• Journal of Practical Engineering Education
• /
• v.15 no.1
• /
• pp.13-22
• /
• 2023

The purpose of this paper is to explore the impact of online problem-based learning (PBL) on learners' 4C competencies and learning experience. The results of the study showed that, first, online PBL had a statistically significant effect on learners' problem-solving skills, communication skills, and pre-service teacher efficacy. Second, learners were very satisfied with the online PBL experience and perceived it to be very beneficial to their learning and to themselves as preservice teachers. Third, learners perceived that the real-time video conferencing system and instant messenger were very helpful for successful online PBL. Fourth, regarding the important factors for successful online PBL, the participants in this study perceived that communication and sincerity are very important, and the role of the leader is also important, but personal intimacy among team members is relatively less important. Fifth, learners perceive that instructor feedback is very important for successful online PBL. Finally, the implications of this study are discussed along with suggestions for future research.

• Journal of The Korean Association For Science Education
• /
• v.40 no.3
• /
• pp.307-320
• /
• 2020

This study explores how the positioning of two pre-service science teachers (PSTs) is reflected in their different epistemic understandings of inquiry-based lessons. We collected the PSTs' products during their design and enactment of an inquiry-based lesson and recorded their practices in the enacted lesson. Interviews were recorded and transcribed for analysis. The results indicate that one PST, Dohyung was positioned as a subject of evaluation throughout the course and the other, Jinwoo, was positioned as a preservice teacher and a subject of evaluation. Their positions were reflected in their epistemic understandings of inquiry-based lessons, which were developed when designing these lessons. During lesson design, both PSTs showed a shared understanding; they explained inquiry-based lessons as students setting and evaluating hypotheses under teachers' guidance. However, as they faced unexpected situations during lesson enactment, they developed different epistemic understandings. To receive a good grade, Dohyung showed a strong preference for anticipating situations that could occur in class and planning responses to them. He understood inquiry-based lessons as ones in which students conduct experiments to produce results expected by the teacher. On the other hand, Jinwoo emphasized the reasoning process based on students' prior knowledge and explained inquiry-based lessons as ones in which students construct new knowledge through a scientific reasoning process based on their knowledge. The findings of this study will contribute to developing strategies to support PSTs' development of their epistemic understandings of knowledge construction in inquiry-based lessons.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.1
• /
• pp.417-424
• /
• 2017

This study investigated the relationship between pre-service early childhood teacher's metacognition and emotional intelligence on character development efficacy. The subjects were 218 pre-service early childhood teachers at university. A questionnaire, which required self-reporting by these teachers, was used to investigate the effect of their metacognition and emotional intelligence on character development efficacy. The data were analyzed by Pearson's correlation and stepwise regression. The study results were as follows. First, metacognition and emotional intelligence exerted an effect on the character development efficacy of pre-service early childhood teachers. Second, there were significant positive correlations between the metacognition and character development efficacy of the teachers. Third, there were significant positive correlations between the emotional intelligence and character development efficacy of the teachers. Fourth, emotional comprehension of others, emotional comprehension of own, error correction, and emotional activity were meaningful and influential variables on the teachers' self-leadership. These results increased the perception for the development of pre-service early childhood teacher curriculum about character development efficacy, metacognition and emotional intelligence of pre-service early childhood teachers.

• Journal of The Korean Association For Science Education
• /
• v.32 no.2
• /
• pp.201-209
• /
• 2012

This study aims to explore patterns and characteristics of coordination between evidence and theories which were found in pre-service elementary teachers' writing for their science inquiry. Five science inquiry activities and a total of 115 writings of the participant teacher at the elementary teacher preparation university in Korea were collected and analyzed for this study. Based on the writing analyses there were found four types of coordination between the evidence and theory. We proposed four types as: Type 1-Consistency of evidence and theory; Type 2-Consistence of evidence and theory including more extension or elaboration of theory; Type 3-Inconsistence of evidence and theory Type 4-Inconsistence of evidence and theory followed by coordination of them. Firstly the findings indicated that the most to least frequent types were Type 1, Type 3, Type 2, and Type 4. The most frequent type was Type 1. It is interpreted that theory in the inquiry questions were frequently figured out by participants and they selected supporting evidence out of data found. There were rarely found relations between activity topics and frequencies of coordination types except in activity 1. The findings in this study will connect to the point of how students collaborate their previously owned knowledge with experiment planning, data analysis and interpretation and making of their own scientific claims.

• Journal of the Korean earth science society
• /
• v.28 no.6
• /
• pp.699-706
• /
• 2007

The purpose of this study is to examine the perceptions of pre-service teachers, which directly affect the concepts and ways of thinking of students who are studying Earth science. This work further seeks to identify pre-service Earth science teachers' Earth science-centered ways of thinking regarding the components and the process of water cycle. The concept sketch method was used to survey 50 pre-service teachers who majored in Earth science education at a National Teachers' University. The survey analyzed the preservice teachers' perceptions of a subordinate concept of Earth systems from the applied components of water cycle, and to code the applied concepts with the components of the water cycle based on a subordinate concept of Earth systems including Hydrosphere, Atmosphere, Geosphere, and Biosphere. The preservice teachers only perceived the components of the water cycle as ones in Hydrosphere and Atmosphere. In Biosphere, many participants lack the knowledge about how the actions of plants and animals, and human beings impact the water cycle. About the process of water cycle, the majority of the participants only perceived evaporation and precipitation as the process of cycling: their understanding about the underground flow of water was more lacking than the surface flow.

• Journal of Science Education
• /
• v.34 no.2
• /
• pp.246-259
• /
• 2010

The purpose of this study was to investigate pre-service biology teachers' perception of the evolution. This study was to compare the views of pre-service biology teachers with no religion with those of christian preservice teachers. Subjects were 77 pre-service biology teachers who enrolled in an university and graduate school of education located in Seoul. The instrument of this study was a questionnaire which consisted of 14 items on 2 domains: the nature of science, the origins of human beings. The key results are as follows. Most pre-service teachers showed highly understanding of the characteristics of science. However pre-service biology teachers still possessed naive views on the distinction of law and theory. In terms of the methods of science, many of the pre-service biology teachers considered scientific theories to progress through the accumulation of observation and experiments or through changes and modifications in existing theories. Compared with the pre-service teachers with no religion, christian pre-service teachers had conflicting views and misconceptions about the origins of human beings. The factors of religion were found to be one of the important barriers which prevent them from understanding the origins of human beings. The results suggested that the education program for pre-service biology teachers integrating the concepts and development process of the scientific knowledges should be effective for understanding the nature of science. For pre-service biology teachers, It is important to understand conflicting views of the christian pre-service teachers who understand creationism as a science.

• Journal of The Korean Association of Information Education
• /
• v.25 no.5
• /
• pp.791-801
• /
• 2021

In this paper, an educational case that can be applied as artificial intelligence literacy education for preservice teachers and incumbent teachers was studied. To this end, a case of educating the operating principle of an artificial neural network that recognizes images is proposed. This training case focuses on the basic principles of artificial neural network operation and implementation, and applies the method of finding parameter optimization solutions required for artificial neural network implementation in a spreadsheet. In this paper, we focused on the artificial neural network of supervised learning method. First, as an artificial neural network principle education case, an artificial neural network education case for recognizing two types of images was proposed. Second, as an artificial neural network extension education case, an artificial neural network education case for recognizing three types of images was proposed. Finally, the results of analyzing artificial neural network training cases and training satisfaction analysis results are presented. Through the proposed training case, it is possible to learn about the operation principle of artificial neural networks, the method of writing training data, the number of parameter calculations executed according to the amount of training data, and parameter optimization. The results of the education satisfaction survey for preservice teachers and incumbent teachers showed a positive response result of over 70% for each survey item, indicating high class application suitability.

• Journal of the Korean Chemical Society
• /
• v.66 no.4
• /
• pp.305-322
• /
• 2022

In this study, a practice-based teacher education program was developed and applied to improve the TPACK of pre-service chemistry teachers. Also the program effect and obstacles were confirmed by measuring the development of TPACK. The participants of this study were 20 pre-service chemistry teachers of 3rd grade and 2 pre-service chemistry teachers of 4th grade who took chemistry education courses at K University located in Chungcheongbuk Province. The developed teacher education program consisted of four stages: preparation, rehearsal, practice, and reflection. The feedbacks from researchers and colleagues pre-service teachers were provided in preparation, rehearsal, and reflection stages. As a result of the study, the program of this study did not show an educational effect in the "constructive learning activities" of preservice teachers, but it was found to have an educational effect in "problem solving". In other words, in "constructive learning activity", most pre-service teachers were at 0 level before and after the program. The pre-service teachers designed the class to unilaterally provide technology to simply use it as a tool to explain subject content or revise misconceptions, and learners can passively acquire knowledge. However, in the case of "problem solving", the pre-service teachers who were at level 0 before the educational program changed to level 1. Before the program, the pre-service teachers designed classes to solve problems by memory without using technology, but after the program they planned classes that provides opportunities to approach and solve various problems through the technology presented by the teacher. However, there were not many pre-service teachers corresponding to level 2, which constitutes voluntary learning in which learners use technology to solve various problems while selecting and variously manipulating technology. In addition, as obstacles to the TPACK development of pre-service chemistry teachers, there were external factors such as lack of classroom support environment for TPACK implementation, lack of time for education planning, and inadequate technology competency. And there were internal factors such as perspectives of traditional education and negative attitude toward technology. In particular, the proportion of pre-service teachers who preceived inappropriate technical competency as an external obstacles of TPACK development was high. Therefore, it was necessary to develop an education program corresponding to type 2 or type 3 that enables TPACK development through TK for pre-service teachers.

• Journal of Korean Elementary Science Education
• /
• v.29 no.4
• /
• pp.484-495
• /
• 2010

The purpose of this study was to investigate changes in geological contents knowledge and self-confidence before and after the geological field trips. Fifty seven undergraduate students at a national university of education participated in this study. The questionnaires were developed by the researcher to serve the purpose. Findings were as follows. First, before and after the geological field trip, there was no significant difference in changes of geological content knowledge (p<.05). However, participants' self-confidence about the geological field trip changed significantly (p<.01). Second, there were no significant differences in changes of both variables in terms of gender (p<.05). And in this study, participants were grouped into two: science track that selected science areas and non-science track with social study selected in the college scholastic ability test. There were also no significant differences in changes of geological contents knowledge and self-confidence in terms of science or non-science track (p<.05). Third, in terms of the geological content knowledge, 24 pre-service teachers showed an increase, 12 students unchanged, and the 21 participants decreased. In contrast, per participants' self-confidence about the geological field trip, fifty three students indicated an increase with only one participant unchanged, and three preservice teachers decreased on the score. Finally, after the geological field trip, participants' comments indicated that they could feel the mystery of nature with the mind of a great experience. As a result, data showed that pre-service teachers became interested in geology, and motivated more in learning geological area than ever.

• Journal of the Korean Chemical Society
• /
• v.54 no.6
• /
• pp.799-808
• /
• 2010

In this study, we conducted a textbook analysis and a conceptual test in order to investigate misconceptions of preservice chemistry teachers in understanding motions of molecular gases. As a result, we found out that many of the general chemistry textbooks not only introduce motions of molecular gases by explaining basic conceptions and using simple models, but also omit the explanation on center of mass when dealing with rotational motion. The physical chemistry textbooks, however, mainly approach motions of molecular gases in terms of spectroscopy and use various models to explain more intensified concepts, referring the center of mass in rotational motions. Meanwhile, pre-service chemistry teachers' confidence and understanding in the motions of molecular gases were very low and pre-service teachers also had many misconceptions about them. We believe this is because they had a tendency to depend largely on their intuition based on the pre-conceptions and the visual materials in the textbooks.