• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.235-241
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• 2013

The purpose of this study is to find out eco-friendly attitude and level of knowledge about environment of pre-service elementary teachers and find relationship between these. In this study, we investigate and analyse with surveys about eco-friendly attitudes and environmental knowledge questionnaire targeting the 2nd semester of 2013 32 people of fast stream class 2nd grade. Also, we analyzed correlation between environmental knowledge and the test results of eco-friendly attitudes. Results for the analysis are as follows. First, pre-service elementary teachers' average of eco-friendly attitudes test result is 'cognitive area(60.22)> definitional area(53.69)> behavioral area(52.72)'. These results are re-service elementary teachers are knowledgeable about the environment, but they are passive at the execution act about environment. Second, the average of pre-service elementary teachers' environmental knowledge result is the highest to the protect the environment, for the average(26.25). It is interpreted that they acquired the most the knowledge related to the conservation of the environment. Third, It is no significant correlation between pre-service elementary teachers' eco-friendly attitudes and environmental knowledge. It means that although they acquired a lot of knowledge related to the environment, it is not affected to environmental friendly attitude putting ideas into action about environment.

• Journal of The Korean Association of Information Education
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• v.23 no.3
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• pp.245-254
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• 2019

In the 2015 revision curriculum, software education must be conducted for 17 hours in elementary school fifth or sixth grade. Pre_service elementary teachers should be able to teach software. In this study, learning factors according to the achievement criteria for software education will be defined for pre-service elementary teachers. Pre-service teachers were taught by learning elements. As a result, the pre_service teachers were able to create teaching and evaluation materials for each learning element. It was also found that the pre-service teachers improved their ability to teach software education in elementary school based on these materials.

• Journal of Korean Elementary Science Education
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• v.39 no.4
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• pp.494-505
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• 2020

In this study, we surveyed characteristics of the science related collaborative problem solving competency of pre-service elementary teachers, especially required in the digital age. The participants in online survey were 119 pre-service elementary teachers of National University of Education located in Gangwon province. The analyzed results of survey were as follows: First, pre-service teachers performed their task responsibly in collaborative problem solving context related to science. However, they lacked competencies in making rubrics for problem solving processes or outcomes, and setting up rules about team activities. Second, in using ICT technology, the competencies of utilizing tools such as app and software lacked compared with the competencies of searching data in online and using ppt. Third, there was no statistically significant difference among groups by their intensive major in university or selective subject in high school. Nevertheless, pre-service teachers majoring in natural science showed more persistence than those majoring in humanities in problem solving context. Finally, there was no significant gender difference except 'clear communication and accomplishment'. That is, female pre-service teachers performed more responsible in their task and showed more fluency in communication and presentation within their group than male counterparts. Based on these results, implications in the field of pre-service teacher education were discussed.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.82-94
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• 2013

The purpose of this study was to investigate the process and the effect of pre-service teacher's scaffolding in environmental camp program about global climate change. For this study, developed the environmental camp program based pre-service teacher's scaffolding and applied to 78 $5^{th}$ students. We analyzed the role of pre-service teacher in the process of scaffolding. In the result, the pre-service teachers conducted cognitive scaffolding like as "Focus", "Hint", "Tell or Summarize" and "Technical Help". They carried out the emotional scaffolding like as "Create Cheerful Atmosphere", "Encourage", and "Help in Living". Teaching and learning about global climate change, the theme of the camp, was regarded uncertain and complex. So, pre-service teacher's scaffolding was effective to promote environmental literacy about climate change of primary students (<0.05). The student teachers understanded the characteristics of the children through emotionally close relationships. The primary students were learned easier about global climate change through cognitive and emotional scaffolding. They experienced environmental practice with communal living in camp.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.601-625
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• 2016

In this study, I hoped to reveal the understanding of pre-service elementary teachers about proportional reasoning and the traits of proportional reasoning strategy used by pre-service elementary teachers. The results of this study are as follows. Pre-service elementary teachers should deal with various proportional reasoning tasks and make a conscious effort to analyze proportional reasoning task and investigate various proportional reasoning strategies through teacher education program. It is necessary that pre-service elementary teachers supplement the lacking tasks such as qualitative reasoning and distinction between proportional situation and non-proportional situation. Finally, It is suggested to preform the future research on teachers' errors and mis-conceptions of proportional reasoning.

• Journal of Korean Elementary Science Education
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• v.27 no.3
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• pp.211-220
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• 2008

This study examined pre-service science teachers' perceptions of informal learning by adopting a discourse analysis method suggested by Mortimer and Scott(2003). The guiding research questions were: (1) What are some general patterns of the discourse occurring in science museums between a teacher and a student? (2) In what ways do the pre-service teachers perceive informal learning and teacher's role in informal settings? The 7 pre-service science teachers participated in this study. Each of them shepherd an elementary student around the museum and implemented their own instruction using a pre-planed lesson plan. Results indicated that even though the teachers had learned some characteristics of informal teaming in their college courses, they tended to implement their traditional view of science teaming into the instruction and the view affected them to set up their teaching purposes and contents, and to select communicative approach, patterns of discourse and ways of intervention.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.69-77
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• 2013

The study aims to figure out pre-service elementary teachers' knowledge understanding on 'stratum and rock' as well as teaching-learning types on the same topic. A total of 65 seniors in an advanced science education course at B University of Education joined the research to fulfill the purpose above. With PCK classification framework, the study examined pre-service teachers' knowledge understanding on 'stratum and rock' while it analyzed how the teachers would teach the given topic to students. The results of the study are presented as follows. First, it was observed that the pre-service elementary teachers have a great understanding on 'stratum and rock' that would be taught via a science textbook for elementary fourth graders. However, regarding terms in 'shale and limestone', they appeared to have a relatively short understanding. Second, PCK elements of the pre-service teachers related to 'stratum and rock' were analyzed and according to the results, the teachers would be interested in teaching model selecting in the teaching-learning strategy field while they would be well aware of how important it is for them to perform an experiment in a teaching process. The teachers also appeared to understand that the teacher question can be mutual complementary during class. However, it turned out that the teachers would have a very much low understanding on learners' prior knowledge as they particularly believe that learning could be significantly affected by the learners' perception level as well as their learning interest and motive. Third, the pre-service elementary teachers were told to design teaching plans on 'stratum and rock' so that the study could find out what learning-teaching methods the teachers would adopt to teach the topic. It was learned that the teachers would proceed with the class basically by giving the learners a descriptive explanation on the topic and also by using pictures and drawings to enhance the learners' understanding during the class.

• School Mathematics
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• v.19 no.2
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• pp.405-421
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• 2017

This study provides a concrete example of the development of the task in collaboration with the in-service teacher and the pre-service teacher. In the process, the roles of pre-service teachers and in-service teachers were analyzed and the possibility of cooperation was grasped. As a result, pre-service teachers and field teachers considered the level and interest of the students and considered mathematical contents in the process of developing the tasks. Each subject did not directly consider the interaction of the students and contents, but they could confirm the improvement of the tasks as their roles affected each other.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.2
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• pp.134-146
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• 2020

The purpose of this study is to examine how elementary pre-service teachers have a perception of 'science'. Especially, this study used photo-narrative method to analysis pre-service teachers' perception of 'science'. Photo-narrative is a way of describing what a study participant wants to say by taking a picture. Participants were 66 elementary pre-service teachers. The results of this study were as follows: First, elementary pre-service teachers used many words such as people, life, everyday as well as scientific terms such as phenomena and principles to explain science. Secondly, the pictures used by elementary pre-service teachers to explain science included household goods, natural phenomena, advanced devices, and living things. Third, elementary pre-service teachers explained science with knowledge of science, knowledge, convenience, and nature of science. As a result of this study, it was found that elementary pre-service teachers recognized that science is closely related to life and that it is necessary for learning. The results of this study can contribute not only to curriculum composition and curriculum content of elementary and middle school science education but also to curriculum development for teacher training.

• The Journal of the Korea Contents Association
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• v.20 no.11
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• pp.435-446
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• 2020

This research analyzed elementary pre-service teachers' perception on the importance and performance of major factors that constitute good instruction, and attempted to find ways to improve pre-service teacher education. A survey was conducted to 157 pre-service teachers who were senior students at a university. The questionnaire consisted of four main areas of good instruction and major factors for each area, and the importance and performance of each factor were answered on a 5-point scale. As the result of the t-test on the difference between importance and performance, significant differences were found between the importance and performance of all 24 factors. In addition, the importance-performance analysis showed that there were 3 factors to be concentrated for the improvement, 9 factors to be kept up because of their good work, 9 factors to have low priority, and 3 factors to avoid excessive effort. Based on the results, the research proposed issues to be considered in organizing and operating the elementary pre-service teacher education program.