• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.180-185
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• 2008

The purpose of this study is to inquire the properties and relationship of attitudes toward science and process skills of preservice elementary teachers. Two instruments were used to collect the data, SAS(Science Attitude Scales) for checking up attitude toward science and TIPS II(Test of Integrated Process Skill II) for inspecting science process skills. Three main results were revealed. First, preservice elementary teachers' the attitude toward science and science process skills could not show the significant differences by gender. This result is differ from the results of preceding researches which had set up the students of elementary, middle and high school as objects. Second, the properties of preservice elementary teachers' the attitude toward science and science process skills according to the course in high school were also differ from those of preceding researches having students as objects. The preservice elementary teachers who got the literary courses in high school were more confident in science learning and perform that those who have the academic background of science courses in high school. In addition, although they showed better abilities in two sub-scales of science process skills, the preservice teachers with science course didn't show the better science process skills than those who had taken the literary course in total score of science process skill test. Third, there was a significant relationship between attitude toward science and science process skills of preservice elementary teachers but just one sub-scale was related with science process skills. According to these results, it can be said that the preceding results with students as objects can not be applied to and preservice elementary teachers should be guided by the methods which are considering their special properties.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.93-105
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• 2022

This study investigated the aspects of how three preservice elementary school teachers conducted the data-text transforming discourses in their science simulation teaching and how their epistemological conversations worked for learners' construction of scientific knowledge. Three preservice teachers, who had presented simulation teaching on the seasonal change of constellations, participated in the study. The results revealed that one preservice teacher, who had implemented the transforming discourses of data-to-evidence and model-to-explanation, appeared to facilitate learners' knowledge construction. The other two preservice teachers had difficulty helping learners construct science knowledge due to their lack of transforming discourses. What we should consider for improving preservice elementary school teachers' teaching competencies was discussed based on a detailed comparison of three cases of preservice teachers' data-text transforming.

• Research in Mathematical Education
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• v.24 no.1
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• pp.29-47
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• 2021

The purpose of this study was to examine what factors affect the construction of preservice white mathematics teachers' racial identities and the relationship between their racial identities and Culturally Relevant Teaching (CRT) practices. We examined five white female preservice teachers who enrolled in an elementary mathematics methods course at a private university in the US. We collected data consisting of lesson plans, semi-structured interviews, and reflection of a taught lesson in the 2018 fall term and examined them using qualitative research methods. We found that preservice teachers' racial identities were affected by their backgrounds, K-12 school experiences, and practicum school environment. We also found a relationship between teachers' sensitivity to racial issues and their endorsement of CRT strategies. The findings also revealed that the relationships were mediated by practicum school contexts. Based on the findings, we provided practical implications for the teacher education programs.

• The Mathematical Education
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• v.61 no.1
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• pp.157-178
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• 2022

Mathematics teachers' content knowledge is an important asset for effective teaching. To enhance this asset, teacher's knowledge is required to be diagnosed and developed. In this study, we employed problem-posing and problem-solving tasks to diagnose preservice teachers' understanding of fraction multiplication. We recruited 41 elementary preservice teachers who were taking elementary mathematics methods courses in Korea and the United States and gave the tasks in their final exam. The collected data was analyzed in terms of interpreting, understanding, model, and representing of fraction multiplication. The results of the study show that preservice teachers tended to interpret (fraction)×(fraction) more correctly than (whole number)×(fraction). Especially, all US preservice teachers reversed the meanings of the fraction multiplier as well as the whole number multiplicand. In addition, preservice teachers frequently used 'part of part' for posing problems and solving posed problems for (fraction)×(fraction) problems. While preservice teachers preferred to a area model to solve (fraction)×(fraction) problems, many Korean preservice teachers selected a length model for (whole number)×(fraction). Lastly, preservice teachers showed their ability to make a conceptual connection between their models and the process of fraction multiplication. This study provided specific implications for preservice teacher education in relation to the meaning of fraction multiplication, visual representations, and the purposes of using representations.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.101-123
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• 2022

Recently, as the educational paradigm shifts from teacher-centered to learner-centered, the active construction of knowledge of learners is becoming more important. Accordingly, classes using mathematical modeling are receiving attention. However, existing research is focused on teachers or middle and high school students, so it is difficult to apply the contents and results of the research to preservice teachers. Therefore, in this study, the experience of mathematical modeling was examined for elementary school preservice teachers. And we looked at how positive experiences of mathematical modeling change their perceptions. As a result of the study, elementary school preservice teachers had very little experience in mathematical modeling during their school days. In addition, it was found that the perceptions changed more positively than when a theoretical class on mathematical modeling was conducted, rather than when the experience of mathematical modeling was actually shared. Based on the results of this study, implications were suggested in the course of training preservice teachers.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.109-120
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• 2003

The purpose of this study is to observe, to analyze of the preservice teachers' naive theories about the change of season. And it is to find a instruction strategy which can solve problem about this. The general idea about the change of season is observed by the 3 methods which are simply explaining with words, explaining with pictures and models. The author is to find the similarity. difference and relationship which the preservice teachers have about the general idea about the change of season. The important changable primary factors, which can effect to the general Idea formation, are naturally dragged out through the observation of preservice teachers participation. For this study, 4 first year preservice teachers of one of national university of education are used. Before the interview. the author tries to form rapport with the preservice teachers. Experiment materials, pencil. paper, camcorder, digital recorder and interview note were used for the study with reflection of them just way they are. As the result of the interview. all of 4 preservice teachers had not being understand the concept about the change of season and the three ways of explanation methods were not matched each other, so it is revealed that the general Idea of the change of season, which the preservice teachers have, is not strongly formed. In spite of the repeated study of the change of season from elementary school to university, it has many problem about recognition of the general idea about the change of season which pre-elementary teachers have. Therefore it is needed to improve the experiment in elementary science text book and naive theories by the activity which is explaining the change of season in three dimension space. to prevent the naive theories which the preservice teachers may have.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.81-105
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• 2015

The purpose of this study was to analyze the perceptions of creativity in mathematics of preservice elementary school teachers. Creativity in Mathematics is one of the most important components in mathematics teaching and learning, which has been emphasized in the Principles and Standards for School Mathematics and the 2009 Revised Mathematics Curriculum. For this study, the researcher analyzed reports of creativity in mathematics in mathematics lessons from the perspectives of 55 preservice elementary school teachers. The preservice teachers observed 55 mathematics lessons focusing on creativity in mathematics during their two-week-student-teaching period. The results showed the followings. First, the preservice teachers had a narrow perceptions on creativity in mathematics. Second, observational experiences of mathematics lessons led the preservice teachers to reconsideration of creativity in mathematics. Third, the preservice teachers provided a various strategies to enhance students' creativity in mathematics. The researcher suggested the followings. First, definitions and practices of creativity in mathematics should be included in the teacher education programs. Second, mathematics textbooks should include creativity in mathematics in a sophisticated manner. Third, creativity-rich materials should be developed and distributed to teachers. Finally, well-designed teacher training programs should be necessary.

• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.423-446
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• 2022

This study explores and compares Korean and U.S. elementary preservice teachers' analytic approaches of students' addition and subtraction computational strategies. Twenty-six Korean and twenty U.S. elementary preservice teachers participated in the study. Participants were asked to analyze mathematical approaches and errors from students' addition and subtraction operations. Preservice teachers' written documents were analyzed by applying open coding and inductive coding based on the grounded theory. As a result, the pattern of error analysis and interpretation of students' addition computations were similar for both Korean and U.S. preservice teachers whereas there were some differences in the analysis of students' subtraction computations. Both Korean and U.S. preservice teachers had difficulties identifying students' strategies and errors for a complicated and unconventional computational approach. Results also indicated that preservice teachers' noticing and interpretation of students' strategies and errors were influenced by their K-12 mathematics curriculum and teacher education program. This study suggests implications and future directions for teacher education, more contextualized teacher preparation programs and balanced connection to the K-12 curriculum.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.401-414
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• 2014

The purpose of this study is to investigate the elementary preservice teachers' conceptions about 'plastics' focusing on non-polar property from a National University of Education. For the study, the views about plastics, relative shapes of a water droplet on plastic or glass material, and relative shapes of water surface in the plastic or glass measuring cylinder were surveyed from the preservice teachers. And the responses were analyzed based on the patterns. The results from the study are as follows: First, most preservice teachers were well aware of the plastic products which are used in daily life. Second, the responses concerning the reason why plastics can be used commonly were divided into 2 categories with 14 sub-level groups. However relatively few preservice teachers mentioned regarding 'chemical stability' and 'conductivity', which are associated with the plastics' non-polar property. Third, it was found that 50 participants (30.1%) had 'Scientific conception (Sc)', 38 (22.9%) had 'Partial-scientific conception (Ps)', 66 (39.8%) had 'Misconception (Mc)', and 12 (7.2%) had 'No conception (Nc)' on the subject of the relative shapes of a water droplet. Fourth, the distribution patterns and the ratio of the preservice teachers' conception on the survey question 3 concerning the relative shapes of water surface were quite similar to those of the survey question 2. So it was concluded that overall understanding level of the preservice teachers was pretty low on the subjects of the relative polarities of the plastic, glass, and water as well as their interactions. Fifth, the distribution percentile of 'Sc'/'Ps'/'Mc'/'Nc' was not related with the gender but highly correlated with preservice teachers' academic field and their science subjects taken in high school. Based on the results from the study, some educational guidelines were suggested.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.101-115
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• 2017

This study was to analyze motivations in the mathematics lessons from the perspectives of preservice elementary school teachers. The participants were three groups of 62 preservice elementary teachers who were sophomore or junior students in Seoul city in Korea. Two groups of the students were enrolled at teaching and learning mathematics courses, whereas one group of students were at mathematics problem solving course. They were randomly assigned to elementary schools for their student teaching. They were required to observe mathematics lessons focusing on motivations during their participating at the two-week student teaching period. The preservice teachers were asked to observe and submit the reports of the observation in the mathematics lesson. The researcher suggested a guideline of observation and analyzed the reports according to the categories those were suggested in the guideline. The results of the analysis on the reports are summarized as follows. First, the preservice elementary school teachers considered the purpose of motivations as attracting students' interest. Second, the major ratio of motivations were attracting students' attention in the mathematics lessons. Third, the duration average time was 5 minutes 50 seconds and only limited materials for the motivations. At last, most mathematics lessons need to stimulate students' curiosity that fits to the objectives of the lessons. The researcher suggests that we need to develop various motivations in mathematics lessons with which teachers should subtlely connected to the objectives of the lessons.