• Hwankyungkyoyuk
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• v.2 no.1
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• pp.5-33
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• 1991

The purpose of the study was to investigate attitudes toward to, values and expectations of environmental education of Korean students and teachers and to provide basic data and reference materials needed to development of environmental education curricula for primary and secondary schools. A review of the related literature, a series of conferences with teachers and specialists in environmental education and environmental sciences. and questionnaire survey were methods employed in this study. Survey question were developed to explore attitude and responses of primary and secondary school students and teachers on various types of issues and problems of environmental education at personal level as well as on their future prospects attitudes values and expectations with which had been dealt in this study were categorized into personal feeling on environmental issues and problems at both national and regional levels issues and problems of current environmental education pre service and in service training of teachers for environmental education instruction and so on. The sample population for the survey was selected by using the stratified cluster and random sampling techniques with respect to regional area, school level, sex and grade, The subjects used in this study were 1,633 students and 385 teachers of primary and secondary schools across the country. The results of the survey were summed up and recommendations to be considered in the revision of sixth national curricula for primary and secondary schools were also suggested.

• Journal of the Korean earth science society
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• v.38 no.5
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• pp.367-377
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• 2017

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.140-146
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• 2002

We have studied 73 pre-service science teachers' conceptions about the nature of science (NOS) using 120 true-false test items based on AAAS Benchmarks statements. We have found that participants have inadequate understanding of the NOS, especially in understanding of five categories of conceptions; change and continuity in science, bias in scientific investigations, hypothesis in scientific investigations, things common in science, and science ethics. The result also indicates that there is a difference between primary pre-service teachers and secondary pre-service teachers. From the analysis of consistency, we also found that this inadequate understanding comes from confusion rather than misconception. All the results support that there is a need of intense pre-service teacher education concerning thenature of science.

• Journal of Science Education
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• v.36 no.2
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• pp.313-328
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• 2012

This study was conducted for the purpose of making the better utilization of MBL in class, based on 2009 curriculum which emphasizes research activities and recommends the direct use of the MBL. We investigated primary, secondary and pre-service teachers' satisfaction and perception level after conducting training about making good use of MBL. The satisfaction level of the training turned out to be high, level of applicability of MBL, expected improvement in learning skills of students and the will to apply it in class was high. The answer that they expect MBL to increase students' curiosity and interest in science was the highest among the survey results, which means that MBL could be used as a solution to lack of students' interest in science. Besides, primary teachers than secondary and pre-teachers, long careered teachers than short careered teachers and MBL-experienced teachers than inexperienced teachers showed more satisfaction and the will to adapt MBL overall. Primary and pre-teachers hoped MBL training to be more related to STEAM education, whereas secondary teachers wanted the training to have more to do with increasing creativity If advanced MBL training program is opened. The price was chosen as the best obstacle to MBL class' application, and the lack of manual for experiment and education to teacher was also pointed out secondly. In conclusion, if MBL is fully equipped in school and training on how to take advantage of it is provided continually, It is expected that MBL could increase the utilization in the field of science education. The results of this paper can be used when you configure the MBL utilization training program.

• Journal of the Korean Society of School Health
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• v.7 no.1
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• pp.9-28
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• 1994

This study is to investigate the status and problems in the anual physical examination in elementary & secondary schools. The study helps the introduction of health assessment. Two hundreds and forty nurse teachers of elementary & seconcary school in Seoul received in-service traomong fpr 20 daus frp, September 7 to September 27, 1992. Questionnaires were given to the 240 teachers and the number of collected questionnaire is 112. The result of the questionnaire analysis is like the following. First, the answered teachers aged 35~39, 36.6%; experience 6~10 years 37.5%; the number of class 31~40, 28.6%. Among the answered of the school doctors is practicioners. The doctors major subjects are 26.8% of internal medicine and 35.7% of surgery. Second, in elementary & secondary school nurse teachers received in-service training for the primary health assessment. And then 37.5% of schools practiced the health assessment. The term of the health assessment is largely a-year-length, occurately its rate of schools have practiced the assessment reaches 81.0%. The number of health assessment are consist of eyes, nose, ear, throat, skin, spine, heart and other abnormal regions and diseases all over the body. And 83.3% of the rate of the health assessment includes all these contents. The period of the health assessment is 7 to 28 days. Third, the physical examination conducted by school doctors is 91.0%. The method is various; one is 56.6% of the students who checked first by he nurse teacher. The number of 15.1% of the schools is directly checked by the school doctor. The invited medical doctors are divided into two categories. The number of general physician is 61.9%. Contrary to that school doctors are 38.1%. The contents of the medical examination is all the items printed on the medical examination sheet. To follow the medical examination sheet the number of school is 59.6%. Eyes, throat, skin and heart etc. partly medical examination is 40.4%. The rate of schools that used only stethoscope, tongue pressor as the medical instruments reaches 53.4% and 87.1% of elementary & secondary school give the invited doctors the allowance a nurse teachers conference decided. The number of 8.9% schools pay the doctors independent allowance. The medical examomatopm allowance is 200 to 250 won per capita. The rate is 56.1%. Forth, after the medical examination 72.1% of school sends letter to the parents to notice the result of the examination. The number of response from parent is 12.5%. The observation record in secondary school is 70.6% for junior, and 80.0% for senior respectively, and 65.5% is for the elementary school children. To conclude the regular physical examination in elementary & secondary school is very important. Because the students are in the stage of rapid growth and development. Early finding of the students diseases can help to cure with ease. In the light of public health the management of health program in the elementary & secondary school is of consequence.

• Hwankyungkyoyuk
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• v.11 no.1
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• pp.251-274
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• 1998

The purpose of this study was to investigate the current status and problems in environmental education by schools which was newly established in the 6th curriculum and to propose the future agendas for environmental education. Then, we have investigated teachers' consciousness about environmental education and analysed the 6th curriculum and textbooks at primary and secondary school levels. The result of this study was as follows. 1. Most teachers thought of 'participation' as important goal of environmental education, but they actually could not practice it because of various preventing factors. 2. Most teachers thought that there were no efforts to reform textbook system and school conditions. 3. The content and goal of environmental education was duplicated and vague in each subject. The suggestions for the improvement of the environmental education based on these conclusions were as follows. 1. The systematic goal strategy of environmental education must be established. 2. We must allot appropriate roles to each environment related subjects for efficient environmental education 3. The opportunity for pre-service and in-service for teachers of environmental education must be expanded.

• Journal of The Korean Association of Information Education
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• v.24 no.4
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• pp.265-278
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• 2020

The purpose of this study is to analyze the experience of the process of developing instructional media by using Scratch for in-service teachers, after they participated in programming education with Scratch conducted as part of teaching methods using ICT. In particular, this study aimed to explore in-service teachers' thoughts and experiences of the objectives and methods integrated the programming education into their subjects creatively and convergently. To achieve the objective, they conducted an instructional design in accordance with their subject's learning goals and methods on the framework of the ASSURE model. Then, they conducted a project to develop instructional media with Scratch as part of the instructional design. 10 in-service teachers who attends the Graduate School of Education at K University in the second semester of 2019 were participated in this study. As a result, teachers showed positive expectation that the use of media developed by Scratch could bring significant results to attract students' interest and promote students' participation to lead learner-centered classes. This study has implications for future direction on programming education for professional development programs of prospective teachers as well as in-service teachers.

• Research in Mathematical Education
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• v.13 no.4
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• pp.349-377
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• 2009

In this work we present a study undertaken with in-service mathematics teachers of primary and secondary school where we describe and analyze the didactical competences needed to implement an innovative design in geometry applying Van Hiele's models. The relationship between such competences and an ideal teacher profile is also studied. Teachers' epistemology is established in terms of didactical competences and we can see that this epistemology is an element that helps us understand the difficulties that teachers face in practice when implementing an innovative curriculum, in this case, geometry based on the Van Hiele theory.

• Journal of the Korean Chemical Society
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• v.53 no.4
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• pp.432-444
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• 2009

In this study, we investigated the perceptions and the educational needs of pre-service primary and secondary teachers on cooperative learning in science. The survey was administered to 102 seniors at the department of science education in three universities of education and 64 seniors at the department of chemistry education in three colleges of education. The results revealed that the pre-service primary and secondary teachers learned the theories and experienced the practices on cooperative learning through various methods in the several subjects, and especially had many difficulties in appling cooperative learning to the demonstrations and/or the actual science classes. The degree of their understanding on cooperative learning was comparatively high, and the perceptions on the advantage/disadvantage of cooperative learning in science, the willingness practicing it, and the outside aids influencing on implementing it were relatively positive. They highly perceived on the necessities of diverse educations related on cooperative learning in science in pre-service teacher education processes. The willingness implementing cooperative learning in science class was significantly correlated with the necessities of diverse educations. These were also significantly correlated with the perceptions on the advantage/disadvantage of cooperative learning in science, the educational assessments on the advantage/disadvantage of it, and the educational assessments on the outside aids influencing on implementing it, respectively. Educational implications of these findings are discussed.

• Hwankyungkyoyuk
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• v.17 no.2
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• pp.60-78
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• 2004

A survey performed on property of water usage, a recognition and stand on water, and awareness of practice related to water saving among primary and secondary teachers in Daegu metropolitan city leads to the following result. First, regarding the actual condition of water usage, boiled tap water was most preferred, followed by purified tap water, mineral water, and water from a mineral spring respectively. Second, the result of a survey regarding a recognition and stand on water presents that the quality of purified water and mineral water is generally trusted, not including tap water. A majority of teachers barely had any ideas on the process of tap water supplies and sewage disposal system. Third, another survey was performed to determine whether there's a gender difference on a general recognition of and stand on water usage, actual practice of water saving and love for water. As a result, 7 out of 25 questions showed the difference of significance by p<.05. As for tap water service and sewage disposal system, there were differences on 5 out of 6 questions, indicating that male teachers are more knowledgable than their female counterparts. Fourth, the result of the research about the recognition and attitudes about water and water saving of the teachers who were categorized by the age group showed that 14 questions of the 25 questions had differences in p<.05 level. Teachers in their twenties and thirties had less interest than those in their forties and fifties.