• Journal of the Korean Society of Earth Science Education
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• v.11 no.1
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• pp.55-62
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• 2018

The purpose of this study was to examine the pre-service elementary teachers' views on the necessity of science learning. The eighty five student teachers in their second year of studies were participated in this study. The participants freely wrote their thoughts on a question'Why should students learn science?' The results of the study are as follows: (1) The participants' responses were very diverse, so their responses contained almost all kind of values or arguments about the science learning suggested by researchers, and there was no difference in their response ratio between views of focusing on intrinsic values and views of focusing on extrinsic values; (2) About 30% of the participants had the biased conceptions on the necessity of science learning and they would be likely to explain their biased conceptions to their future students. The educational implications and the suggestions for further studies are also presented in this paper.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.341-355
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• 2014

The purpose of this study was to analyze the research trends of elementary mathematics education in Japan. For this purpose, 192 papers published by Japan Society of Mathematics Education for the last 10 years(2004-2013) were analyzed according to there criteria. First, as for research topics, the frequent topics in order were instructional design and methods (36.7%), analysis of curriculum and textbook, general studies, learners' perspectives and abilities, evaluation, teacher education, education engineering and parish. Second, the contents were researched by the order of number and operations (47.4%), geometry, regularity, measurement and probability and statistics. Finally, research subjects of this study were researched by the order of students(39.3%), teachers. Papers dealing with lower graders as well as pre-service teachers were rare. And article dealing with low-achievers and gifted students were not founded. On the basis of this result, we hope it will provide the follow-up and the idea of the elementary mathematics education in Korea and also help various and balanced development.

• The Korean Journal of Elementary Counseling
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• v.11 no.3
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• pp.485-504
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• 2012

The purpose of study was to analyze the differences of perceptions between pre-service and in-service elementary school teachers on the prevention and intervention of school violence. For this purpose, 459 student teachers and 289 in-service teachers has responded a questionnaire consisted of 12 core questions and 8 supplementary questions about the prevention and intervention of school violence. The findings of this study was as follows: First, in-service elementary school teachers perceived the problem of school violence more seriously than student teachers. Second, in-service elementary school teachers and student teachers perceived the lack of parents' concern of their children and the disturbed friendship as major causes to arouse school violence, and insisted to improve students' emotional self-control and social skills in order to prevent school violence. Third, in coping with students' violent behaviors they took the need to interview the student' parents and to invite them to meet each other halfway. Fourth, With government's comprehensive countermeasures against school violence they acknowledged the importance of policy alternatives but made doubt of their effectiveness. Finally, both in-service elementary school teachers and student teachers approved of a plan to assign the required subject of 'Prevention and Intervention of School Violence' to the student teachers, particularly student teachers approved more positively than in-service elementary school teachers.

• Research in Mathematical Education
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• v.18 no.3
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• pp.187-208
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• 2014

This study engages in the features of interaction in elementary school mathematics lessons as reflected in the class discourse. 28 pre-service teachers documented the discourse during observation of their tutor-teachers' lessons. Mapping the interaction patterns was performed by a unique graphic model developed for that purpose and enabled providing a spatial picture of the discourse conducted in the lesson. The research findings present the known discourse pattern "initiation-response-evaluation / feedback" (IRE/F) which is recurrent in all the lessons and the teacher's exclusive control over the class discourse patterns. Hence, the remaining time of the lesson for the pupils' discourse is short and meaningless.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2016.10a
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• pp.635-637
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• 2016

The purpose of this study was to apply other programming tools such as robots parish. The robot was utilized for Lego Mindstorms NXT. Programming tools were used to block generic programming tools were used in the NXT-G, was used as a simulation programming tools MSRDS, mobile App Inventor is a programming tool (App Inventor). It can lead to interesting effects of learning and learning based on three programming tool above.

• School Mathematics
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• v.16 no.1
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• pp.19-37
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• 2014

This study investigated the degree of understanding pre-service teachers' random variable concept, based on the attention and the importance for developing pre-service teachers' ability on statistical reasoning in statistics education. To accomplish this, the subject of this study was 70 pre-service teachers belonged to three universities respectively. The teachers were given to 7 tasks on random variable and requested to solve them in 40 minutes. The tasks consisted of three contents in large; 1) one was on the definition of random variables, 2) the other was on the understanding of random variables in different/diverse conditions, and 3) another was on problem solving relevant to random variable concept. The findings are as follows. First, while 20% of pre-service teachers understood the definition of random variable correctly, most teachers could not distinguish between random variable and variable or probability. Second, there was a significant difference in understanding random variables in different/diverse conditions. Namely, the degree of understanding on the continuous random variable was superior to that of discrete random variable and also the degree of understanding on the equal distribution was superior to that of unequality distribution. Third, three types of problems relevant to random variable concept dealt with in this study were finding a sample space and an elementary event, and finding a probability value. In result, the teachers responded to the problem on finding a probability value most correctly and on the contrary to this, they had the mot difficulty in solving the problem on finding a sample space.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.355-365
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• 2021

Online teaching has become a daily routine in schools after 2020, and at the same time, the ability to design and conduct classes using smart devices and apps is becoming more important to teachers. Therefore, in this study, we tried to find out how the demonstration of classes using smart devices and apps online has an effect on the intentions of prospective teachers who want to use them in the future. To this end, classes were designed according to the design principles for improving smart education capabilities of pre-service teachers, and the classes were conducted for pre-service teachers. Afterwards, the variables included in the UTAUT model, such as Performance Expectancy, effort Expectancy, social influence, Voluntariness of Use, Behavioral Intention, and Facilitating Conditions, were measured before and after classes, respectively, and the effectiveness of the class was verified through t-test of response samples. As a result, it was confirmed that all variables except the Facilitating Conditions had a significant positive(+) effect. These results suggest that online class demonstration education can be a way for pre-service teachers to more practically adapt to the educational field where smart education is required.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.249-262
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• 2022

This study was conducted on the alternative concept of elementary school pre-service teachers to seasonal changes. From May 2021 to June 2022, it was conducted with 60 pre-primary teachers at P National University of Education. The conclusion of this study is as follows. First, pre-primary teachers explained the cause of seasonal changes, and out of 60 pre-primary teachers, only 22 (36%) had scientific concepts, and the remaining 38 (64%) students had alternative concepts. Second, in explaining how the inclination of the Earth's axis of rotation is related to seasonal changes, only 16 (27%) of the 60 pre-primary teachers had a scientific concept, and the remaining 44 (73%) had alternative concepts. Third, pre-primary teachers explained the relationship between the change in the solar altitude and the seasonal change. Among 60 pre-primary teachers, 12 (20%) had a scientific concept, and the remaining 48 (80%) had alternative concepts. Fourth, looking at the comprehensive types of alternative concepts for seasonal changes, the aS-bS-cS type, which is classified as a type that explains the causes of seasonal changes using scientific concepts as a whole, was 8(13%) out of 60 pre-primary teachers. and the remaining 52 (87%) had at least one alternative concept to explain seasonal changes.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.538-552
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• 2022

This study attempted to understand the characteristics of pedagogic activities performed by pre-service elementary school teachers. To this end, it applied Algodoo simulations to analyze the actions of students and obtain educational implications for optical learning. The study's participants comprised 79 first-year students enrolled in a teacher training college. Their activities could be classified as representation reproductions, verification experiments, and inquiry experiments. Students who performed representation reproduction exercises replicated renowned and authoritative exemplars, apprehending and demonstrating their principal features through simulations. Students performing verification experiments attempted to validate previously learned optical concepts by reviewing the relevant theoretical contexts. Such students primarily conducted simple experiments. Students accomplishing inquiry experiments used simulations to explore phenomena they did not know. Some of them even investigated optical phenomena beyond the domain of general physics. The above results confirmed that free optical experiments performed using Algodoo can effectively denote starting points for learners to engage in activities at varying levels. Additionally, students require assistance from instructors in addressing queries about the application of the principles and models related to optics. This study suggests ways in which instructors should help students at each level of activity. Additionally, the paper presents examples of varying levels of inquiry-related activities available on Algodoo. It also discusses the advantages and disadvantages of performing inquiry-based activities on Algodoo and suggests ways of enhancing the learning achieved through this platform.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.3
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• pp.71-81
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• 2019

To extend the potential benefits of error, the current study examined factors that affect students' error perception in the classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total of 316 fourth-, fifth-, and sixth-grade elementary students participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, and then students were manipulated by classroom goal structure and feedback. Multiple regression analysis results suggested that students' perception of learning from error was affected mostly by relationships with peers, followed by relationships with teacher and the type of feedback. Students' perception of risk taking for error was also affected by relationships with peers and teacher, followed by the classroom goal structure. However, classroom goal structure and feedback did not affect their perception of thinking about error to improve their learning as well as error strain. These results imply how the classroom climate should be structured to improve perception of errors to improve student's learning.