• 한국과학교육학회지
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• 제32권3호
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• pp.415-427
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• 2012

In this study, we conducted preliminary survey, diagnostic test and in-depth interview in order to study Korean pre-service chemistry teachers' understanding on entropy and investigate how Korean pre-service chemistry teachers deal with the natural phenomenon which is related to entropy conceptions. Firstly, as a result of the preliminary survey, it was found that pre-service chemistry teachers strongly recognized entropy as the degree of disorder. Secondly, the diagnostic test showed pre-service chemistry teachers were mostly confused about whether the entropy of the universe increases during a spontaneous change, and they had a tendency to interpret the natural phenomenon related to entropy change as the change of disorder. Finally, during in-depth interview, after we explained entropy change in all diagnostic test questions with the concept of microstate, pre-service chemistry teachers revealed a better understanding about entropy. Through this research, pre-service chemistry teachers had an opportunity to reflect on their deficiencies of entropy conceptions, which will ultimately help students to approach the concept of entropy more correctly.

• 한국초등과학교육학회지:초등과학교육
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• 제37권1호
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• pp.54-65
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• 2018

The purpose of this study was to investigate the characteristics of lesson planning of pre-service elementary teachers to develop scientific communication skills for elementary school students. For this purpose, lesson plans and lesson planning journals written by the 53 pre-service teachers were collected and analyzed. The results of the research were as follows. The pre-service elementary teachers used an implicit and contextual approach to develop scientific communication skills. Teaching and learning activities for enhancing scientific communication were mainly conducted in words or in writing. There were many activities expressing elementary school students' thoughts and presenting the results of experiments in the lesson plan. There were many cases in which the pre-service teachers' lesson plans did not include the evaluation of scientific communication skills. In their lesson plans, there are a lot of mutual activities between teachers and students, team and whole students, and inter-students within teams together, and students' individual activities from requests of teachers. We found that the pre-service teachers had various difficulties when they planned the science lesson to develop scientific communication skills. The pre-service teachers were less likely to refer to specialized materials related to science education when planning their classes.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제19권2호
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• pp.89-100
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• 2015

The study investigated pre-service teachers' knowledge and computational skills by using Triangular Arithmagon. Participants included 90 pre-service teachers from two schools in the United States and Taiwan. The Triangular Arithmagons Test (TAT) was used to measure pre-service teachers' performance in whole number, fractions, and decimals operations (i.e., addition, subtraction, multiplication, and division), each of which included level-1 (basic) and level-2 (advanced) tests. MANOVA analysis was performed to compare the performance between teachers from the United States and Taiwan. Results indicated that overall, pre-service teachers in Taiwan outperformed those in the United States, especially on the advanced-level tests. Pre-service teachers in the United States were found to have poor ability of solving complex operation problems. Different curriculum plans and teaching methods may lead to the performance gap between the two countries.

• 한국환경교육학회지:환경교육
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• 제21권3호
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• pp.41-47
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• 2008

This study aims to examine the reasons of changes in motivation of pre-service teachers who major in environmental education. Qualitative case study methods were adopted to collect and analyze data from six(6) pre-service teachers in environmental education department. Researchers conducted semi-structured interviews with them on the levels of motivation toward their studios. The study results are as follows. The levels of motivation toward their studies were shown differently by each of the pre-service teachers. Some of the pre-service teachers reported that their levels of motivation toward environmental education had changed since the college entrance. The reasons for the changes include 'suitability of environmental education to personal propensity,' 'college courses they took', and 'personal experiences.' Some of the pre-service teachers reported that the levels of motivation for their majors did not changed since he or she was pursuing other goals rather than being an environmental educator.

• 대한지구과학교육학회지
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• 제7권3호
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• pp.303-312
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• 2014

In order to foster 'creative convergence talents' teachers and pre-service teachers who possess a certain degree of creativity must learn about this new approach as part of their teacher training. In this study, we attempted to identify the implications on the curriculum of the teacher education-training college in question by analysing secondary school teachers' and pre-service teachers' creativity and by collecting sufficient data to develop a positive feedback model for selecting, cultivating, and appointing pre-service teachers who fulfil the requirements of said college of education. Such teachers will display the commitment and professionalism to fulfil their teaching duties in the best possible manner and will consistently produce valuable contributions to their chosen subject matter and integrate these into their daily teaching. These teachers will complete all their tasks in a creative way, including student guidance, administrative duties, and academic lessons. The factors that distinguished creative teachers from others included originality and fluency. Our test group comprised 216 pre-service teachers as well as 137 fully qualified teachers. Teachers' understanding of the factors required in order to qualify as a 'creative and committed teacher' was very low. We provided data to the college of education to increase creativity when selecting teachers and curricula based on an analysis of perceptions of creativity provided by teachers and pre-service teachers.

• 한국초등과학교육학회지:초등과학교육
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• 제31권1호
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• pp.109-124
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• 2012

Developing pedagogical content knowledge (PCK) has been emphasized for teacher's professionalism and it should be done from systematic teacher training courses. In this study, we investigated changes of elementary pre-service teachers' PCK of science teaching and motivational strategies before and after a training course. For the analysis of pre-service teachers' PCK, their lesson plans, surveys, and interviews were collected. According to the results, in the beginning of the semester, pre-service teachers in the experimental group usually used didactic or combination of didactic and inquiry teaching strategies and a few pre-service teachers used inquiry or discovery teaching strategies when making lesson plans. However, at the end of the semester many pre-service teachers used inquiry teaching strategies in their lessons which included activities of asking students' prior knowledge, conducing experiments, finding conclusion, and comparing teachers' explanations with students' explanations. Regarding motivational strategies, in the beginning of the semester they focused using activities to create student's emotional interest in science lesson but at the end they used other strategies to create positive atmosphere for learning, capture intellectual interest in science, and connect science to students' everyday lives. The changes in pre-service teachers' PCK in the experimental group was meaningful because there was less change in pre-service teachers' PCK in the control group. This study implies the need for effective professional development programs for developing pre-service teachers' PCK.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권2호
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• pp.179-196
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• 2018

The purpose of this study was to investigate the measurement equivalence and to suggest application ways in teaching aptitude and personality test results for pre-service mathematics teachers between a graduate school of education and a college of education. This study analyzed the scores of the teaching aptitude and personality test of 36 pre-service mathematics teachers enrolled in a graduate school of education and 111 pre-service mathematics teachers in a college of education by performing a multivariate generalizability analysis. The main results were as follows. First, graduate's pre-service mathematics teachers had a higher level of teaching aptitude and personality than that of college's pre-service mathematics teachers based on the total scores. In addition, graduate's pre-service mathematics teachers had higher levels of teaching aptitude and personality than those of college's pre-service mathematics teachers except for a creativity application domain based on the sub-domain scores. Second, cognitive domains were measured more precisely but affective domains were measured less precisely for graduate's pre-service mathematics teachers than for college's pre-service mathematics teachers. Third, regardless of school levels, Cronbach's ${\alpha}$ values, which might be overestimated by applying the classical test theory, were higher than dependability coefficients. Fourth, this study showed a somewhat negative result in ensuring the measurement equivalence for a problem solving exploration domain. However, regardless of school levels, this study indicated that the overall measurement was generally reliable on composite scores. Based on these results, it was confirmed that multivariate generalizability methodologies' approach can be useful for exploring the measurement equivalence issues. Finally, this study suggests how to utilize the results of the test, how to apply a multivariate generalizability analysis for detecting the measurement equivalence, and how to develop future research based on limitations.

• 한국학교ㆍ지역보건교육학회지
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• 제1권1호
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• pp.61-82
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• 2000

The purpose of this study was to find out the general problems of school food service and to explore a way to improve it, by examining elementary school teacher's consciousness and attitude toward it that gave a big impact on children's development of food habit. For attaining the purpose, the following research questions were posed : 1) What's elementary school teacher attitude toward school food service management? 2) What's elementary school teacher attitude toward school food service effect on children? 3) What's elementary school teacher opinion about how to develop school food service? The subjects of study were 328 male or female teachers who served at elementary school in urban and rural area, including eup, myon, or farming and fishing villages, Kyonggi province. A questionnaire survey was conducted over them. The conclusions were as follows: 1) Teacher Attitude Toward School Food Service Management Concerning food service place, the subjects were more satisfied at food service room(73.3%) than at classroom(23.0%). They responded that food service room was more effective, than classroom, for food transportation, distribution and post-arrangement. Their satisfaction at food service place was significantly different. The older teachers considered personnel management and cooking room's sanitary management to be more efficient, and their age made a significant difference to their consciousness of these things. Many teachers(63.1%) thought the measures to prevent and manage group food poisoning were relatively efficient. The male teachers expressed more affirmative view on the efficiency of school food expense management and menu preparation than female teachers, and there was a significant disparity between male and female teachers. 2) Elementary School Food Service Effect School food service was thought to be very effective for physical growth(74.1%) and physical strength improvement(70.1%). Teachers at smaller school revealed more affirmative response toward school food service effect on correcting an unbalanced diet, and older teachers considered its effect on nutrition knowledge acquisition and learning outcome to be more great. Teachers at larger school put less value on its effect on table manners, and school size produced a significant difference. The number of teachers who thought school food service generally raised parent concern and support for school(36.6%) was a little more than that of teachers who didn't think so(15.2%). And the number of teachers who didn't consider its effect on improving parent food life to be good(29.3%) was slightly more than that of teachers who did. 3) School Food Service Reform Measure What's most urgently needed for better school food service management appeared to be an expansion of facilities concerned, followed by more effective food distribution and transport, cooking room's better sanitary management, more successful food poisoning prevention and management, more effective food expense management, and an increase of food service personnel in the order named. The most effective means of school food service education was found to be a creation of link system to family, followed by a development of school food service education program, a development of teaching materials, an insertion of school food service in curriculum, and teacher education in the order named.

• 한국초등과학교육학회지:초등과학교육
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• 제28권1호
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• pp.67-78
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• 2009

The purpose of this study is to identify the basic scientific knowledge of in- and pre-service elementary school teachers, specific areas having insufficient knowledge and the reason for the lack of understanding. For the study, we analyzed the survey asking basic scientific knowledge to in-service elementary school teachers within an urban communities and pre-service elementary school teachers enrolling the first, the second and the third year in National University of Education. The results shows that there is the lack of understanding about scientific knowledge such as boiling points, perihelion, substances, and elements, which elementary school teachers should have exactly known. With regard to the age, an effort is required to increase scientific knowledge of the in-service teachers in 50's, compared to those in 20s' and 30s'. In the pre-service teachers, the average in the third year was significantly higher than that in the first and second year. Regarding the major background in high school, both of in- and pre-service teachers who completed the science course showed significantly higher average than those who completed the liberal arts course. In addition, regarding the major in the university, the average of the group with science and engineering major was higher than that of the group with other majors.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권2호
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• pp.131-144
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• 2012

The purpose of this study is to investigate the change of mathematics pre-service teachers' teaching behaviors in microteaching. This study is organized along the following lines: 1) mathematics pre-service teachers conduct twice microteachings, 2) the microteaching recordings and lesson observation reports written by pre-service teachers are analyzed. Through reviewing the first microteaching, pre-service teacher have reviewed and found out improvements of their teaching. In the second microteaching, pre-service teachers' teaching behaviors have been positively and effectively changed with respect to teaching methods, proposal of learning objectives, prior knowledge usage, presenting lesson's content, concise descriptions, brief language usages, multimedia, and appropriate questions. However, they frequently used inappropriate expressions from their unconscious habits. Therefore, the educational institutions should provide opportunities involved in well-structured microteaching training program with pre-service teachers, which in turn, help pre-service teachers to have more positive teaching competence.