• 대한지구과학교육학회지
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• 제8권3호
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• pp.378-386
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• 2015

This study is to find out that pre-service elementary teacher's the effects of a ecology mentor club activities to the environmental sensitivity and the effects on the environment friendly attitude of elementary school students. This study has been aimed at 25 students of 5th grade in B metropolitan city S elementary school in 2015, B educational University of elementary pre-service teachers 10 people, Elementary School Teachers10 people to apply a ecology club mentor activities to investigate a comment participated in environmental mentor club activities of elementary pre-service teachers and the environmental sensitivity and the effects on the environment friendly attitude of elementary school students. Procedures for this research was the topic for setting ecology club mentor activities of elementary school students, pre-service elementary school teachers receive consultation from field teachers and guide to ecology club mentor activities of elementary school students. Before the ecology club mentor activities, pre-test environmental sensitivity and the environment-friendly attitude of were carried out. After the experiment, post-test of environmental sensitivity and environmental friendly attitude check was carried out. Also, investigate a comment of pre-service elementary teachers participate and guide to ecology club mentor activities of elementary school students. After the experiment results are as follows. First, the ecology club mentor activities of pre-service elementary school teachers are effective to cultivate environmental sensitivity of the elementary school students. Second, the ecology club mentor activities of pre-service elementary school teachers are effective to cultivate eco-friendly attitude of the elementary school students. Third, after ecology club mentor activities of elementary school students, pre-service elementary school teachers now have a very good feeling. Based on these results, suggestions for further research are as follows. First, the variety of ecological club programs target to elementary school students are needed. Second, there is a need for continuing research on the ecology club activities.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제34권3호
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• pp.277-297
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• 2020

본 연구의 목적은 수학교육적 가치에 대한 예비 초등교사와 현직 초등교사의 인식을 확인하고 비교하는데 있다. 이를 위해 설문지를 활용하여 자료를 수집하고 주성분 분석(PCA)을 실시하여 요인 6개를 도출하였다. 이 요인은 체계적인 라벨링 과정을 거쳐 6가지 수학교육적 가치 즉 '재미', '문제 해결', '표현', '계산', '능력', '설명'으로 명명되었다. 예비 초등교사와 현직 초등교사 모두 '문제 해결'을 가장 중요하게 생각하였으며 이 요인에 대해 통계적으로 집단 간 유의미한 차이는 없었다. '설명'을 제외한 모든 수학교육적 가치에 대해 1학년 예비 초등교사, 4학년 예비 초등교사, 현직 초등교사 순으로 더 중요하게 여기는 경향이 있었다. 특히 예비 초등교사와 현직 초등교사 사이에 각 가치에 대한 인식의 차이가 두드러지는 것으로 나타났다. 이와 같은 연구 결과를 토대로 교사 교육 프로그램에서 수학교육적 가치의 구현과 관련하여 더 중요하고 의미 있게 다뤄야 할 것이 무엇인지 논의의 필요성을 강조하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제37권1호
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• pp.66-79
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• 2018

The purpose of this study is to explore how pre-service elementary teachers perceive and use smart learning environments. For this purpose, 23 pre-service elementary teachers who took theory and practice in a science education course were asked to develop lesson materials using smart tools and make a self-report questionnaire. These data were categorized in an instructional, exploratory, and interactive approach, depending on how they guided students to access knowledge and information. As a result of the study, pre-service teachers perceived the smart tools as the exploratory and interactive learning tools to be used for students to actively search for and interact with data and knowledge. But in developing lesson materials, they usually used the smart tools for resource sharing and communication in the instructional manner. In conclusion, the gap between their perception of smart tools and lesson materials, and the educational implications will be discussed.

• 대한지구과학교육학회지
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• 제9권3호
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• pp.352-363
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• 2016

본 연구의 목적은 초등예비교사의 과학개념 수준에 따라서 수업곤란도, 수업만족도, 수업평가는 어떻게 달라지는가를 알아보는 것이다. 본 연구를 수행하기 위해서 P교육대학교 1학년 117명의 학생들을 대상으로 초등과학 '지구와 우주'영역의 개념수준에 따라서 두 집단으로 나누어서 이들 집단의 수업곤란도, 수업만족도, 수업평가에 대한 사전 사후 점수의 결과를 추출하여 결론을 도출하였다. 본 연구의 결론은 다음과 같다. 첫째, 초등예비교사들의 과학 개념수준이 높은 집단이 낮은 집단에 비해서 수업곤란도가 유의수준 .05에서 통계적으로 유의미하게 나타났다. 이것은 개념수준이 높으면 수업단원을 효과적으로 지도할 수 있다는 사실을 말해준다. 둘째, 초등예비교사들의 과학 개념수준 높은 집단이 낮은 집단에 비해 수업만족도 점수는 상대적으로 높게 나왔지만, 유의수준 .05에서 통계적으로 유의미하게 나타나지 않았다. 이것은 수업의 만족도는 교수자의 능력뿐만 아니라 학습자의 수준이나 학습 환경 등 다른 요인이 더 많이 작용하기 때문이다. 특히, 수업자의 언어구사능력, 상호작용 능력 등이 동시에 작용하기 때문이라고 생각된다. 셋째, 초등예비교사들의 과학 개념수준이 높은 집단이 낮은 집단에 비해서 수업평가 점수가 유의수준 .05에서 통계적으로 유의미하게 높게 나타났다. 이것은 개념수준이 높으면 수업을 효과적으로 지도할 수 있다는 것을 말해준다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제12권2호
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• pp.85-108
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• 2008

In this study, we created, implemented, and evaluated the impact of proportional reasoning authentic investigative activities on the mathematical content and pedagogical knowledge and attitudes of pre-service elementary and middle school mathematics teachers. For this purpose, a special teaching model was developed, implemented, and tested as part of the pre-service mathematics teacher training programs conducted in Israeli teacher colleges. The model was developed following pilot studies investigating the change in mathematical and pedagogical knowledge of pre- and in-service mathematics teachers, due to experience in authentic proportional reasoning activities. The conclusion of the study is that application of the model, through which the pre-service teachers gain experience and are exposed to authentic proportional reasoning activities with incorporation of theory (reading and analyzing relevant research reports) and practice, leads to a significant positive change in the pre-service teachers' mathematical content and pedagogical knowledge. In addition, improvement occurred in their attitudes and beliefs towards learning and teaching mathematics in general, and ratio and proportion in particular.

• 한국초등과학교육학회지:초등과학교육
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• 제26권4호
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• pp.428-439
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• 2007

이 연구에서는 초등 예비교사를 대상으로 반성적 사고가 과학 수업에서 교사의 언어적 상호작용에 미치는 효과를 알아보았다. 연구를 위해 2명이 예비교사가 선정되었고, 각 예비교사마다 3차시의 과학 수업을 하였으며, 연구자가 매 차시 과학 수업을 녹화 녹음하였다. 녹음된 자료 중 1차시와 3차시의 자료만 교사의 언어적 상호작용을 분석하기 위해 전사하였다. 예비교사의 언어적 상호작용의 변화와 특징을 분석한 결과, 수업이 진행될수록 교사의 언어적 상호작용 빈도가 증가하는 것으로 나타났다. 그러나 상호작용 빈도의 증가는 예비교사의 과학 수업에 대한 관점과 수업 준비도에 따라 다른 패턴을 보였다. 또한 예비교사의 언어적 상호작용의 질적 변화를 분석한 결과, 수업이 진행될수록 학생들의 사고를 자극하거나 열린 사고를 유발하는 높은 수준의 상호작용이 증가하고, 학생들에게 닫힌 사고를 유발하는 낮은 수준의 상호작용은 다소 감소하는 경향을 나타냈다. 이러한 변화 역시 예비교사의 개인적 특성에 따라 다르게 나타남을 알 수 있었다. 따라서 과학 수업에서 반성적 사고를 통한 교사의 언어적 상호작용의 변화에 효과는 있었으나, 예비교사 개인의 특성 특히, 과학 수업에 대한 관점과 준비도에 따라 효과의 정도가 다름을 알 수 있었다.

• 한국초등과학교육학회지:초등과학교육
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• 제29권1호
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• pp.86-92
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• 2010

Although constructivist assessment has been emphasized by many science educators, most elementary school teachers are still not familiar with this. In order to investigate the causes of this problem, we examined the perceptions of pre-service elementary school teachers toward constructivist science assessment and the relationships among the perceptions toward constructivist science assessment, the views on science teaching and learning, science teaching efficacy beliefs, and the perceptions toward constructivist science learning environment. Analyses of the results revealed that the perceptions of pre-service elementary school teachers toward constructivist science assessment were higher than those of the elementary school teachers reported previously. The results of a stepwise multiple regression analysis indicated that the views on constructivist science teaching and learning and personal science teaching efficacy beliefs were the significant predictors of the perceptions toward constructivist science assessment.

• 한국초등과학교육학회지:초등과학교육
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• 제33권2호
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• pp.322-334
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• 2014

In this study, the researcher aimed to increase productive reflection of pre-service elementary teachers through meta-analysis of their own reflective journals. The meta-analysis activities are expected to enhance their learning effectively as a kind of self-assesment. During 8 week simulation teaching, 26 pre-service teachers kept individual journal writing and the meta-analysis activities were implemented twice (after the 3rd and 8th week). Right after the first meta-analysis, the pre-service teachers' productive reflection increased clearly. However this would not guarantee the effect would last long time period. By analyzing 8 week reflective journals, reports on meta-analysis activities and small group interview, this study shed light on practical ways of enhancing reflective teacher education.

• 한국초등과학교육학회지:초등과학교육
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• 제38권1호
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• pp.31-42
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• 2019

Through the criticism and evaluation of different classes teaching the same lesson topic, this study compared the viewpoints by two ways between two groups including pre-service and experienced teachers. Through free-style criticism, this study analyzed the differences between pre-service and experienced teachers' areas of attention. Through criteria-based analysis, the study analyzed the judgement of each area and the criteria of each judgement. The results of the study found that pre-service teachers criticised more limited areas, but somewhat more positive than their experienced teacher counterparts. Also, pre-service teachers did not observe thoroughly whether or not the teacher was well-informed of the science content, the sequence of curriculum, and whether or not meaningful interaction had occurred. As well as, pre-service teachers were not actually feel importance of student-oriented lessons, and they could not look room and materials are useful to students on students' sides. Additionally, pre-service teachers thought highly of lessons which were connected to other subjects rather than connected to daily life. Therefore, to notice diverse areas in the class, pre-service teachers need to criticise lessons using a diverse criterion. Also, pre-service teachers realized simple questions and that mechanical group activities are not always effective and that they need to think how to improve meaningful interaction. Moreover, they have to perceive that an inquiry-oriented student-lead approach is very important. Lastly, pre-service teachers have to closely consider the room efficiency and materials available to the students, and they must internalize that science class has to be connected with daily life.

• 한국환경교육학회지:환경교육
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• 제21권1호
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• pp.45-56
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• 2008

This study is to consider the fundamental perceptions of pre-service elementary school teachers to natural environments. The recognition items of questionnaire for those environments include ones of water, atmospheric, soil, biologic and oceanic environments constituting of the earth system. From the results of the study, they affirmatively recognized biologic environment, but they showed highly negative recognitions to others. In other side, it is considered that their recognitions to natural environments were probably transferred by the things which involve press media, curricula and real lives. On the basis of the study results, systematic teaching-learning for natural environments is essential because the encouragement of eco-friendly attitude, one of main goal for environmental education, is budded from basic understandings to natural environments. Affirmatively environmental worldviews for elementary school students are important for reasons why teacher's quality and practice will is fundamental, and then teacher could change the views of the students for environmental education. So, preparing balanced attitudes, right concepts and connection to applicable knowledges for natural environments, pre-service elementary school teachers in environmental education must be pointed to organized education between human and natural environment.