• Journal of the Korean earth science society
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• v.28 no.1
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• pp.14-23
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• 2007

The purpose of this study was to investigate beginning earth science teachers' perceptions about Learning in Geologic Field Trip. The hundred and sixteen high school earth science teachers who were in the training for their promotion answered the questionnaire of Learning in Geologic Field Trip. It was divided into five parts: needs and educational values, teachers' experiences and their difficulties, and desirable teaching methods of Learning in Geologic Field Trip. Results indicated that the participants perceived Learning in Geologic Field Trip important in earth science education and responded positively to the educational values of Learning in Geologic Field Trip. Most of the beginning teachers had experience of geologic field trip, but did not learn how to teach it to their students during the geologic field trip in the pre-service training program. It was shown that only a few teachers had experience of geologic field trip and of teaching students in the outdoor of geologic fields after they became a classroom teacher. Most of the participants perceived that teaching students about the geologic field trip is difficult because of lack of their experience. In order to overcome the difficulty, teachers suggested that they need to learn how to teach the geologic field trip to students through their in-service training. leachers suggested that a desirable teaching method of the geologic field trip is to provide teachers with a teacher's manual including geological explanation and information about field trip sites before their visit so that they can scaffold it and facilitate the students' cooperative group activity during the field trip. As a follow up activity, the participants agreed that the presentation and discussion about the results should concur.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.785-798
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• 2010

The purposes of this study are to investigate Korean science teachers' perception of the current science teacher preparation courses in Korea, especially focused on subjects of science education, and to induce implications for improvement of in-service program for science teachers. To do this, a questionnaire was developed by the authors and administered to the 215 science teachers sampled nationwide. The study concluded that science teachers perceived that the two compulsory subjects, 'science education theories' and 'science teaching-learning materials and teaching methods' were not enough for a professional science teacher. Particularly, they consisently insisted that more practices under the relationship with teaching science in schools were necessary when learning subjects of science education. Based on science teachers' response, we recommended that the following 4 subjects should be added in the course of pre-service program for science teachers: 'Development of experiment/demonstration devices', 'Teaching creativity and education for the gifted in science', 'Development of science teaching materials', and 'Science inquiry learning and teaching'.

• The Journal of the Korea Contents Association
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• v.19 no.11
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• pp.132-143
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• 2019

The purposes of this study are to identify how university's entrance examination system is related to private education, and to explore how to improve the university of education entrance system in order to reduce private education costs. For these purposes, 116 teachers of senior students in high school in Daegu and Gyeongbuk and 107 pre-service teachers who had experienced the entrance of the university were surveyed in order to find out the perception of the relationship between admissions elements and private education. As a result, it is possible to concentrate more on school education by strengthening high school grades in the entrance examination. However, there was other opinion that the strengthening high school grades in the university entrance could lead to the further increase in the cost of private education. As there are big differences in the perception of the screening factors between rural areas (Gyeongsangbuk-do) and large cities (Daegu), it is necessary to introduce the entrance examination system considering the characteristics of each region. Third-year teachers in high schools argued that university admissions should reduce the rate of the College Scholastic Ability Test (CSAT) and increase the rate of interviews. The results of this study suggest that the improvement of the university entrance examination system to reduce the cost of private tutoring requires securing fairness of document evaluation, strengthening interviews, and opening interview questions.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.269-278
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• 2006

In this study, we used Virtual Reality (VR) materials on an introductory earth science course consisted of thirty six pre-service science teacher program students. Before and after class an instrument of Constructivist Learning Environment Survey (CLES) was administered. The main focus of the CLES was to evaluate how the classroom was prepared for student centered learning environment. The pre and post tests of student perceptions regarding their learning environment were compared in six domains: personal relevance, critical voice, shared control, student negotiation, scientific uncertainty, and attitude. Questionnaire regarding the general perception of the VR materials was administered as well. How future science teachers valued the use of VR materials in their classrooms was found from this study. Based on these results, we intend to contribute for a more complete understanding of the potential of VR materials in achieving better learner-centered classroom environment.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.141-162
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• 2023

Recently, in school mathematics, classes using mathematical modeling are attracting attention to improve students' mathematical problem-solving skills. However, existing preceding studies have been conducted mainly on elementary, middle, and high school or in-service teachers, so it may be limited to apply the contents and results of the research as it is to pre-service teachers, who are future professors. Therefore, this study examined the school days' experiences of mathematical modeling for pre-service elementary school teachers. In addition, in order to provide a positive experience for mathematical modeling, mathematical modeling problem creation activities were conducted through group activities, and the results and their perceptions were examined. As a result of the study, elementary school preservice teachers had very little experience with mathematical modeling activities during their elementary, middle, and high school days. It was found that there is a deficiency in creating an appropriate mathematical modeling problem suitable for the level of elementary school students. In addition, it was found that they had a positive perception of mathematical modeling after participating in the study. Based on these results, implications for the training process for preservice teachers were suggested.

• Journal of the Korea Society of Computer and Information
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• v.22 no.1
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• pp.123-134
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• 2017

The ability to use information technology has become increasingly important as technological advances continue to sweep through the computing world, and education for improving computational thinking has become globally instituted. In South Korea, informatics subjects have been modified in the 2015 curriculum and are now compulsory in primary and secondary education. However, despite substantial financial investment and numerous studies promoting informatics education, there continues to be a serious lack of pre-service teachers capable of teaching computational thinking. This study investigated pre-service teacher programming education using App Inventor, their perceptions of App Inventor, and how use of the program affected teacher problem-solving abilities and self-efficacy. In the pre-test, the control group and experimental group showed no statistically significant difference; however, the post-test revealed that the two groups showed statistically significant differences in problem-solving skills and self-efficacy. The participants initially showed interest in using App Inventor; however, after practice-teaching and project-based learning, the participants demonstrated a growing negativity toward the program when they made errors and the functional limits of App Inventor became apparent. Although most participants stated that they would not use App Inventor in their classes, the positive statistically significant differences in problem-solving skills and self-efficacy indicate that this study could be utilized as a basis for building a teaching-learning program using App Inventor and creating an educational plan for teaching computational thinking.

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.583-595
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• 2009

The study was to see if the perceptions of pre-service kindergarten teacher toward the education of children's fundamental habit would show different characteristics based on their school type, education learning experience, and practicum experience. Subjects were 200 students majoring in early childhood education who were attending 3-year colleges and 4-year universities in Jellabuk-do and Daejeon. Preceding researches were referenced to develop questionnaire for the research method. The collected data was analyzed through t-test and Chi-square test. The followings are results: First, the interest in education showed significant difference in school type, but not significant difference in education learning experience and practicum experience. Second, the recognition in educational goal showed significant difference in practicum experience, but not significant difference in school type and education learning experience. the educational content showed significant difference in education learning experience, but not in school type and practicum experience. the recognition in educational principal showed significant difference in school type, but not significant difference in education learning experience and practicum experience. the recognition in educational method showed no significant difference in school type, education learning experience and practicum experience. Third, the recognition in educational hardship toward teaching showed significant difference in school type, education learning experience and practicum experience. The results of study would provide the righteous cognitive establishment of children's fundamental habit education and serve the appropriate guidelines being professor for our perspective kindergarten teachers. Also, they would be utilized as basic information to plan the direction of children's fundamental habit education to develop the program of children's life guidance.

• Journal of the Korea Convergence Society
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• v.9 no.2
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• pp.229-239
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• 2018

The present study analyzed feedback from prospective teachers on field experiences in terms of their satisfaction and perceptions on the appropriateness of length and timing, benefits, and problems. Data were collected through a survey administered to seniors at a national university of education who completed all of the field experiences the university offered. The survey questionnaire consisted of 25 5point Likert scale questions and 15 open-ended questions. A total of 353 survey questionnaires were distributed, and 326 were returned. Analyses of the data revealed that satisfaction level on field experiences and the appropriateness of length and timing, benefits and problems the participating prospective teachers perceived by the respondents differed according to the types of field experiences. Based on these results, the study discusses implications and provides suggestions for improvement.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.576-593
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• 2010

The purpose of this study was to identify the current status of ethics education in science and technology for pre-service science teachers and find out their recognition on the needs for ethics education at school. A survey was administered for this study and a total of 594 pre-service science teachers studying in college/university of education participated. The survey was organized to examine participants' 1) experience in ethics education in science and technology, 2) recognition on the needs of ethics education in science and technology, and 3) the need for it in elementary and secondary school. Each item was responded using either 1 to 5 Likert type scale, multiple choices, or open questionnaires. The results showed that 37.4% of participants obtain science technology information from the mass media, and 23.5% from the school education. Only 8.4% of the participants had the experience of taking class on ethics in science and technology. In terms of level of confidence in understanding the ethical issues in science and technology, the average response was 2.73. However, their perception on the needs of the ethics education ranges from 3.34 to 4.58, which is much stronger than other responses on average. This strong perception on the needs was much higher for pre-service science teachers for elementary school, than those of the secondary school(p<.05). All participants recognized the need for ethics education in science and technology at both elementary and secondary school. In responses for which subject should provide ethical issues on science and technology, science class was most frequently suggested (62.4%), followed by ethics class (29.1%). In responses for the most efficient form of learning, they suggested that case studies (43.5%), followed by discussions (41.4%) would be an efficient way to learn. Even in the responses of open questionnaires asking for efficient ways of learning ethical issues, participants suggested that discussions on various ethical issues on the cases in the science and technology would provide practical and substantial learning.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.127-148
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• 2023

In this study, we used an analysis of the literature on socio-scientific issues (SSI) classes to examine domestic SSI class research and to determine the characteristics of SSI class research for each subject. A search for papers related to SSI classes published in Korea Citation Index-listed journals and candidate journals of the Korea Research Foundation found 95 relevant papers, which were then categorized according to participants and topics. Studies with both pre-service and experienced teachers attempted to investigate SSI-related perceptions. Studies of pre-service teachers tended to examine the level and development pattern of argumentation or to analyze decision-making characteristics and informal reasoning. Studies of experienced teachers tended to analyze instructional expertise in SSI teaching activities, focusing on teachers with substantial SSI teaching experience. Middle and high school students-related studies examined student decision-making and reasoning processes in SSI learning activities, developed SSI class programs, and analyzed educational effects. Examining the characteristics of SSI classes for elementary school students was difficult because few such studies have been published. However, the characteristics that elementary school students show in SSI learning situations could be inferred. A plan to revitalize SSI classes in the elementary science education field from the perspective of teacher education and class research is suggested.