• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.641-648
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• 2008

The purpose of this study is to analyze pre-service science teachers' pedagogical content knowledge. For this study, two senior education students were selected. The data of this study were collected through interviews, CoRe questionnaire, and classroom observation recordings during the period of student-teacher practice. Data were analyzed using the constant comparative method. The results indicated that the two pre-service science teachers had low level pedagogical content knowledge. Two pre-service science teachers' knowledges of science curriculum were different from each other. Orientations toward teaching science shifted to undesirable direction after the experience of a student-teacher's practice-teaching. Their subject matter knowledges were imperfect. They also had low levels of knowledge of students' understanding.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.11-18
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• 2021

The purpose of this study is to analyze the questions generated by elementary school pre-service teachers when reading the teacher's guide for the refraction of light, and to analyze the difficulties in understanding the concept and in making instructional plans. A total of 592 meaningful questions were generated by 283 elementary school pre-service teachers after reading the teacher's guide of 'light and lens' unit in the 6th grade of the 2015 revised curriculum. Of these, 306 questions are for understanding the concept of physics and 286 are pedagogical questions. As a result of the analysis, in terms of understanding the concept of physics, the elementary school pre-service teachers encounter difficulties in understanding the concept of the 'cause' of the phenomenon suggested in the textbook, such as the cause of refraction, the reason for scattering light, and the cause of the image change depending on the focal length of the convex lens. In terms of instructional planning, it was followed by questions about how to explain concepts, questions about not being able to explain concepts to elementary school students and having to teach only phenomena, specific explanation methods for specific concepts, and experimental methods. Although the teacher's guide contains various explanations and supplementary materials to help teachers understand the concept, it can be seen that there are many elementary pre-service teachers who cannot answer questions about some concepts even after reading the guide. For concepts with a high frequency of questions, it is necessary to prepare a tutorial that is more understandable. In the instructional plan, there were many questions about teaching methods and experimental methods, so it is necessary to provide more examples and specific experimental methods for explaining concepts in the teacher's guide.

• 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.

• Research in Mathematical Education
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• v.26 no.1
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• pp.19-30
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• 2023

This study analyzes the tasks selected and implemented by pre-service mathematics teachers to support students' development of epistemic actions. Data was collected from 20 students who participated in a mathematics education curriculum theory course during one semester, and multiple data sources were used to gather information about the microteaching sessions. The study focused on the tasks selected and demonstrated during microteaching by pre-service teachers. The results suggest that providing students with a variety of learning opportunities that engage them in different combinations of abductive and deductive epistemic actions is important. The tasks selected by pre-service teachers primarily focused on understanding concepts, calculation, and reasoning. However, the use of engineering tools may present challenges as it requires students to engage in two epistemic actions simultaneously. The study's findings can inform the development of more effective approaches to mathematics education and can guide the development of teacher training programs.

• Journal of Science Education
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• v.37 no.2
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• pp.310-322
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• 2013

The college of education should support pre-service science teachers to develop various abilities as a teacher, in which the teaching ability is the most fundamental one. This study is the result of a longitudinal research project following the processes that pre-service science teachers develop their teaching ability in a college of education. The data gathered include movie clips of seminar presentation, teaching demonstration, secondary school science experiment, and classes in the practicum. In order to analyze the teaching abilities in various context, a framework was developed. The framework consists of 'content,' 'progress,' and 'verbal/nonverbal' with which the movie clips of 5 pre-service science teachers were analyzed. The teaching abilities of pre-service science teachers showed overall development, that include the understanding of learners and curriculum in the 'content,' the time-management and the interaction with learners in the 'progress,' and the nonverbal behavior in the 'verbal/nonverbal.' The implications were discussed on the education in the college of education, such as the increase of teaching opportunities for pre-service science teachers and the support for those opportunities.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.469-483
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• 2018

The purpose of this study is to find out how pre-service mathematics teachers should prepare for the teaching of probability and statistics in school mathematics and to help improve teacher education. To do this, questionnaires and evaluation of probabilistic and statistical curriculum were conducted for pre-service teachers, and regression analysis and correlation between them were examined. Through the investigation, the items with low evaluation results due to level of difficulty were extracted and analyzed. As a result, first, it is necessary to teach pre-service mathematics teachers with link the contents curriculum of college and secondary school about probability and statistics. Second, accurate diagnosis of pre-service mathematics teachers' understanding of probability and statistics is needed. Third, the misconceptions and causes of pre-service mathematics teachers were analyzed in detail. And suggests that various follow-up studies related to this are needed.

• Hwankyungkyoyuk
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• v.25 no.1
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• pp.77-88
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• 2012

The purpose of this study was to analyze characteristics of environmental awareness and environmental worldviews on environmental UCCs which made by 27 pre-service biology teachers, and relationship between environmental awareness and environmental worldviews of them. Environmental worldviews were divided into planetary management worldview, stewardship worldview and environmental wisdom worldview. As for theme fo environmental UCCs, most of pre-service teachers chose themes such as environmental destruction, environmental protection, environmental conservation and coexistence with human and environment. Themes of environmental UCCs were somewhat different between females and males. Female pre-service teachers preferred UCC themes related to human's daily life as a consumer but males preferred to environmental protection. Many pre-service teachers referred that major cause of environmental problem was development of environment. Most of them had envionmental wisdom worldview, and tried to use fear appeal to express ways of solving of environmental problems and envieonmnetal worldviews. After making environmental UCCs, more pre-service teachers had envionmental wisdom worldview. This result implies that it is necessary to develop pre-service educational programs realted to environmental worldview formation.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.1
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• pp.1-11
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• 2015

The purpose of this study was to find out about the awareness and demands of pre-service and in-service elementary school teachers on STEAM education. For the purpose of this study, researcher administered survey questionnaires were conducted for 160 pre-service teachers and 191 in-service teachers who were sampled by convenience sampling method. The results were as follows. On the awareness and demand for knowledge and necessity on STEAM, first, on the understanding related knowledge, most respondents have heard of STEAM education(97.7%), and well aware of STEAM(91.4%) through the teacher training course(80.3%). Second, on the necessity, 60.4% respondents were located in "very necessary" and "necessary" entry. On the awareness and demand for applying STEAM, first, on the reasons of applying STEAM was to help the cognitive and affective development. Also 67.3% respondents would like to apply STEAM on their science class. The reason was necessity on STEAM, and the most suitable subject for blending with science of applying to STEAM was technology, on the other hand the most difficult subject was art. Second, on the effect of STEAM, most respondents had positive awareness on the all categories. Third, on the purpose of science education, also had positive awareness on the all categories of the purpose of science education. On the awareness and demand for blending ways of STEAM and improvements, first, on the blending ways of STEAM, topic centered blending related to real life had a majority. Second, on the improvements, to improve the STEAM education, many respondents pointed out the development of teaching and learning STEAM program and dissemination of related resources.

• 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 Association of Information Education
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• v.24 no.1
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• pp.29-37
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• 2020

There is a great deal of effort to improve Computational Thinking in education. In this paper, we define the relationship between SW capability and Computational Thinking, and then examine the current status of pre-service teacher's computing thinking. For this purpose, a survey about the attitude toward SW education and computing thinking was administered to prospective teachers who learned Entry software for one semester. The results of the survey showed that the improvement of abstraction, data analysis, and automation among the pre-service teacher's computing thinking is needed. When educating preliminary teachers, we can see that we need an education method that can increase the analysis and design capability beyond the Entry Software development tool.