• 대한지구과학교육학회지
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• 제6권2호
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• pp.145-151
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• 2013

The aim of this research is clarify the relationship between concept understanding degree about the environment and environmental sensitivity and heighten understanding of environmental education target to pre-service elementary teacher. The subjects of this study are science education intensive course 65 students of B educational university. Concept understanding degree about the environment was separately investigated by 'the definition of environmental education', 'Write The positive concept of the natural environment education and briefly describe.''The negative concept of the natural environment education and briefly describe'. Next clarify the relationship between concept understanding degree about the environment and environmental sensitivity target to pre-service elementary teacher. Based on these results, propose an alternative to cultivate pre-service elementary teacher's knowledge about environmental education. Degree of understanding of the concept environmental education research results are as follows. First, Cognition degree about definition of environmental education of pre-service elementary teacher is correctly recognized generally. Second, They do not think deeply about natural environment when it comes to the positive concept of the natural environment of pre-service elementary teacher. Third, They have only a little interest in natural environment when it comes to the negative concept of the natural environment of pre-service elementary teacher. Correlation research results of degree of understanding of the concept of environmental and environmental sensitivity are as follows. High understanding degree of environmental education is high environmental sensitivity. Heighten environmental sensitivity of pre-service elementary teacher will be sustainable environmental education so education is necessary for environmental Sensitivity training.

• 대한지구과학교육학회지
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• 제6권3호
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• pp.252-260
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• 2013

The purpose of this study is find out the correlation of level of knowledge of pre-service elementary teacher with space perception ability on 'Earth and Space' of elementary science. During the second semester of 2013, for 15 weeks, the classes were conducted for 3 hours per week and we find out knowledge Understanding degree and select terms offered by 5th grade science courses 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section and measured space perception ability degree of pre-service elementary school teacher with a questionnaire. We analyzed the correlation of understanding level of knowledge in the field of astronomy of pre-service elementary school teacher with space perception ability. The results of the study are presented as follows. First, pre-service elementary school teacher showed a low level of knowledge understanding as it goes the upper grades about upper concept in 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section' of astronomy area of elementary science 'Earth and space sector'. The pre-service elementary school teachers needs to acquire knowledge of astronomy area in elementary school curriculum. Second, pre-service elementary school teacher showed that there are differences individually in 'finding solid body' of sub-element of space perception ability. This shows that 'finding solid body' factor is associated with space perception ability. Third, in the section of 'The earth and the Universe' for elementary education, 'Reflection' and 'Finding solid body' which are low-level components of space perception ability were verified that have a corelationship with general grades in the astronomy conception test.

• 한국초등과학교육학회지:초등과학교육
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• 제28권4호
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• pp.373-381
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• 2009

This study investigated pre-service elementary school teacher's perception of science curriculum use in Korea and Japan. Ninety four pre-service elementary teachers in Korea and fifty three pre-service elementary teachers in Japan are participated in this study. As the result, four patterns were revealed. First, science isn't perceived as an important or interesting subject by the pre-service elementary teachers in both countries. Second, the perception of Korean pre-service teachers about the objectives of science subject is relatively negative. Third, in the case of Korea, the perception about the effectiveness of science subject content and level, and the amount of learning is shown to be more negative than those of Japan. Finally, in both countries, the science majors and the non-science majors have negative perceptions about the inclusion of the perspectives and methods of assessment and the preparation of teaching and learning plan in curriculum.

• East Asian mathematical journal
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• 제31권4호
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• pp.547-568
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• 2015

The purpose of this study is to analyze whether statistics and statistical education of intensive courses at the teachers college can improve elementary pre-service teacher' statistical attitudes. Findings on this study are as follows: First, there was meaningful difference in the elementary pre-service teacher' attitudes with significant level of 0.05. This proved that statistics and statistical education of intensive courses at the teachers college was effective on improving elementary pre-service teacher' attitudes. Second, there was meaningful difference in the pre-service math teacher' conception in the 2009 reformed curriculum for elementary mathematics.

• 한국학교수학회논문집
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• 제25권3호
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• pp.279-306
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• 2022

본 연구의 목적은 실제 수업 및 수업 전후 진행된 학습공동체 회의에 참여하는 과정에서 나타나는 초등 예비교사의 주목하기 특징의 변화를 분석하여, 초등 예비교사 교육에 대한 시사점을 도출하고자 하는 것이다. 이를 위하여 본 연구에서는 연구 참여자인 초등 예비교사와 연구진들로 구성된 학습공동체를 구성하였다. 분석 자료로 초등 예비교사의 실제 수업과 학습공동체 사전, 사후회의 과정 전체에 대한 녹화 및 녹음 자료와 이들에 대한 전사 자료, 초등 예비교사의 반성일지와 사후 인터뷰, 연구자의 관찰일지, 학생의 학습지 등이 수집되었으며, 분석 방법으로 해석적 사례연구가 수행되었다. 연구 결과, 초등 예비교사의 주목하기의 특징이 주의 기울이기, 해석하기, 반응 결정하기의 각 요소에서 다음과 같이 변화하였으며, 이와 같은 변화에 학습공동체가 기여하였음을 확인할 수 있었다. 첫째, 초등 예비교사의 주의 기울이기 대상이 과제 결과물에서 학생의 통계적 사고로 변화하였다. 둘째, 초등 예비교사의 해석하기가 구체적인 근거가 부족한 상태에서 근거의 다양성과 구체성이 갖추어진 상태로 변화하였다. 셋째, 초등 예비교사의 반응 결정하기가 생산적이지 못한 반응 결정하기에서 생산적인 반응 결정하기로 변화하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제26권5호
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• pp.489-498
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• 2007

This study focuses on surveying and examining the beliefs of elementary pre-service and in-service teachers about science and science education. The instrument consisted of 21 items about science and science education on a 5-Likert scale(score range from 1 to 5). The one contained science knowledge and scientific invention, and the other contained science teacher, learning science and science learning and teaching. Data were collected from 76 pre-service and 96 in-service elementary teachers(24 male and 148 female). The elementary pre-service and in-service teachers had higher level belief about that science knowledge should be acquired by sequential scientific process, the beliefs of in-service teachers was more explicit than those of pre-service teachers. They had beliefs to educate learners by providing scientific joyfulness and sequential scientific process. But, in-service teachers had difficulties to perform scientific process-based activities. It is necessary to provide scientific experiences to understand the nature of science in pre-service and in-service programs.

• 한국초등과학교육학회지:초등과학교육
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• 제36권3호
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• pp.193-207
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• 2017

The purpose of this study was to investigate pre-service elementary teachers' attitudes towards science teaching using 'Dimensions of Attitude Toward the Teaching of Science (DAS)'. After confirming the factors and reliabilities of the translated questionnaire by pilot test (N=68), the survey was administered online at one national university of education in Korea (N=527). The pre-service teachers generally thought elementary science education is important and did not believe gender difference in students and in teachers. Science education majors than other majors, males than females, and those who completed high school science track than humanity track had more positive attitudes toward science teaching in elementary school. The extent of teacher education curriculum completion had a little effect on the pre-service teachers' attitudes toward science teaching. The implications for teacher education were discussed.

• 한국과학교육학회지
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• 제38권6호
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• pp.901-917
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• 2018

본 연구는 초등예비교사들을 대상으로 과학교육 관련 자기이해와 변화역량에 대한 인식 조사 도구를 개발하고, 이를 활용하여 초등예비교사들이 가지고 있는 자기이해와 자신의 변화역량에 대한 인식을 조사하는 것을 목적으로 하였다. 먼저 선행 연구 검토와 토론 등을 거쳐 초등예비교사들의 자기이해와 변화역량에 대한 인식 조사 도구를 제작하였다. 설문지의 전반부는 자기이해와 관련되는데 '자기개념 명료성', '진로정체성', '자기효능감'을 요인으로 하여, '초등예비교사로서의 자기이해'(12개 문항)와 '초등과학예비교사로서의 자기이해'(12개 문항)에 대한 내용으로 구성하였다. 설문지의 후반부는 '변화감수성', '목표의식', '협력', '성찰', '숙달'을 요인으로 하는 변화역량에 관한 내용으로, '일반적인 변화역량'(17개 문항)과 '초등예비교사로서의 변화역량'(17개 문항), '초등과학예비교사로서의 변화역량'(17개 문항)에 대하여 각각 인식 조사 문항을 작성하였다. 이 조사 도구를 사용하여 153명의 초등예비교사들을 대상으로 자기이해와 변화역량에 대한 인식을 조사한 결과는 다음과 같다. 첫째, 초등예비교사들은 자기이해와 변화역량에 대해 대체로 긍정적인 인식을 가지고 있었지만 초등과학예비교사로서의 자기이해와 변화역량에 대한 인식은 상대적으로 덜 긍정적이었다. 둘째, 초등과학예비교사로서의 자기 이해와 변화역량 요인들은 대체로 유의미한 상관을 가지고 있었으며, 특히 자기이해의 '자기효능감'과 변화역량의 '목표의식', '숙달' 사이에 높은 상관이 있었다. 이러한 결과를 바탕으로 자기이해와 변화역량 관련 과학 교육을 위한 몇 가지 시사점에 대해 논의하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제36권1호
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• pp.85-94
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• 2017

The purpose of this study was to investigate the perspectives of pre-service elementary teachers on science education of future by using Draw-A-Science-Teacher-Test Checklist and open-ended questionnaire. The subjects of this study were 136 pre-service elementary teachers. The results of the research are as follows. The pre-service teachers thought that the physical environment reflecting the latest science and technology for science education will be developed in the future. However, few respondents indicated that student-centered equipment or a free and creative classroom environment would be provided. Second, they predicted that there would be changes in teacher's activities due to the introduction of advanced facilities and equipment, but most of the other teachers' activities were thought to be similar to those of current teachers. Third, the pre-service elementary teachers thought that a variety of new technologies would be used in science education and science teachers would mainly teach high-technology, IT technology, science knowledge, and newly discovered science concepts. In addition, we found that pre-service elementary teachers' images were more 'teacher-centered' than 'student-centered'. These results show that pre-service elementary teachers are expected to utilize the latest science and technology actively in science education in 2030 and that it will lead to changes in the physical environment, teachers' activities, education contents, and teaching and learning methods. In addition, they viewed acquisition of science concept as an important goal of science education in the future and had different points of view from the current science education curriculum and scholars' emphasis on educational research for the future.

• East Asian mathematical journal
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• 제33권2호
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• pp.177-197
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• 2017

The purpose of this study is to investigate and analyze the understandings of elementary pre-service teachers about 'estimation' in the elementary mathematics. Together with this analysis, we identify elementary pre-service teacher's Mathematical Pedagogical Contents Knowledge(MPCK), especially focusing to Subject Matter Knowledge(SMK). In order to this goals, we investigate contents relating to 'estimation' from $1^{st}$ curriculum to 2009 revised curriculum and compare 'rounding up', 'rounding off', 'rounding' in the elementary mathematics textbooks. As results of investigations, 'estimation' has been teaching at the 'Measurement' domain from $3^{rd}$ curriculum, but contexts of measuring weaken from $7^{th}$ curriculum. 'Rounding up(off)' is defined three types in the textbooks from $1^{st}$ to 2009 revised curriculum. And we examine elementary pre-service teachers through the questions on these 'estimation' contents. On the analysis of pre-service teacher's understanding relating MPCK, four themes is summarized as followings; the understanding of '0' in the 'rounding up', the cognitive gap between 'rounding up' and 'rounding off', the difference of percentage of correct answers according to types of question in the 'rounding up', and the difference between the definition of 'rounding up' and the definition of 'rounding'.