• 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 Society of Earth Science Education
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• v.16 no.3
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• pp.340-350
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• 2023

This study analyzed the difficulty level of class on the seasonal change unit for 84 students at a university of education. The conclusions of this study are as follows. First, if we first present the four topics that make up the seasonal changes in elementary science, the subjects that have the greatest difficulty in teaching for prospective elementary school teachers are 'Why do seasonal changes occur?' (Teaching difficulty level 4.05), 'The sun changes depending on the season' What is the difference between the southern altitude and the length of day and night?' (difficulty level of class, 3.12), 'What is the relationship between the altitude of the sun, length of shadow, and temperature during the day?' (difficulty level of class, 2.85), 'How does the temperature change depending on the season?' (class difficulty level 2.80). As a result, in the elementary science season change unit, the class on the four topics 'Why do seasons change?', which is classified as a class topic that requires the concept of spatial perception, showed a higher level of class difficulty than other units. Second, in the seasonal change unit, various factors of class difficulty appeared depending on the class topic. When pre-service elementary school teachers look at the factors that make class difficult when teaching a lesson on seasonal changes in order of frequency, 42 (50%) said 'Experimental instruction for comparing the altitude of solar masculine according to the tilt of the axis of rotation', followed by 'Solar masculine'. 38 people (45%) answered 'Difficulty in explaining mid-high altitude and the length of day and night', 27 people (32%) answered 'Difficulty in explaining the concept of mid-high altitude', and 24 people (32%) answered 'Difficulty in explaining seasonal changes in the sun's position.' 29%), 20 people (24%) said 'Explain the reasonable reason why the height of the light should be adjusted when measuring the solar altitude', and 16 people (19%) said 'It is difficult to explain the reason for the discrepancy between the solar altitude and the maximum temperature'. ), 'difficulties in measuring sand (ground) temperature' were mentioned by 12 people (14%). Third, when analyzing the factors of class difficulty, there were more curriculum factors than teacher factors. In this context, the exploratory activities on 'Why do seasonal changes occur?', the fourth topic of the seasonal change unit in which elementary school pre-service teachers showed the greatest difficulty in teaching, need improvement in terms of the curriculum.

• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.11-21
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• 1998

Portfolio assessment provides many opportunities to foster children's creativity and to increase their responsibility for learning. few research study has been conducted in this area, and this assessment method has scarcely been administered in primary science class, Proper and effective use of portfolio assessment in our primary science class requires basic research on how to design and administer the method. Based on the earlier study on typical structures and components of portfolio assessment, the assessment instrument was developed on various primary science topics, The development team was consisted of one science education specialist and nine pre-service elementary school teachers. It takes ten months to develop instruments for 27 class hours. The development process was reciprocal in that development and revision cycle was repeated more than 7 times. The portfolio assessment instruments consist of instructional objectives, developers' evidence for the objectives, and assessment criteria. Adopting a new way of assessment into science class inevitably causes lots of confusions to teachers and children. The absence of basic research studies must be a critical barrier for successful administration of a new assessment method such as portfolio assessment. further research is required in the preparation and administration of portfolio assessment in our primary science classroom.

• Journal of The Korean Association of Information Education
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• v.4 no.1
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• pp.72-82
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• 2000

The importance of computer education has increased as a knowledge-based society develops. The national project for developing the industry of educational information will be ended by the year of 2000 From year 2001 on, the korean government plans to include computer education in Elementary and Middle-School Curricula. Teachers' colleges in Korea need to develop standardized teaching materials. These teaching materials may be used to teach a computer education class, plan a computer education curriculum, and do research on computer education teaching methods as well as computer education teaching materials. This study attempted to examine some aspects for developing teaching materials which we may use to teach pre-service teacher trainees in a teachers' college. The results of this study will help pre-service teacher trainees not only improve their ability of information literacy, but also obtain some techniques and strategies for teaching computer education in school.

• Journal of Digital Contents Society
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• v.14 no.3
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• pp.333-341
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• 2013

Robot education has the favorable influence on creativity and problem-solving ability of students. Therefore, it is commonly known to elementary school students, their parents and teacher through robot education for after school and contests. However, it has not been actively taught at university of education students because of the lack of systematic education program. In this paper, we have developed robot education program using problem-based learning and educational robot for pre-service elementary teachers. We have examined their recognition on robot education and education program after applying the developed program. Interviews for improving robot education program were also conducted. We find out robot education program has the favorable influence on the recognition, satisfaction and effectiveness for robot education. In particular, we know that education will related to robot was augmented by this education program.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.307-315
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• 2022

The purpose of this study was to design a training program for pre-service elementary teachers, incorporating the concepts of extended reality technologies. This program contained the basic skills necessary for them to utilize in their future classrooms. To accomplish this, 12 undergraduate students of various majors enrolled in one of Korea's national universities of education were selected as research subjects. For a total of 6 times over 6 weeks, they participated in a training program learning the basic concepts of virtual, augmented, and mixed reality, as well as creating their own education software to use in simulated classes. To improve the quality of future research efforts, this study found it would be beneficial to: 1) expand the relevant support equipment, 2) provide students with preliminary, background knowledge of text-based programming, 3) introduce short-term, more intensive training, and 4) improve the survey methods for this research.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.552-566
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• 2010

This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers' checklists, reports of inspection classes, teachers' self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students' integrated thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.

• Journal of Science Education
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• v.36 no.2
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• pp.313-328
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• 2012

This study was conducted for the purpose of making the better utilization of MBL in class, based on 2009 curriculum which emphasizes research activities and recommends the direct use of the MBL. We investigated primary, secondary and pre-service teachers' satisfaction and perception level after conducting training about making good use of MBL. The satisfaction level of the training turned out to be high, level of applicability of MBL, expected improvement in learning skills of students and the will to apply it in class was high. The answer that they expect MBL to increase students' curiosity and interest in science was the highest among the survey results, which means that MBL could be used as a solution to lack of students' interest in science. Besides, primary teachers than secondary and pre-teachers, long careered teachers than short careered teachers and MBL-experienced teachers than inexperienced teachers showed more satisfaction and the will to adapt MBL overall. Primary and pre-teachers hoped MBL training to be more related to STEAM education, whereas secondary teachers wanted the training to have more to do with increasing creativity If advanced MBL training program is opened. The price was chosen as the best obstacle to MBL class' application, and the lack of manual for experiment and education to teacher was also pointed out secondly. In conclusion, if MBL is fully equipped in school and training on how to take advantage of it is provided continually, It is expected that MBL could increase the utilization in the field of science education. The results of this paper can be used when you configure the MBL utilization training program.

• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.515-524
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• 2022

In this study, the relationship between the perception of 'scientific creativity' and 'scientific creativity education' of pre-service elementary school teachers was explored, focusing on the creativity within and between the framework. Within-frame creativity is divided into theoretical creativity and experimental creativity that operate within the paradigm, and between-frame creativity refers to theoretical creativity that brings about paradigm shift. Data collection was conducted through in-depth interviews, and the analysis was performed based on the categories within and between the frames. As a result, pre-service elementary school teachers mainly understood scientific creativity as the scientific creativity within a frame. And they consider scientific creativity in various ways in experimental and theoretical creativity aspects within a frame. On the other hand, they thought that scientific creativity education was possible in terms of experimental creativity within a frame. Based on the results of this study, we would like to discuss the attributes of scientific creativity that can be considered in science education and its educational direction.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.1
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• pp.55-62
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• 2018

The purpose of this study was to examine the pre-service elementary teachers' views on the necessity of science learning. The eighty five student teachers in their second year of studies were participated in this study. The participants freely wrote their thoughts on a question'Why should students learn science?' The results of the study are as follows: (1) The participants' responses were very diverse, so their responses contained almost all kind of values or arguments about the science learning suggested by researchers, and there was no difference in their response ratio between views of focusing on intrinsic values and views of focusing on extrinsic values; (2) About 30% of the participants had the biased conceptions on the necessity of science learning and they would be likely to explain their biased conceptions to their future students. The educational implications and the suggestions for further studies are also presented in this paper.