• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.191-205
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• 2006

The purpose of this study was to explore strategies used by pre-service elementary science teachers in planning a science lesson. The participants were six senior students from a national university of education located in the midwestern area of Korea. Data regarding their planning strategies were gathered through both thinking-aloud and observation. Research findings suggest that: three of the teachers had little understanding of the necessity of reviewing unit contents or prior learning for planning a science lesson; five student teachers relied heavily on learning objectives presented in teachers' guidebooks without considering their appropriateness; all teachers exhibited an intention of composing different activities or teaching approaches from teachers' guidebooks; only two teachers thought about learners' prior knowledge or understanding levels; five and three teachers had poor understanding of discovery learning models and importance of teacher's questioning, respectively; and five teachers paid little attention to assessment.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.287-304
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• 2019

Teaching with technology has been widespread in practical classroom settings, and increased the needs to enhance pre-service teachers' capability with a variety of technologies. The purpose of this study is focused on designing and implementing a training program to develop pre-service teachers' Technological Pedagogical Content Knowledge(TPACK) which promotes them use technologies tactically in integrated science classes. Based on the theoretical framework of TPACK and Practitioner's Guide to TPACK, the authors developed ten periods of lessons comprised instructional skills in elementary science education. Subsequently, the program was applied into a teacher trainee course in Korea. The results of this study indicate that the TPACK training program for pre-service teachers significantly influenced on attitude toward convergence, TPACK, and science teaching efficacy of the engaged participants. The developed program, meanwhile, caused a significant TPACK improvement of female participants of the teachers college more effectively. Furthermore, it mitigated the gap between science and humanity tracks coming from their high schools. Consequently, there are possibilities to improve pre-service teachers' teaching strategies for integrated classes, if they have opportunities to review the comprehensibility of technological, pedagogical, content knowledge, and intersected areas with metacognitive perspectives.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.273-285
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• 2014

Purpose of this study is to analyze eye movements of pre-service teachers and elementary students about a visual material of the change on the lunar phases. Eye-Tracker was used for analysis for eye-fixation time and eye movement at the structure, behavior, function question on the visual material. The Results were as follows. First, the pre-service teacher checked the visual materials from a holistic perspective depending on the function questions and fixed eye-fixation on the moon of the behavior question concerned. On the contrary, elementary school student only checked function of the moon located in the upper part and eye-fixation focus was spread here and there regardless of the questions. Second, the pre-service teacher gazed at the sun, earth and moon in a consecutive order depending on the questions to identify their spatial relations and checked location of the moon related to the question. On the contrary, the elementary school student did not view relations between earth, sun and moon from a spatial perspective. These findings indicate that the pre-service teacher conjures up the mechanism of the change on the lunar phases and confirms it in visual materials by visualizing change on the lunar phase model from earth's point of view while the elementary school student fails to take advantage of visual materials to visualize it from earth's point of view.

• Journal of the Korean earth science society
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• v.24 no.3
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• pp.135-140
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• 2003

The purpose of this study is to assess pre-service elementary teacher's conceptions of environmental issues. 141 pre-service elementary teachers from local college participated in this study. We discovered that most of participants understood the possibility of technological abuse that could lead to environmental destruction. They also well understood the crisis of the Earth's ecosystem. Nevertheless, it seemed most of participants were not ready to take action to save ti. In addition, they also showed stereo-typically biased opinions about science, technology and their relationship with environmental issues. It appeared to come from media-oriented environmental education. Since pre-service teacher's conceptions could directly effect future education, it is necessary to establish a more systematic educational system for environmental education, for both pre-service teachers and students.

• 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.

• Hwankyungkyoyuk
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• v.21 no.1
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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.

• 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.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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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.

• School Mathematics
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• v.19 no.4
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• pp.691-712
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• 2017

It is an important to develop teachers' statistical reasoning or thinking by teacher education. In this study, the "comparing two data sets" tasks is focused as a way to develop pre-service elementary teachers' reasoning about core ideas of statistics such as distribution, variability, center, and spread. 6 teams of each 4 pre-service elementary teachers participated on the tasks and their presentations are analyzed based on Pfannkuch's (2006) teachers' inference model in comparing two data sets. As a result, they paid attention to the distribution and variability in the statistical problem solving by the "comparing two data sets" tasks, and used their contextual knowledge to make a statistical decision. In addition, they used some statistics and graphs as the reference for statistical communication, which is expected to provide implications for improving statistical education. The finding implies that the "comparing two data sets" tasks can be used to develop statistical reasoning of pre-service elementary teachers. Some recommendations are suggested for teacher education by these tasks.

• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.67-78
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• 2009

The purpose of this study is to identify the basic scientific knowledge of in- and pre-service elementary school teachers, specific areas having insufficient knowledge and the reason for the lack of understanding. For the study, we analyzed the survey asking basic scientific knowledge to in-service elementary school teachers within an urban communities and pre-service elementary school teachers enrolling the first, the second and the third year in National University of Education. The results shows that there is the lack of understanding about scientific knowledge such as boiling points, perihelion, substances, and elements, which elementary school teachers should have exactly known. With regard to the age, an effort is required to increase scientific knowledge of the in-service teachers in 50's, compared to those in 20s' and 30s'. In the pre-service teachers, the average in the third year was significantly higher than that in the first and second year. Regarding the major background in high school, both of in- and pre-service teachers who completed the science course showed significantly higher average than those who completed the liberal arts course. In addition, regarding the major in the university, the average of the group with science and engineering major was higher than that of the group with other majors.