• Journal of the Korean Society of Earth Science Education
• /
• v.4 no.3
• /
• pp.258-266
• /
• 2011

This study was carried out to P University of Education 111 students who participated in science materials study course 1 in spring semester 2011. Students have taken the course pre-service teachers of elementary school classes to target elementary school earth science field, they selected one of the sections to create a class and the students have fulfilled 15-minute classes in respectively from the first week of May 2011 to until end of that course. In this class, colleagues evaluated the classes and we used evaluated scores to determine level of instructional motivation strategy. The obtained results from this study are as follows; First, motivational strategies used by preliminary elementary school teacher were questions, presentation of pictures and photographs, storytelling, presentation of contradictory concepts and phenomena, pilot experiments Second, among preliminary elementary teachers' motivational strategies for teaching in the field of the earth storytelling, presenting contradictory phenomena and concepts, pilot experiment, presentation of contradictory concepts, questions got higher scores in the order. Third, storytelling received the highest scores by the evaluators. So we can consider storytelling as a good strategy for the next class. In particular, storytelling used by animism were more effective. Fourth, preliminary elementary school teachers used life knowledges and dairy experiences as instructional motivation.

• Journal of Korean Elementary Science Education
• /
• v.27 no.2
• /
• pp.102-116
• /
• 2008

In their teaching practice, teachers encounter multi-dimensions of pedagogical challenges. The recognition and reflection on these challenges is crucial to advance our science teaching. This study looked into science teachers' dilemmas of their teaching practical work through their written cases. Dilemma cases are teachers' narratives organized around important events of teaching and learning. It can reveal teachers' situated cognition and be used as lens to investigate complex realities of science teaching and learning. 26 pre- and in-service elementary teachers' dilemma cases of science practical work were carefully collected and analysed to interpret what constitute tensions in elementary science practical works. They were largely grouped into three: Curriculum and Institutional Relevance, Students Relevance, Nature of School Experiments Relevance and divided into 7 subheadings: 'Authority of Curriculum(textbook)', 'Disappointment at external support', 'Students' interests and safety', 'Students' unscientific and inert attitude', 'Difficulty of showing expected results', 'Generalization through experiment', 'Knowledge acquisition and authentic inquiry'. Each dilemma was interpreted in terms of the tensions which constitute contradictory beliefs, values, expectation and realities. These dilemmas enabled to expose actual conditions of elementary science practical work and teachers' challenges otherwise can not be seen easily. Science teacher educators also can get some implications to overcome the gap between theory and practice in their teacher education.

• Journal of Korean Home Economics Education Association
• /
• v.35 no.3
• /
• pp.135-149
• /
• 2023

The purpose of this study is to develop and implement an integrated course model that centers around the subject of Home Economics Education Curriculum and Teaching Methods and its pedagogical approaches, as well as the subject of Chinese Language and Literature Curriculum and Teaching Methods and its pedagogical methods. This study aims to provide a framework to prepare pre-service teachers to effectively address a variety of educational issues in future educational settings. To achieve these objectives, the study utilizes Fogarty's connected model as a guiding framework to explore the impact of the integrated curriculum on fostering collaborative and divergent thinking among students. The findings of this research confirm that this model not only cultivates interdisciplinary competencies among course participants but also goes beyond the mere transmission of knowledge to build the capacities needed for forming an educational community, thereby increasing course satisfaction. Additionally, the study substantiates the importance of learner-centered strategies, cooperative learning, and diverse evaluation mechanisms. Such an integrated course model has the potential to revolutionize not only pre-service teacher education but also to be applicable in in-service teacher training, thus contributing to solving a broader range of educational issues.

• Journal of the Korean Society of Earth Science Education
• /
• v.13 no.1
• /
• pp.90-99
• /
• 2020

The purpose of this study is to investigate the difference in science class ability, science pedagogy achievement and class evaluation factors according to elementary pre-service teacher's gender. Also, the correlation between science pedagogy achievement and science instructional ability was examined. Finally, the evaluation factors applied to the evaluation of science instruction according to male and female gender of elementary pre-service teachers were examined. This study was conducted from september 2019 to december 2019 for 88 elementary pre-service teachers attending P University of Education in Pusan metropolitan city. Among these 88 students, 32 elementary pre-service students were male, 56 were female. The conclusions of this study are as follows. First, as a result of analyzing the science instructional ability according to genders of elementary pre-service teachers, female elementary pre-service teachers showed statistically significant higher scores in science class ability compared to male elementary pre-service teachers. Second, as a result of analyzing the achievement of elementary science pedagogy according to gender of elementary pre-service teachers, female showed statistically significant higher scores for elementary science pedagogy than that of male. Third, as a result of analyzing the correlation between science instructional ability and elementary science pedagogy achievement, there was no statistically significant difference. This result can be applied both side of male and female. Fourth, both male and female pre-service teachers had various instructional evaluation factors, among which the linguistic factors of the instruction were used most frequently as criteria for instructional evaluation.

• Journal of Korean Elementary Science Education
• /
• v.43 no.1
• /
• pp.64-80
• /
• 2024

This study aims to investigate the characteristics of verbal interaction in science class demonstrations conducted by elementary school pre-service teachers. Specifically, the study intends to examine the use of elements of verbal interaction and the progression of these interactions. Additionally, the study intends to analyze the perception of pre-service teachers about effective questioning and feedback and to determine the correlation between the proportions of the types of questioning and feedback positively perceived by the pre-service teachers and of the types of questioning and feedback used during class demonstration. Toward this end, the study analyzed the science class demonstration videos and class evaluation sheets submitted by 38 fourth-year students at the S University of Education. The results are as follows. First, pre-service elementary school teachers generally use close-ended questions during science class demonstrations. Moreover, they predicted that students would primarily provide the correct responses and would not engage in extended interaction by providing immediate feedback for the responses of the majority of the students. Second, pre-service elementary school teachers perceived the utilization of close-ended questions and immediate feedback in science class demonstrations more favorably than they did that of open-ended questions and delayed feedback. The study observed a weak positive correlation between the positive perception of specific types of questions and feedback and the use of such types in class demonstration. The results demonstrated that pre-service elementary school pre-service teachers tend to engage in fragmented verbal interactions during science class demonstrations. They primarily use close-ended questions and immediate feedback. This tendency is seemingly related to their perception of questions and feedback. Therefore, education institutions for training pre-service teachers need to provide opportunities for reflecting on verbal interactions, which tend to involve close-ended questions and immediate feedback. Lastly, assessing the perception of pre-service teachers of questions and feedback is also necessary.

• Journal of The Korean Association For Science Education
• /
• v.31 no.4
• /
• pp.609-620
• /
• 2011

This study examined how pre-service science teachers, who observed classes for the gifted in science, perceive the gifted in science and the education they are getting, and explored what needs to be improved in the classes for the gifted in science. Based on the results of this study, first, pre-service science teachers were negative about the giftedness of the gifted in science. Second, they recognized that various types of classes were not provided. Especially, while theoretical lectures were mostly offered, they recognized that it had a negative influence in developing the potential giftedness of the gifted in science. Third, they were negative about the absence of programs for improving creativity and thinking skills and teaching materials for the gifted in science; however, they were positive about self-directed learning. Fourth, they had a negative opinion on educational facilities and the number of students in classes. Fifth, they recognized that potential giftedness would be developed the most when the lecturer is a professor majoring in the subject. For improvements in the classes for the gifted in science, they referred to revising the distinction focusing on preceding learning, reinforcing teaching methods to improve creative thinking, constructing creative contents regardless of specific grades and curriculum, securing learning materials for the gifted, and the necessity of lecturers specialized in the education for the gifted. Eventually, pre-service science teachers have negative cognitions for the classes for the gifted in science offered by universities, and it was known that they mentioned the necessity of creative educational courses and professional lecturers, not pre-learning for improvements.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.1
• /
• pp.530-537
• /
• 2020

The purpose of this study was to determine the factors affecting the satisfaction with pre-service childcare, the work related stress, and the conflicts perceived by pre-service childcare teachers. The data was processed using the SPSS Statistical Package Program, and the frequencies, means, and standard deviations were calculated. Reliability analysis, correlation analysis, and multiple regression analysis were also conducted. The results showed that the class contents, the environment of childcare practice, and the conflicts with children were stressful and they negatively affected practice satisfaction. Second, there was statistically significant negative correlation between the pre-service teachers' childcare practice stress, conflict during the practice, and practice satisfaction. Third, the stress of preservice teachers' childcare practice and the conflict felt during the practice also affect the childcare practice satisfaction. Based on these findings, further study is needed for implementing effective measures in order to improve the practice satisfaction with exhaustive pre-practical education and the field job-oriented curriculum. These measures will enable students majoring in childcare to experience less stress and conflicts during their education.

• Communications of Mathematical Education
• /
• v.25 no.2
• /
• pp.323-339
• /
• 2011

The expansion of exponential law as the law of calculation of integer numbers can be a good material for the students to experience an extended configuration which is based on an algebraic principle of the performance of equivalent forms. While current textbooks described that exponential law can be expanded from natural number to integer, rational number and real number, most teachers force students to accept intuitively that the exponential law is valid although exponent is expanded into real number. However most teachers overlook explaining the value of exponent of rational number or exponent of irrational number so most students have a lot of questions whether this value is a rational number or a irrational number. Related to students' questions, most teacher said that it is out of the current curriculum and students will learn it after going to college instead of detailed answers. In this paper, we will present several examples and the values about irrational exponents of a positive rational and irrational exponents of a positive irrational number, and study the recognition and fallacy of would-be teachers about the cases of irrational exponents of a positive rational and irrational exponents of a positive irrational number at the expansion of exponential law.

• English Language & Literature Teaching
• /
• v.16 no.4
• /
• pp.321-346
• /
• 2010

This study was performed to develop a task-based English lesson plan. The study reviewed the background theories needed to accomplish the study purpose; types of learning, current trends in English teaching, and the task-based teaching. A frame for the task-based English lesson was developed as the result of this study. An actual task-based lesson plan was made after the frame for the task-based English lesson. The author presented task-based English lesson plans at English education conferences, and applied them to pre-teacher training and in-service trainings for English teachers. It is concluded that the task-based English lesson plan was very effective in enhancing English communicative competence and that the pre-teachers and teachers were satisfied with the lesson plans. It is hoped that more teaching material will be developed based on this task-based English lesson plan.

• Journal of the Korean Geographical Society
• /
• v.28 no.2
• /
• pp.163-178
• /
• 1993

The purpose of this paper is to provide a better understanding of the unprecedented reform movement of geographic education in the United States since 1980 and extract some implications from this movement for geographic education in Korea. For the purpose, the history to this movement was reviewed through following three stages. In the first stage(1980~1984: form :HSGP" to :"Guideline"), the voluntary improvement movement appeared at California and the orgni-zational movement began in 1982 such as the Committee on Geography and International Knowledge. The national educational refrom imperatives, presented at "A Nation at Risk", and "Back to Basics" movement provided good opportunities to resurrect geography as a basic subject. For next real resurrection movement, the very important document "Guidelines for Geographic Education" was published at 1984. In the second stage(1985~1989: from "Guide-lines" to "Public"), the "Guideline" gave power-full motives and foci for reconstructiong the contents of geography, especially by the five fundamental themes(Location, Place, Relation-ships within Places, Movement, and Region). Also GENIP as the symbol of unity of all four major geography organization(AAG, NCGE, NGS, AGS) contributed to expanding and stren-gthening geography education. Also Geography Educagtion Program of NGS was a smart and well organized program to improve geographic education through it's a five strategies: Grass-roots organization(Alliances), Teacher education, Pu-blic awareness, Educational materials develo-pment, Targeted outreach to education decision-makers. In the late 1980s, the last focus of movement was the Public awareness and Edua-ction decision-making. In the third stage(1990-present: from "Public" to "Core Subject"), the initiative pendulum swung from geography organization to nation curricu-lum. In this National Curriculum, Geography was approved as a "Core Subject" and The 1994 National Geography Assessment Framework was constructed to assess the outcome of student's education in geography in grades, 4,8, and 12. Some Implications extracted from the process and contents of renaissance movement of geogr-aphic education in the Uinted States since 1980 are as follows. First, It shows the importance of the unity and target assignment among the geography organization. Second, interactive relationship between the academic geography and school geography develops each other. Third, teacher education, including pre-service education, including pre-service education and in-service education, is a key element to improve the quality of geography. And teacher organization is a good clearing house to exchange information for good geography. Forth, the positive and active response to changes in socketies such as globalism and inter-nationalizing, national education policy, and the trend of pedagogy is needed to rejuvenate geo-graphic education. Above all, we need to establish a well organized and powerfull program, sophisticated activities strategies, and long-term implementa-tion plan if we want more and better school geography.