• Journal of Korean Elementary Science Education
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• v.39 no.4
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• pp.522-532
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• 2020

The aims of this study were to do a survey on teachers' perception and operational state for elementary science online remote classes and suggest ways to improve the elementary science online remote classes. The survey was based on responses from 100 teachers who have taught elementary science online remote classes for the first semester of 2020 for COVID-19. The questionnaire used in this study consisted of four parts: general informations of participants, the operation status of elementary science online remote classes, teachers' perceptions on the operation of elementary science online remote classes, ways to improve elementary science online remote classes. As a result of this study, elementary teachers taught elementary science online remote classes on the main use of content utilization type. And they had a difficulty in conducting elementary science online remote classes because of lack of contents, absence of elementary science online remote classes teaching methods, learner management and heavy workload. Therefore, to improve elementary science online remote classes the Ministry of Education and regional offices of education have to develop and provide high-quality contents reflect the characteristics of elementary science subjects, introduce a rent-an-experiment equipment system, and build a science class platform providing frequent real-time interaction between teacher and student.

• The Korean Journal of Community Living Science
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• v.28 no.1
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• pp.155-165
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• 2017

This study examined the mediating effects of self-esteem on the teacher-young child relationship and self-regulation ability of young children. A survey was conducted on a random sample of 252 young children aged 3-5 years attending a nursery in Gwang-ju, Korea. Based on the data, Person's correlations between variables were analyzed, and hierarchical regression analyses were conducted to identify the direct and indirect effects of the teacher-young child relationship and self-esteem on the self-regulation ability of the young children. First, there were positive correlations among the teacher-young child relationship (intimacy) and self-esteem as well as self-regulation ability. There were negative correlations among the teacher-young child relationship (conflict, dependence) and self-esteem as well as self-regulation ability. Second, self-esteem partially mediated the correlation between the teacher-young child relationship and self-regulation ability. The results suggest that self-esteem may affect the self-regulation ability of young children as a mediating response to the teacher-young child relationship.

• 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.

• Hwankyungkyoyuk
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• v.20 no.4
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• pp.65-83
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• 2007

The purpose of this study was to survey science teachers, perception and attitudes on disposal of school laboratory waste water and materials. To fulfill this aim, a questionnaire was administered to 244 secondary school science teachers. The result of this study revealed that there was no large disparity in the degree of understanding of laboratory waste disposal and the laboratory waste water treatment, and in secondary science teachers' perception and practicing attitude on the environment. While science teachers had deep understanding of laboratory waste disposal and its influence on environmental pollution, they expressed less positive attitude toward the actual disposal of waste materials and waste water, and participation in teacher training. Therefore, it is necessary to provide standards of systematized disposal methods and proper disposal facilities in middle and high school laboratories, as well as to investigate teachers' needs before providing teacher training program.

• Journal of the Korean earth science society
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• v.39 no.4
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• pp.378-387
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• 2018

In this research, the change of Korean middle-school science education environments is investigated through analyzing eighth graders' survey data collected over the past 20 years of TIMSS. We extracted educational context variables that provide meaningful information on changes of Korean science education, and have been surveyed more than 3 study cycles up to TIMSS 2015. The selected educational context variables include school resources and school climate from the school principal's questionnaires, and teacher characteristics and instructional activities from the teacher's questionnaires. For each context variable, we analyzed its trend over TIMSS cycles, and discussed its implications in light of Korean educational policy and curriculum changes. Based on the results, we recommended several ways that help to improve science teaching and learning in light of lab assistants, computer availability, teacher learning community, and middle school Earth science curriculum.

• Journal of the Korean Society for Library and Information Science
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• v.17
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• pp.229-259
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• 1989

The school library plays very important and central role for the fullfillment of educational objective in the process of implementing the school curriculum. And the media specialist known as teacher-librarian is. primarily responsible for the successful operation and effective management of the media center. It is true that effectiveness of the school library depends greatly on the cooperative coordination among teacher-librarian, teacher and principal in addition to the strong support and effective supervision of school district authority, specifically, supervisor of school library program. The successful program therefore is influenced by their perception of the teacher-librarian's role. The purpose of this study was to investigate the teacher-librarian's. educational role perceived by teacher-librarian, teacher, principal and school district supervisor. A standard task model describing both the management and educational functions and expectations of teacher-librarian was proposed after studying the relevant current standards of four countries. Serveral hypotheses were made regarding role perception and a survey instrument was designed based on this proposed task model and the results of the literature review to validate the hypotheses. The questionnaires were mailed out and the returned questionaires were analyzed by SPSS computer routine. The major findings are summarized as follows: 1) There was difference of the role perception among teacher-librarian, teacher, principal and district supervisor at the significance level of p<0.001 for both management and educational functions of teacher­librarian. The mean score of the teacher-librarian was highest among four groups and the score for the educational function tasks were lower than that of management function tasks. 2) The positive correlation exists at the significance level of p<0.001 between the role perception and the attitude toward changing social trends such as acceptance of new technology, need for better communication and information. 3) The positive correlation exists at the significance level of p<0.001 between the role perception and the view on the curriculum and teaching method.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.464-470
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• 2008

In this study, we investigated the characteristics of elementary school teachers' self-images of science teaching by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). A survey was administered to 178 elementary school teachers in Seoul, Gyeonggi province, and Gangwon Province. It was found that elementary school teachers' self-images of science teaching for four science subjects (physics, chemistry, biology, and earth science) were more 'teacher-centered' than 'student-centered'. The results may imply that elementary school teachers' beliefs of science teaching tend to be more traditional than constructive. Therefore, there is a need to develop an effective education system for pre- and in-service elementary school teachers based on constructivism.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.154-163
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• 1996

In Korea, previous survey in science education mainly dealt with Quantitative variables. Qualitative ethnographic observation can bring deeper understanding of the context of school lesson and it's feature. The purpose of this study was to develop qualitative understanding about the learning experiences provided in middle school and students' responses to them through observation and interview and to investigate it from a constructivist perspective. Six lessons of the 9th grade were observed and recorded on the video tape. The topics of the lessons were potential energy, kinetic energy and conservation of mechanical energy. We had also unstructured interview with the teacher and three groups of students. The teacher's deductive explanation starting from scientific definition and quantitative problem solving using formula were the main features of the classroom lectures. The video - watching lesson was taking the role of a break rather than being seen as a useful tool for science learning and teaching by both students and the teacher. The teacher's perception about the lab experiment was not supported by the responses from the students. The teacher and students preferred problem-book to textbook for their teaching and learning. From a constructivist's perspective, however the teacher seemed to have intention of introducing daily life context, he couldn't unfold it to main context of the lessons. Students were so accustomed to passive learning that they did not express directly their complaint about their learning and did not participate in planing and controling their learning. The teacher and the students believed the scientific knowledge came from an exact experiment. There was a cooperation to seek right answer rather than a social process of making sense of knowledge. In conclusion, the observed science lessons of a middle school showed typical cross section of teacher - centered, passive learning environment, which is far from constructivist perspective.

• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.187-196
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• 2008

In this study, a survey was conducted of students in grades 7 through 12, student teachers enrolled in their senior year at teachers' colleges, and science teachers. Subjects were surveyed on their conceptions of phenomenon related with dissolution, saturation, and extraction. The models and analogies used by student teachers and science teachers to explain dissolution were sought. The highest percentage of students thought of dissolution as a phenomenon in which particles broke into the spaces between other particles. The models or analogies used by the highest percentage of science teachers were similar. They generally conceived of dissolution phenomenon through what we call the 'space conception'. A conception of dissolution phenomenon as 'hydration through attraction of solvent and solute' was held by more student teachers than science teachers; there were some differences, however, according to their academic background. The percentage of teachers professing this view decreased when they attempted to explain the process of extraction of matter in a solution after other matter had dissolved or after the solution was cooled, indicating that the 'hydration' conception was not firmly established in the student teachers' cognition. Therefore, it can be inferred that the conceptions of dissolution as 'hydration' were transformed into the conceptions of dissolution as 'space' after teaching dissolution phenomenon as practicing teachers. This finding should be considered in teacher-training courses.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.429-438
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• 2022

In this study, we propose a way to improve science teacher expertise through infographics creation teacher training program by analyzing the infographics types focusing on the Earth Science subject of the 2015 revised curriculum, and inspecting the teachers' utilization of graphic tools. The data visualization characteristics of Earth Science textbooks were analyzed, the execution results of the infographics creation teacher training program were presented, and a survey on science teachers' change in perception and competency of infographics. As a result of the Earth Science textbook analysis, diagram-type, map-type, and comparative analysis-type infographics were frequently used, and were mainly presented as text-assisted-type infographics. The infographics creation teacher training program was conducted five times for 112 science teachers to create the complete, text-assisted, incomplete, and gradient-type infographics. Incomplete infographics for development of evaluation questions were most needed. Although many science teachers recognize the importance of infographics, they lacked the competency to create high-quality infographics because there were no training opportunities for infographics creation. After completing the training, 74.1% of teachers felt that the quality of developments of supplementary textbooks and evaluation questions had improved, and answered that it was helpful in re-educating knowledge and improving teaching-learning methods. Based on the research results, ways to improve science teacher expertise through infographics creation teacher training program were suggested.