• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1039-1048
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• 2015

The purpose of this study is to examine implications of pre-service science teacher training by analyzing science field integration and connection between learning content presented in 'Integrated Science' for high school students based on the 2015 revised science curriculum, and in pre-service science learning materials (textbooks) of the college of education. For this study, the 2015 revised 'Integrated Science' curriculum and 11 types of pre-service science teachers' learning materials related to physics, chemistry, biological science, and earth science were selected. The results were as follows. Most of the learning content presented in the 2015 revised 'Integrated Science' curriculum had integrated two or more science fields. Also, almost all learning content presented in the 2015 revised 'Integrated Science' curriculum were included in pre-service science teachers' education content, with educational content for chemistry introduced at the highest rate. The textbooks for pre-service science teachers had the most learning contents of 'Energy and Environment' domain of 'Integrated Science' for high school students. Accordingly, these results suggest that 'integrated science materials' should be developed for proper the curriculum implementation. Also, training courses for science teachers responsible for 'Integrated Science' are required. Furthermore, a revised curriculum for the college of education and a method to link with certification examinations for secondary school teachers are needed.

• 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.

• 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.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.352-363
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• 2016

The purpose of this study is to investigate the effect of elementary pre-service teacher's science concept level on teaching difficulty, teaching satisfaction, and class evaluation. This study was conducted for 117 first grade students who are studying at P National University of Education. For this study, 117 students were divided into two groups according to the science concept level, and teaching difficulty, teaching satisfaction, and class evaluation score of the two groups were analyzed. The conclusion of this study is as follows. First, the elementary pre - service teacher group with a higher level of science concept showed significantly lower teaching difficulties than those with lower levels. This shows us that if primary pre-service teachers who have high science concept level, they can teach primary school science more effectively. Second, the elementary pre - service teacher group with high level of science concept got higher score on teaching satisfaction than the group with lower level of science concept, but it did not show statistically significant. Third, the elementary pre - service teachers with higher science concept level showed significantly higher scores on class evaluation than those with lower concept.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.199-213
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• 2017

The purpose of this study was to find out what pre-service teachers' views of as a good science class in evaluating class demonstrations. The study was conducted on 32 students in the second year of college who are attending teacher training schools located in central region, Korea. 32 pre-service teachers demonstrated the class with a group of 2 students, and a total of 16 lessons were demonstrated. They also evaluated the class by participating in 15 lessons except ones own class. Therefore all the collected evaluation papers were 480 sheets. This study analyze this evaluation paper and find out the good science class that earth science pre-service teachers think. As a result, the pre-service teachers' views of good science class analyzed by 3 categories. The three categories were 'Highly Engaged Instruction', 'Well-structured class design', and 'Qualitatively superior class materials'. In other words, the pre-service teachers' views that well-structured class design and active interaction were the requirements of good science class. This study confirmed that pre-service teachers can draw images of good science class through experience of class demonstration and class evaluation.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.16-26
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• 2022

This study was to investigate what pre-service teachers pay attention to when designing science lessons. As a result of analyzing the responses of pre-service teachers, it is analyzed that pre-service teachers are designing science lessons with emphasis on science inquiry, considering students' interest, level, and treatment of misconceptions, and closely related to daily life. In particular, it was found that elementary school pre-service teachers made a lot of comments on science class design that emphasizes experimentation and inquiry, so it was found that emphasizing inquiry was recognized as an important point in science lesson design. It is very positive that pre-service teachers recognize important aspects of science education, such as emphasizing inquiry. In addition, it is suggested that the opportunities for class design and demonstration through collaboration with teachers and colleagues should be increased for pre-service teachers' professional development of teachers.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.221-229
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• 2016

This study aimed to investigate the effects of portfolio application on pre-service science teachers' reflective thinking. For the purpose, we used narrative inquiry on pre-service science teachers' portfolios. We also analyzed the dimensions and levels of pre-service science teachers' reflective thinking. Analysis results showed that the pre-service science teachers' reflective thinking was mostly centered on focus at the beginning of semester. In addition, they exhibited routine and technical levels of reflective thinking. Analysis of pre-service science teachers' reflective thinking showed it as gradually extending to the dimension of inquiry and dimension of change by the end of semester. Here, the level of reflective thinking was higher at the dialogic level and transformative level. Pre-service science teachers showed that they had difficulties in making portfolios. However, they answered positively about application of portfolios. The results of this study suggest that there is a need to actively introduce portfolio assessment in teacher education courses in order to increase the reflective thinking of pre-service science teachers.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1356-1366
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• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

• 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.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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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.