• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.353-366
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• 2011

An alternative vision for science inquiry that appears to be important and challenging is model-based inquiry in which students generate, evaluate and revise their explanatory model. Pre-service teachers should be given opportunities to develop and use their mechanistic explanatory models in order to participate in the practice of science and to have a sound understanding of science. With this view, this study described a case of pre-service elementary teachers' scientific modeling in magnetism. The aims of this study were to explore difficulties preservice elementary teachers encountered while they engaged in a model-based inquiry, and to examine how their understandings of the nature of scientific models changed after the model-based inquiry. The data analysis revealed that the pre-service teachers had difficulties in drawing and writing their own thinking because they had little experience of expressing their own science ideas. When asked to predict what would happen, they could not understand what it meant to make a prediction "based on their model". They did not know how to use or consider their model in making a prediction. At the end of the model-based inquiry they reached a final consensus of a best model. However, they were very anxious about whether the model was the "correct" answer. With respect to the nature of scientific models, almost all of the pre-service teachers initially viewed models only as a communication tool among scientists or students and teachers to help understand others' ideas. After the model-based inquiry, however, many of them understood that they could create, test, and revise their "own" models "by themselves". They also realized the key aspects of scientific models that a model can be changed as evidence is accumulated and a model is a knowledge production tool as well as a communication tool. The results indicated that pre-service elementary teachers' understandings of the nature of scientific models and their previous school science experiences could affect their performance on a model-based inquiry, and their experience of scientific modeling could help them enhance their understandings of the nature of scientific models.

• Research in Mathematical Education
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• v.15 no.3
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• pp.229-250
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• 2011

The Mathematics Teaching Efficacy Beliefs Instrument is one of the most popular instruments used to measure elementary preservice teachers' efficacy beliefs in mathematics teaching. The instrument was, however, developed in the United States and is perhaps not appropriate for other cultures. In this study, the instrument was translated into Korean and carefully reviewed by Korean mathematics teacher education professors. Analysis of the review indicated that eight out of the 21 items were appropriate while the others needed to be revised. Items were identified as inappropriate due to awkwardness, multiple meanings, tense disagreements, and vagueness. These items were modified to better fit the Korean context. The instrument was revised with two versions: one for elementary and the other for secondary pre service teachers.

• Journal of The Korean Association For Science Education
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• v.9 no.1
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• pp.1-17
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• 1989

From the investigation perfomed by this writer in 1986, it was recognized that many science teachers are in difficulty in teaching the intergrated science in secondary schools and then the present teacher preparation programs need improvement to advance the quality of science teachers. To set up the improvement model, the preservice programs in the departments of science education in Korea were intensively analyzed and compared with that in the department of science education in Hiroshima university. The results of analysises on the programs showed the needs for improvement. A improvement model of the program for secondary science teacher preparation was set up as follows; 1. The improvement program is set up to emphasize the basic science course such as, general physics, chemistry, etc. 2. More emphasis is put upon the intergrated science course. 3. The improvement program is a practical one which is suitable to apply directly as a program in the department of science education.

• The Mathematical Education
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• v.51 no.4
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• pp.429-453
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• 2012

The purpose of the study were to analyze teaching models of arithmetic operations of integers in Korean middle school mathematics textbooks of the first grade and Americans', from which we compare and analyze standards for choice of models of middle school teachers and preservice mathematics teachers. We also analyze the effect of the choice of teaching models for students to understand and appreciate number systems as a coherent body of knowledge. On the basis of that, we would like to find the best model to help students understand and reason the process of formulate the arithmetic operations of natural numbers and integers into the operation of the real number system. Furthermore, we help these series of the study to be applied effectively in the middle school mathematics class in Korea.

• Research in Mathematical Education
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• v.24 no.4
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• pp.279-311
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• 2021

In this paper, we report the types of teaching moves a mathematics teacher educator attempted in his teaching of third-grade students at an urban elementary school in South Korea over two months. We analyze the lesson videos to find the patterns of teaching moves and speculate the link between the teaching and students' mathematical proficiencies recommended in the Common Core State Standards for Mathematical Practices. Closely related teaching moves to the students' development of a certain mathematical proficiency would imply the exemplary practices that teachers-both inservice and preservice teachers-can implement in their classrooms.

• The Journal of Korean Association of Computer Education
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• v.8 no.1
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• pp.13-23
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• 2005

In this study, messages from on-line discussions of 28 preservice teachers were analyzed based on social constructivist learning theory. After preliminary discussion session for a week, small group discussions were conducted every single week with different topics during 4 weeks. One transcript with most frequent messages in each topic was selected, and a total of 72 messages were analyzed. Discussion topics were the issues related to the nature of science. The Interaction Analysis Model for Examing Social Construction of Knowledge in Computer Conferencing was used for the analysis. Analysis of the messages indicated that 'sharing information' was the most frequent, and that 'discovering/exploring dissonance' and 'negotiation of meaning/co-construction of knowledge' were the nex. However, messages of 'testing and modification of proposed synthesis' and 'testing and application of newly constructed meaning' were found to be rare. This result indicated that students' interaction through on-line discussion did not reach to the social construction of knowledge.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.775-788
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• 2007

This study was aimed to understand the structures of preservice secondary school teachers' alternative conceptions on radioactive isotopes in the interior of earth. The structure of their conceptions were analyzed by the suggestions of Niaz (1988) based on the Lakatosian frameworks. The survey was carried out on a group of seventeen students who were major in science education. The research method was open-ended written questionnaire. The results of this study show that students had apparent alternative conceptions. The high temperature and pressure' explanation for radioactive decay in earth's interior had most import effects on their alternative conceptions. It was also intended to survey their conceptional change by our teaching strategies of the philosophy of science in order to construct science concepts.

• Journal of Educational Research in Mathematics
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• v.27 no.1
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• pp.51-67
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• 2017

Analogical reasoning is a mathematically useful way of thinking. By analogy reasoning, students can improve problem solving, inductive reasoning, heuristic methods and creativity. The purpose of this study is to analyze the analogical reasoning of preservice mathematics teachers while constructing quadratic curves defined by eccentricity. To do this, we produced tasks and 28 preservice mathematics teachers solved. The result findings are as follows. First, students could not solve a target problem because of the absence of the mathematical knowledge of the base problem. Second, although student could solve a base problem, students could not solve a target problem because of the absence of the mathematical knowledge of the target problem which corresponded the mathematical knowledge of the base problem. Third, the various solutions of the base problem helped the students solve the target problem. Fourth, students used an algebraic method to construct a quadratic curve. Fifth, the analysis method and potential similarity helped the students solve the target problem.

• Journal of Science Education
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• v.40 no.1
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• pp.1-16
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• 2016

The purpose of this study is to explore the variables of knowledge, acceptance of theory of evolution and epistemology that could be keys for teaching and learning the theory of evolution within school contexts, and to suggest instructional tips for teaching evolution in relation to the grade levels of education. This cross-sectional study examined the grade level differences (8th, 11th, and preservice teachers) of four variables: evolutionary knowledge; acceptance of theory of evolution; and both domain-specific epistemology (nature of science in relation to evolution) and context-specific epistemology (scientific epistemological views) and their relationships. This study, then, built conceptual models of each grade level students' acceptance of theory of evolution among the factors of evolutionary knowledge and epistemology (both domain-specific and context-specific). The results showed that the scores of evolutionary knowledge, evolution in relation to NOS, and scientific epistemology increased as the grade levels of education go up(p<.05) except the scores of acceptance of theory of evolution(p>.05). In addition, the 8th graders' and the 11th graders' acceptance of evolutionary theory was most explained by 'evolution in relation to NOS', while the preservice teachers' acceptance of evolutionary theory was most explained by evolutionary knowledge. Interestingly, 'scientific epistemological views' were only included for the 8th graders, while evolutionary knowledge and 'evolution in relation to NOS' (context-specific epistemology) were included in explaining all the level of students' acceptance of evolutionary theory. This study implicated that when teaching and learning of the theory of evolution in school contexts, knowledge, acceptance of evolutionary theory and epistemology could be considered appropriately for the different grade levels of students.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.81-94
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• 2024

This study explores and conducts an in-depth comparison of the epistemic characteristics in different data types utilized in the science inquiries of preservice teachers regarding noise as a risk in everyday life. Focusing on primary and secondary data in the context of science inquiries about noise, we examined how these data types differ in science inquires in terms of inquiry design, data collection, and analyses. The findings reveal that sensor-based primary data enable direct measurement and observation of key phenomena. Conversely, secondary data rely on predetermined measurement methods within a public data system. These differences require different epistemic considerations during the inquiry process. Based on these findings, we discuss the educational implications concerning teaching approaches for science inquiries, teacher education for inquiry teaching, and the development of risk response competencies in preparation for the VUCA (Volatility, Uncertainty, Complexity, and Ambiguity) era.