeling analysis, 10 topics were derived. Research topics mainly conducted in science gifted education for the past five years are 'Affective characteristics of science gifted students', 'Characteristics of science gifted students in middle school', 'Development and application of science gifted education programs', 'Education programs of science gifted high school', 'Cognitive characteristics of science gifted students', 'Policy of science gifted education', 'Science gifted students and creativity', 'Research conducting education by science gifted students', 'Academic and career choice of science gifted students', 'Science concept of science gifted Students'. In the past, the proportion of specific topics was relatively high, but the proportion between topics does not differ significantly as 2019 approaches. Therefore, it can be confirmed that the more recent it comes, the more research is being conducted evenly without being biased toward one subject.

• Journal of the Korean earth science society
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• v.26 no.4
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• pp.347-357
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• 2005

Since 1998, an elementary teacher education institute in Korea has hosted the center for the gifted education. The institute hired undergraduate students to escort and liaison each class of the gifted student participants with assisting classroom activities. These liaison teachers observed the gifted classroom activities and evaluated them by using a given checklist and filling out pre-made evaluation forms. Currently this system is being transferred from part-time jobs for students to earn allowance into well organized pre-service teacher program focusing on the gifted education. In other words, the purpose of system is being shifted from how liaison teachers facilitate the gifted program to how the system helps the liaison teachers to be quality teachers for the gifted who can understand what the gifted are and how to facilitate them. Analyzed were the self reports of the liaison teachers regarding their perceptions and beliefs of the gifted and their education program. It was found participant liaison teachers purposed to have more live experiences with getting along with students as well. Liaison teachers’ perceptions on establishing a gifted teacher professional education sequence were reported in this study. The potential scaffolding of the pre-service teacher education program model of the gifted education was provided as a consequence of this study.

• Journal of the Korean Chemical Society
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• v.41 no.1
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• pp.22-57
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• 1997

• Journal of The Korean Association For Science Education
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• v.15 no.1
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• pp.73-79
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• 1995

The purpose of this study was to investigate Korean secondary school students' perceptions of science and technology related social problems and STS education to ascertain the extent to which the current science programs incorporate STS themes. Students indicated that STS related problems or STS issues were given little attention in their science classes, even though they believed that studying those problems would be important. Results of the study support the contention of need for more attention to the implementation of STS themes into current Korean science education.

• Journal of the Korean earth science society
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• v.28 no.2
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• pp.147-158
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• 2007

The purpose of this study was to investigate research trends of Japanese earth science education published in Chigakukyouiku by the Japan Society of Earth Science Education. A total of 129 articles published in the Journal between 1998 and 2003 were analyzed. The Journal published six issues each year, and each issue contained about four articles that were fewer numbers than Journal of the Korean Earth Science Society's. About Sixty percent of the papers were written by a single author. Analyzing the content of the papers, it was noted that the most articles were geology-related (41.1%) followed by oceanography-related (1.6%) and general science education papers (1.6%). In summary, the characteristics of research trends of Japanese earth science education are as follows: First, the most topics of the papers were related to environmental sciences including earthquake, volcano, and tsunami. This trend seems natural because Japanese schools are situated within the reach of these environmental events. Second, there found many papers that dealt with geological field trip or fossils adjacent to the local community. Third, there were several papers that established a relationship between environmental education and earth science education. Obviously these papers tried to incorporate environmental education into earth science education at the school level. Last but not least, there found an effort to introduce computer into earth science education as an innovative educational method, for example, 'computer and earth science education'.

• Journal of Science Education
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• v.45 no.1
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• pp.90-104
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• 2021

This study conducted an online survey to understand what elementary school teachers think about the learning contents of elementary science education subjects needed to train elementary science teachers suitable for the era of the 4th Industrial Revolution. The results are as follows: First, there were many elementary school teachers who thought that the current learning content of elementary science education was not suitable for the era of the 4th Industrial Revolution and that it needed to modify the learning content. Many of the teachers said that the learning content of the subject did not include the characteristics of the 4th Industrial Revolution, but also did not reflect the changes of the times and remained in the past. Second, the content that elementary school teachers thought was important in training elementary school teachers suitable for the era of the 4th Industrial Revolution was mainly related to the interests and curiosity of students, and scientific experiments or inquiry. On the contrary, the items that they thought should be deleted or reduced included science learning theory, science teaching/learning model, nature of science, and guidance for gifted children. Third, the contents that elementary school teachers thought needed to be added as learning content of elementary science education subjects were SSI education, science education-related social change and future prediction, advanced science technology, STEAM guidance, and integrated education within the science field. Fourth, in order to train elementary school teachers suitable for the era of the 4th Industrial Revolution, the contents that they thought should be introduced first as learning content of elementary science education subjects were SSI education, integrated education within the science field, STEAM guidance, and core competencies. Other contents that need to be introduced were software education, safety education, and project learning methods.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.751-772
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• 2015

Valid and effective science education would require research-based decisions on multiple aspects of science education including policy decisions, science curriculum development, designing teaching resources and methods. However, this has not been the case. In order to provide a research base for science education practices and policy-making, this study reviewed research articles published in major science education research journals in South Korea in the last ten years. The analysis was focused on 8 areas including student conceptions, student thinking, inquiry, affective domain, student ideas about science, science curriculum, students' learning and classroom activity, and student learning in informal settings. General research trends found include: First, science education research conducted for the past decade focused on a certain limited topics/areas. Second, research participants were also limited to certain grade levels or types of students. Third, rather than examining developmental processes descriptive research was prevalent. Fourth, there was a lack of research on developing new areas of study or research on generation of new perspectives, theories or tools. Fifth, many studies were related to school science learning while relatively less studies were about other areas that would impact students' future. Based on the results, we suggest several implications for science curriculum development, policy development, science teaching and learning resources, and others.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.938-953
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• 2012

The purpose of the study was to develop a middle school science climate change education program, apply the program, and analyze the effects of the program. The climate change education program improves understanding of climate change and ability to take action about climate change. The results of this study are as follows: First, middle school science climate change education program was developed to cover eight topics. The middle school climate change education program contained the phenomenon of climate change, the cause of climate change, the impact of climate change, and a climate change measurement system. These contents were developed to reflect the global science education system and sustainable development education. Secondly, the results of the program's application showed that middle school climate change education program improved the knowledge and understanding levels of students, awareness, attitude towards, and the will of students to act in accordance to climate change.

• Journal of the Korean Chemical Society
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• v.65 no.4
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• pp.279-295
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• 2021

The purpose of this study was to investigate the effect of Character-centered instruction model on pre-service science teachers' awareness of both character education and character education in science education. First of all, pre-questionnaires about the sixteen pre-service science teachers' awareness of character education and character education in science education were asked. Through the lectures during a semester, they received an education about CoProC(Collaborative Problem-Solving for Character competence) model using Character-centered instruction model and character education. After the implementation, their changes of awareness were inspected through post-questionnaires. As a result of the study, it was revealed that general pre-service science teachers' pre-awareness of character education was mostly negative. The pre-service science teachers were more aware of character education in science classes than general character education. Even that, there seemed to be a greater tendency to think in connection with specific content and subject matter and character education rather than developing competencies due to the nature of the science subject itself. However, the experiences of the CoProC model changed their perception about character into a competent point of view, and thus influenced the change in their perception of character education. Therefore, education on character education methods for pre-service science teachers at teacher training institutions will increase their expertise in character education and help establish effective character education in school in the long term.