• 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 Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.336-345
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• 2019

To extend the potential benefits of error, the current study examined factors that affect students' error perception in classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total 316 fourth, fifth, and sixth graders attending elementary schools participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, then students were manipulated by classroom goal structure and feedback. Results from multiple regression suggest that students' perception of learning from error has affected by relationships with peers at the most, then relationships with teacher and the type of feedback. Students' perception of risk taking for error also affected by relationships with peers and teacher, then the classroom goal structure. However, no classroom goal structure and feedback affect on their perception of thinking about error to improve their learning as well as error strain. These results imply how classroom climate should be structured to improve perception of errors to improve student's learning.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.625-634
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• 2014

This study has investigated the factors that make a science teacher effective by analyzing students' perception of teacher knowledge required in enhancing their science learning. The basic components of teacher knowledge identified by previous researchers have been confirmed through Exploratory Factor Analysis (EFA). Based on the findings of the EFA, the questionnaire has been further analyzed using Confirmatory Factor Analysis (CFA) by means of Structural Equation Modeling (SEM). In addition, the differences in students' perception on the identified factors of effectiveness have also been analyzed in terms of gender and achievement level. The findings of the EFA showed that five factors of science teacher effectiveness were identified; namely, substantive knowledge, syntactic knowledge, knowledge of students' understandings, knowledge of instructional strategies, and knowledge of assessment. These five components have been divided into two categories of teacher knowledge, SMK and PCK. What we found from the CFA was the respective high correlation between substantive and syntactic knowledge, knowledge of students' understanding and instructional strategies and the low correlation between substantive knowledge and knowledge of instructional strategies. Students perceived substantive knowledge as the most effective factor, knowledge of assessment as the least effective factor. Also, there have been considerable differences in students' perception by gender and achievement level. We proposed, based on the findings, that SMK and PCK need to be integrated into a coherent manner for the effective science teaching practice. This study provides some implications for science teacher professional development and the improvement of science teacher preparation program.

• Journal of Convergence for Information Technology
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• v.9 no.9
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• pp.166-174
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• 2019

This study aims to determine factors influencing pre-service early childhood teachers' perception of technology equipment. Online survey is conducted to 289 students majoring in Early Childhood Education and Child Development located in city A, B, and C. SPSS 25 program analyzes 273 answers. The results show that technology education experience in high school influences TPACK and TPACK's sub-factor technology knowledge; and that technology education experience in college (university?) has a positive influence on computational thinking, perception of technology, TPACK, and TPACK's sub-factors-technology knowledge, early childhood education knowledge, and TPACK knowledge. In addition, perception of technology equipment shows high correlation with TPACK and computational thinking. Indeed, computational thinking and TPACK have 42.3% explanatory power on perception of technology equipment. The results imply that education system supporting computational thinking and TPACK should be prioritized for pre-service early childhood teacher to use technology effectively in the field.

• Korean Journal of Child Studies
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• v.32 no.4
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• pp.1-14
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• 2011

The purpose of this study was to investigate young children's perceptions of a teacher assistant robot, IrobiQ. in a kindergarten classroom. The subjects of this study were 23 6-year-olds attending to G kindergarten located in E city, Korea, where the teacher assistant robot had been in operation since Oct. 2008. Each child responded to questions assessing the child's perceptions of IrobiQ's identity regarding four domains : it's biological, intellectual, emotional and social identity. Some questions asked the child to affirm or deny some characteristics pertaining to the robot and the other questions asked the reasons for the answer given. The results indicated that while majority of children considered an IrobiQ not as a biological entity, but as a machine, they thought it could have an emotion and be their playmate. The implications of these results are two folds : firstly, they force us to reconsider the traditional ontological categories regarding intelligent service robots to understand human-robot interaction and secondly, they open up an ecological perspective on the design of teacher assistant robots for use with young children in early childhood education settings.

• Korean Journal of Human Ecology
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• v.15 no.6
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• pp.905-917
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• 2006

The purpose of this study was to examine what parents really want to daycare center and how much they are satisfied with the daycare service they use. This study also explored how exactly daycare teachers recognize the parental needs and satisfaction on daycare service. One hundred and seventy one parents who send their child to a daycare center in Seoul, and one hundred and thirty five teachers from the same daycare centers participated in this study. Parents were asked about their needs and expectation on daycare service and the degree of satisfaction on the daycare center (including educational facilities, teacher's role, specific programs, etc.). Teachers provided answers about their understanding on what the parents want and how much parents are satisfied with their daycare center. Results revealed that parents are generally satisfied with the daycare service such as educational programs and educational facilities and teachers' role conducting. However, some parent-teacher differences were found in their perception on the levels and domains of parental expectation and satisfaction with daycare service. The parent-teacher differences would give very practical tips for teachers, who plan and conduct everyday daycare programs and actually interact with children in the setting for better daycare service.

• Korean Journal of Childcare and Education
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• v.19 no.6
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• pp.21-37
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• 2023

Objective: This study aims to investigate the perception and demand of child care teachers regarding the support project for part-time substitute teachers in Busan. Methods: A survey was conducted on 6,141 childcare teachers participating in the Busan part-time substitute teacher support project, and the data were analyzed using the SPSS 25.0 program. Results: First, an examination of the perception of part-time substitute teacher support projects based on the type of daycare center revealed significant differences in all aspects, except for whether they choose to reapply. Second, an analysis of the demand for part-time substitute teacher support projects, categorized by the type of daycare center, indicated significant differences. Conclusion/Implications: The findings of this study furnish valuable insights for the equitable and effective implementation of the part-time substitute teaching assistant support project, taking into account the distinct characteristics of various daycare centers. Additionally, the results offer essential foundational data to guide the strategic direction of the part-time substitute teaching assistant support project.

• Journal of Science Education
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• v.46 no.3
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• pp.237-254
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• 2022

The purpose of this study is to examine the changes in the science teaching professionalism self-perception of pre-service elementary teacher as shown in science education lesson course. The subjects of this study were 25 pre-service elementary teachers enrolled in the second year at G National university of education. And the scale of this study were derived and applied by modifying and supplementing the scale of previous studies. The results of this study are as follows: it was found that science teaching professionalism and self-perception of pre-service elementary teachers are improving. In short, it was found that there are significant changes in all sub-domains such as professionalism development efforts, educational contents, instructional method, educational environment and atmosphere, assessment and science teaching preference. As a result of examining the related contents in detail along with the combustion-related science lesson plan, Padlet, and post-test descriptive question responses, there were some good categories and some categories that needed to be supplemented. Based on these results, a plan for enhancing the science teaching professionalism of pre-service elementary teacher needs to be considered.

• Journal of Science Education
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• v.38 no.2
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• pp.317-330
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• 2014

The perception of pre-service teachers who participated as liaison teachers in the gifted education organization's different operating styles and the differences in the thoughts of these teachers were analyzed in this study. The inquiry survey was performed for 74 liaison teachers who had participated in the observational activities in the university annexed science gifted education center and the dormitory based gifted students education center supported by education of administration in Chungbuk Province. The individual in-depth interview was performed with 7 teachers based on the analyzed data. The perception of pre-service teachers who participated in as liaison teachers in the university annexed science gifted education center and the dormitory based gifted students education center was different from important element of the gifted and qualification of the teacher for gifted education. It was revealed that the differences between the education parts, education schedule and education methods of two the education centers, which were performed during the semester, influenced the perception of pre-service teachers who participated as the liaison teachers. The necessity of the systematic training on the observational skills and class contents were suggested as the essential support system for liaison teachers. The results of the study indicate that the gifted education organizations operating styles, the activities of liaison teachers, and pre-service teacher training program for gifted education emphasizes the long term actual guide experience at the education field for the gifted.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.85-97
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• 2019

Objective: The purpose of this study was to find out any differences in teacher efficacy according to the perception and practices of the peers' supervision in day care centers, and to improve the effectiveness of teachers and the quality educare. Methods: The subjects were 301 teachers at daycare centers in Gyeonggi Province who are working at public, private, workplace and home daycare centers. The instruments used were questionnaire concerning the perceptions and practices of peers' supervision in day care centers, and the teacher efficacy instrument. Results: The differences in teacher efficacy according to the perception of peers' supervision were significant, depending on the level of perception, willingness to participate, need and satisfaction, and sub-area of the main view. And, the differences in teacher efficacy according to the practices of peers' supervision were significant, depending on the numbers received, gave and implementated, the implementators, and the type of peers' supervision. Conclusion/Implications: This can be a clear benefit for stimulating peer's supervision. This study can greatly benefit the quality of day care service and improve teacher's professionalism.