• Journal of the Korean Chemical Society
• /
• v.59 no.4
• /
• pp.308-319
• /
• 2015

As a follow-up study to identify references for threshold concepts in science, 20 high school chemistry teachers were interviewed. Seven concepts were identified as threshold concepts. The data revealed that teachers overcome the thresholds while they are teaching as well as learning during their school years. This explains that the mastery experience of threshold concepts involve not only the process of creating subject matter knowledge of a learner but also the reflection on or preparation for teaching. Hence, the current study proposes that a strong relationship exists between the mastery experience of threshold concepts and the development of teachers’ pedagogical content knowledge (PCK). In this regard, findings from this study will provide valuable information to understand the nature of threshold concepts and suggests the value of mastery experience of threshold concepts in terms of PCK development.

• Journal of the Korean Chemical Society
• /
• v.54 no.5
• /
• pp.633-642
• /
• 2010

In this study, science teachers' perception and attitude toward nanotechnology are examined through questionnaires gathered from 134 secondary science teachers. As a result, the study shows that science teachers have high perceptiveness. However, they do not understand specific information on nanotechnology correctly. Science teachers have positive attitudes toward nanotechnology and they have perceived risks of nanotechnology as well as benefits of nanotechnology. Science teachers show positive attitudes toward the application of nanotechnology, whereas they show negative attitudes toward personal information chip and nano-taste enhancer. Science teachers are exposed to nanotechnology via various sources such as TV and internet, whereas teachers rarely get information on nanotechnology-related concepts in textbooks and teaching resources. Science teachers have perceived many textbooks do not introduce enough nanotechnology-related concepts. Many teachers try to explain the nanotechnology when textbooks include nanotechnology-related concepts, whereas quite a few of teachers do not introduce the nanotechnology-related concepts in class.

• Journal of the Korean Chemical Society
• /
• v.54 no.1
• /
• pp.142-149
• /
• 2010

In this study, we investigated pre-service chemistry teachers' awareness and perceptions of middle school students' misconceptions and their perceived educational needs. A survey was administered to 87 seniors at the department of chemistry education of five colleges of education. The instrument was consisted of a test for their awareness and perceptions of students' misconceptions on chemistry topics and an educational need test for their experiences and needs for learning them. Analyses of the results revealed that most pre-service teachers were not thoroughly aware of students' misconceptions related to the particulate nature of matter. The perceptions of a necessity of knowing misconceptions and a willingness to deal with them were positive. However there were few pre-service teachers addressing them according to the constructivism. The pre-service teachers encountered misconceptions through chemical education courses, and had difficulties in practicing teaching strategies addressing misconceptions because of limited examples of misconceptions and insufficiencies of methods/materials in teaching. They also needed lectures and practices related to students' misconceptions. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
• /
• v.37 no.2
• /
• pp.225-237
• /
• 2017

In this study, we investigated the characteristics of the individual processes of pre-service chemistry teachers in making written test items. For this, we analyzed the think-aloud processes of eight pre-service chemistry teachers while making six written test items about gas laws and their in-depth interview scripts. The characteristics of the processes were found to be divided into six categories; the lack of systemicity in planning stage for making written test items, the lack of awareness and consideration for the interrelationship between instruction and assessment, the diverse criteria in determining test item types, the difficulties in judging behavioral domains and difficulties of items in the table of specification, the limitation in using teacher's guides and misunderstanding of teacher's guides, and the limitation in point and/or content of review and differences depending on the time of review. These can provide some significant guidelines and implications in finding ways to improve pre-service chemistry teachers' ability to make written test items.

• Journal of the Korean Chemical Society
• /
• v.54 no.2
• /
• pp.240-247
• /
• 2010

The purposes of this study were to analyze the contents of sulfuric acid in Science textbooks and Chemistry II textbooks, and to survey 10 pre-service teachers' perceptions who majored chemistry education related to sulfuric acid. As results, most of the Science textbooks represented that sulfuric acid was divided into two $H^+$ and one $SO_4{^{2-}}$. But this mistake might be corrected because sulfuric acid was divided into one $H^+$and one $HSO_4{^-}$. Most of Chemistry II textbooks represented ionization steps of sulfuric acid, but same mistake was represented in some of Chemistry II textbooks. $HSO_4{^-}$ is a weak acid, but some Chemistry II textbooks represented $HSO_4{^-}$ as a strong acid. As results of the survey related to pre-service teachers' perceptions, some pre-service teachers didn't know the situation of particles in sulfuric acid solution, and they were affected on by the learning of high school classrooms.

• Journal of the Korean Chemical Society
• /
• v.52 no.6
• /
• pp.696-702
• /
• 2008

• Journal of the Korean Chemical Society
• /
• v.53 no.6
• /
• pp.765-773
• /
• 2009

The purpose of this study is to identify secondary chemistry teachers' abilities to carry-out experiment lesson successfully. As far as the research method is concerned, literature reviews, analyses of abilities to carry-out experimentation from science textbooks, and a survey of science teachers' perceptions of experimental ability were employed along with the progressive discussions among the authors. In order to identify secondary chemistry teachers' abilities to carry-out experimentation, we divided the experiment lesson into three stages of preparation, conduct and arrangement, and management of lab, and added the stage of safety. Each stage is classified into sub-areas, and the sub-area consists of subordinate elements. The safety stage was included separately to emphasize the importance of the safety issue in lab and experimental activities. The secondary chemistry teachers' abilities to carry-out experimentation are the abilities to perform experiments in person, presupposing the instruction of experiment, and can be featured with the use of reagent and measuring instruments, the preparation of sample, designing experiment, correct experimental habit and skillfulness, data processing, analysis and reasoning, and management of lab and safety.

• Journal of the Korean Chemical Society
• /
• v.65 no.3
• /
• pp.209-218
• /
• 2021

This study investigated the condition of chemistry teacher's student competency assessment based on the inquiry report. To this end, an inquiry report was collected for chemistry teachers who took the training at two universities that conducted the 2020 first-class chemistry teacher training. The science subject competencies presented in NAEA analysis framework was used to analyze what kind of competencies teachers assess students through inquiry reports. A total of 63 chemistry teachers submitted inquiry reports, which were analyzed by competency, sub-element of each competency, and detail element to analyze the actual situation. As a result of the study, most chemistry teachers reflected their 'scientific inquiry and problem-solving ability' in their evaluation through inquiry reports. 'Ability to understand and apply scientific principles', which is mainly evaluated through paper-based evaluation, was partially used as confirmation of prerequisite learning at the beginning of the inquiry and the weight of evaluating 'scientific communication skill' was not large. In 'scientific inquiry and problem-solving ability' through inquiry report, 'design and conduct explorations', 'data analysis and interpretation' and 'drawing conclusion and suggesting solution' were mainly assessed. However, 'discover and recognize problems' and 'development and use of model' were hardly assessed.

• Journal of The Korean Association For Science Education
• /
• v.24 no.4
• /
• pp.748-757
• /
• 2004

When teachers for the gifted express metaphors about their teaching, they may develop better understanding and conceptualizing of teaching and enable to choose appropriate teaching strategies for optimizing individualized learning of the gifted. Therefore, the purpose of this study includes to explore metaphors about science teachers' teaching for the gifted in middle schools and classify into types of metaphors. The survey was administered and completed survey instruments by 66 science teachers for the gifted at gifted educational institutions affiliated with local offices of education and 18 science teachers at middle schools were analyzed. It was revealed that science teachers for the gifted described seven types of metaphors about their teaching with characteristics of student-centered (counsel, helper, etc.), teacher-centered (judge, captain, etc.), or student-teacher-interacted (painter, nurse, etc.) types. More than 60% of teachers described their teaching as either student-centered or student-teacher-interacted types. However, percentage of teachers for the teacher-centered and power-oriented type was higher for science teachers for the gifted (33%) than science teachers for regular students (22%). It was also found that female science teachers for the gifted showed higher percentage for teacher-centered and power-oriented (35%) than male teachers (28%) and teachers with BS degree showed higher percentage for student-centered and service-oriented type (33%) than teachers with MS degree (27%). In addition biology teachers for the gifted also were appeared to be more teacher-centered and power-oriented type (60%) than physics (21%), chemistry (6%), and earth science (33%).

• Journal of the Korean Chemical Society
• /
• v.50 no.5
• /
• pp.394-403
• /
• 2006

purpose of this study was to analyze high school chemistry teachers perception of the Chemistry I & Chemistry II in the 7th national curriculum and their demands on the revision of curriculum. A nationwide survey was administered to obtain the responses from 108 high school chemistry teachers. More than half of the participants thought the current curriculum of Chemistry I and Chemistry II needed revising. As the results, a major drawback of Chemistry I was a difficulty in explaining phenomena due to absence of basic concepts, and that of Chemistry II was an excess of the contents for high school science courses. Unfortunately, it was found out that inquiry activities existed only in name, especially in case of Chemistry II. Regarding the manner of content organization of Chemistry I in new curriculum, demand on a concept-based approach outnumbered theme-based approach. For revising Chemistry, the majority of participants demanded basic chemistry concepts to be introduced, without supplementation of quantitative approaches and deepening level of concepts. An urgent request for Chemistry II was reducing content by shifting relevant concepts to Chemistry I. Implications for high school chemistry education including revising curriculum were discussed.