• Journal of Science Education
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• v.34 no.2
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• pp.211-224
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• 2010

This research explored the direction of professional development programs for science high school science teachers through partnership with scientists. Eighteen science teachers and twenty three experts attended as partners during two weeks program. To find any finding and implication, survey and interview were conducted with participant, and participant observation was conducted to understand interaction between them. It was found that the professional development program through partnership with scientists would contribute to increasing expertise of science high school teachers. From findings, it was suggested to use professional development program where scientists participate for the professional development of science high school teachers.

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1391-1404
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• 2012

This study was conducted for the purpose of analyzing the teachers' and students' preferences and reality with regard to their interaction in secondary school science classes. The subjects of this study were 180 teachers and 1,389 students. The contents of the questionnaire for the teachers included the quality of the personal relationships between the teachers and students as well as the teachers' recognition of teaching activities, and the questionnaire for the students dealt with the quality of the personal relationships between the teachers and students as well as the students' perceptions of their classes. The questionnaire responses were divided into preferences and reality for the research. The results are as follows. First, the levels of the teachers' and students' perceptions of their interaction were significantly lower (p<0.05) compared to their preferences with regard to such. Second, the female teachers showed higher levels of preferences and reality compared to the male teachers in the case of the teacher variables, and the middle school teachers showed higher levels of preferences and reality compared to the high school teachers. Third, the male students showed a higher perception level compared to the female students, and both the preferences and reality levels of the middle school students were significantly higher (p<0.05) than those of the high school students. In addition, the level of interaction was lower in big cities than in small cities. Fourth, there was a significant difference between the levels of the teachers' and students' preferences and reality with regard to their interaction.

• Journal of Science Education
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• v.36 no.1
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• pp.130-138
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• 2012

The purpose of this study was to investigate perceptions of high school students and science teachers about high school fusing science. Science teachers and high school students perceived that high school fusing science was related to various areas and they preferred to be taught separately from each area. Science teachers perceived that high school fusing science improved the understanding in the area of scientific common knowledge, advanced technology, and the history of science, but neither scientific writing nor discussion were actively involved. It also didn't contribute to the enhancement of scientific thinking and communication skill. Especially, high school students believed that they were more interested in science through fusing science. On the other hand, teachers believed that this high school fusing science might not impact student's learning and generate negative perception. Science teachers and students perceived that they were more interested in fusing science because it was combination of many areas in science. They also perceived that contents in fusing science were more related to their daily life.

• Journal of The Korean Association For Science Education
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• v.7 no.2
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• pp.71-87
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• 1987

The purpose of this study is to compare the status of high school science education in 1982 and 1986. The same questionaire was used for the survey of high school science education which was developed by Yu in 1982. The questionaires were responded by the principals. science head teachers. science teachers and students. The major findings are as followings: 1. The perception for the importance of science education has been declined. 2. The support for sciene science education has been reduced. 3. The entrance exanination for university or college is the serious bottleneck of high school science education. 4. It is very hard for science teachers to teach science as inquiry through the true experiment under the current situation of high school science education.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.192-200
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• 2007

In this study, we investigated the variables related to the science teaching efficacy beliefs of pre-service and in-service elementary school teachers. The participants were 176 freshmen and 260 seniors from an university of education and 234 teachers from 25 elementary schools located in Jeonju. Variables concerning pre-service teachers include their sex, career/study tracks (science or non-science), and the number of science courses taken either at high school or at university. Variables concerning in-service teachers include their sex, academic degree, the frequency and type of participation in science in-service training, and their teaching career experience. The Science Teaching Efficacy Beliefs Instrument was used to measure teachers' self-efficacy beliefs. The results indicated that the personal science teaching efficacy belief scores of seniors were significantly lower than those of freshmen and in-service teachers, whereas the science teaching outcome expectancy scores of seniors were significantly higher than those of freshmen. Among variables investigated, sex, career/study track, the number of science courses taken at high school, and the frequency and type of participation in science in-service training were found to significantly influence teachers' science teaching efficacy beliefs.

• Journal of the Korean Chemical Society
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• v.55 no.5
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• pp.875-881
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• 2011

This study examined factors influencing college science learning from the perspectives of college students and high school science teachers. Using a survey created based on focus group interviews, college science majors and high school science teachers rated various factors of high school learning that positively influenced college science learning. Findings suggested that the perceptions differed by college major: the physics major students considered math proficiency and logical thinking skills as the important factors; chemistry major students and biology major students considered English proficiency and basic scientific knowledge as the most important factors. Both college students and science teachers emphasized basic science knowledge and math proficiency. However, differences between the two groups were also found in that the students perceived more need to learn about experimentation than the teachers whereas the teachers had a priority in increasing advanced science content.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.97-107
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• 2007

The purpose of this study is to discover and develop any implications which may arise in relation to science teachers' professional growth and development by investigating the difficulties experienced by elementary school teachers in science classes. 196 elementary school teachers were requested to write an anecdotal report regarding their science lessons. 30 science teachers in middle school also answered the same questionnaire. By means of inductive categorical analyzing, the difficulties were grouped into several categories. The results were as follows: (1) The difficulties elementary teachers experience in their science lessons fall into three categories; 'professional science knowledge(9.8%)', 'science laboratory activities(78.3%)', 'teaching methodology(11.2%)'. (2) Science teachers in middle school experienced similar difficulties. However, distribution differed from that of elementary school teachers; 'professional science knowledge(39.0%)', 'science laboratory activities(35.6%)', 'teaching methodology(27.1%)'. (3) The causes of these difficulties were identified as follows; a lack of time to prepare for science classes, insufficient substantial pre-service teacher education, and a lack of adaptive support to elementary school teachers.

• Journal of the Korean Chemical Society
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• v.52 no.2
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• pp.169-178
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• 2008

This study investigated the relationship between science high school teachers' beliefs of gifted education and classroom practices. The data of this case study were collected from three science teachers who worked in a science high school through qualitative research methods such as interviews and classroom observations. The other various data related to science high school management and the teachers' teaching were collected and analyzed using the constant comparative method. The results of the study are as follows: the teacher of long period in-service experience in science high school had teacher-centered belief, and his classroom practices were matched with his beliefs. The teacher of short period in-service experience in science high school had student-centered belief, and her classroom practices were matched with her beliefs, also. The teacher of medium period in-service experience in science high school had student-centered belief, but her teacher-centered classroom practices were mismatched with her beliefs. From the results, it could conclude that school culture affects on teachers' classroom practices stronger than beliefs. The longer career period of science high school changed easier teachers' beliefs into knowledge education for university entrance examination removed from gifted education. To solve these problems, we suggest the needs of teacher education programs for science high school teachers.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.544-555
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• 2004

This study examined the conception types of high school students, chemistry teachers, and pre-service teachers about the salt bridge in Daniel cell by a questionnaire and follow-up interviews. High school chemistry II textbooks were analyzed for finding the cause of the understanding difficulties of the teachers and students. Pre-service teachers' thoughts examined for the problems of pre-service teacher programs. From the analysis, it was found that teachers only thought that the role of salt bridge is for ion movement of two solutions involving electrodes. But they didn't have the conception that salt bridge has a roll of connection a circuit. This result was similar to students' and pre-service teachers' results. It was possible that insufficient and different explanations of the textbooks were attributed the teachers' and students' conceptual difficulties.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.100-106
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• 1999

The purpose of this study was to incorporate STS education into science education field by investigating high school science teachers' perceptions about inservice STS education program and suggesting the methods of improvement for it. The subjects consisted of 227 high school science teachers who attended at inservice program on general science and were shortly taught about STS education. Results from trachers' data indicated that high school science teachers perceived of the importance of STS education and showed willingness to attend at the inservice STS education program when it was opened. Above all. they wanted to get the materials and information related STS at the program.