• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.42-48
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• 2008

The purpose of this study was to develop an instrument for assessing teachers' awareness of science teaching through analogy (ASTA) and to establish its validity and reliability. Based on the literatures on science teaching with analogies, we constructed 23 survey items. Face validity of the items was established using three science education experts. Through exploratory factor analysis with responses of 35 pre- and 26 inservice elementary school teachers, the instruments were constructed on four subcategories: awareness of analogies in science, use of analogy in teaching and learning, self-efficacy in science knowledge, and knowledge of analogy. The data collected from pre- and in-service elementary teachers demonstrated that overall the teachers' awareness of analogy in science was neutral, which indicated they did not have clear standpoints of science teaching through analogy. Further examination demonstrated that there was no significant difference between pre- and in-service teachers and between two genders. Moreover, there was no significant difference among teachers who preferred either didactic or discovery teaching approaches. We conclude that ASTA test would contribute assessment of teachers' awareness of analogy in science teaching while further examination of the instrument will warrant for its broader use.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.216-228
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• 2016

The purpose of this study was to analyze pre-school teachers' observation experience and their pre and post degrees of preferences in observing underground and water living things, fungus, insects, flowerless plants and sea lives. Based on the analysis, their pre-observation experience in living things were insects, ocean creatures, underground living things, flowerless plants, fungus and water living things in order. The degree of preferences in flowerless plans based on their gender, the female pre-service teachers showed higher scores than the average in both pre and post test. The male, however, responded higher scores in underground living things in both tests. Their background such as liberal arts or science or arts and physical major affected their preferences scores in water living things, insects and flowerless plans in the post test, and the science major pre-service teachers showed the highest degree of preferences in insects among the liberal arts, science or arts and physical major pre-teachers in the post test. In conclusion, there were different degree of their preferences affected by the pre observation experience, gender difference, their present majors such as the liberal arts, science or arts and physical major, the categories of living things but not in their high school background such as liberal arts or science.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.226-234
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• 2017

The purpose of this study is to investigate the effect of the application of storytelling on pre-service teachers of elementary school who take courses in 'earth's strata and rock' on science teaching concept and science teaching efficacy. The experiment was aimed at one class (32 students) enrolled in the 'earth's strata and rock' course at intensive course through 15 weeks from March to June. The experiment was taking lectures of "earth's strata and rock" for one semester, and the pre-service teachers of elementary school finished class demonstration with storytelling technique by group. The results and analysis of the study were analyzed by the corresponding sample test in before and after the group test. The conclusion of the study is as follows. First, the application of storytelling method on pre-service teachers of elementary school was effective in science concept. teaching efficacy. Second, the application of storytelling method on pre-service teachers of elementary school was effective in science teaching efficacy. Third, the application of storytelling method on pre-service teachers of elementary school responded positively.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.468-474
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• 2007

The purpose of this study was to examine the elementary pre-service teachers' interest in biological topics and activities. The instrument to survey the interest of them consists of 8 domains containing 27 topic items and 7 domains containing 12 activity items(three-point from 0 to 2 Likert scale). Data were collected from 108 pre-service teachers. The interest level in the topics was high, but the interest level in the activities was average. There was not different between interest levels of females and males in both topic and activity components (p > .05). Among the topics, the 'genetics' domain correlated strongly with the domains of 'nutrition and digestion', 'circulation', 'respiration' and 'nervous system', and the 'respiration' domain correlated with the 'circulation' domain(r >.450, p<.01). The correlation between the domains of 'out-of class experience activity' and 'visual information activity', and 'experimental performance following procedure' and 'discussing and debating'(r >.450, p<.01). This results suggested that the educational contents including learning materials and experiential activities be developed to activate the interest of elementary pre-service teachers in biology.

• Korean Journal of Heritage: History & Science
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• v.47 no.2
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• pp.32-45
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• 2014

The aim of this study is to raise a cognition and necessity of effective geoheritage education for pre-service teachers. We conducted a survey research of 190 elementary and secondary pre-service teachers in Chung-buk province, 2013. The survey showed that pre-service teachers did not recognize and explain geoheritatges well due to lack of education even though they have heard about 'geoheritages' through broadcast media. Although most pre-service teachers were not trained for geoheritage courses, some of them were educated from their elementary and middle school teachers. However, even the trained pre-service teachers have insufficient cognition for geoheritages, either. Some of pre-service teachers recognized the significance of geoheritages and responded to a necessity of geoheritage education. The pre-service teachers recognized that education for geoheritages is not included in present elementary and secondary curriculum, even though education of geoheritages by teachers at school would be the most effective approach. Furthermore, the pre-service teachers answered that elementary school curriculum should raise much curiosity and provide effective learning for geoheritage education even though negative views are present such that students may have to spend considerable time for geoheritage education. Finally, the pre-service teachers expect to experience with field activities for geoheritage education as a present curriculum, and responded that they would prefer video aids for education provided from professional geoheritage organization. As a result of this investigation we provide strategy for introducing to Pre-service teachers about value and preciousness of geoheritage.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.338-355
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• 2022

This study explored the effects of pre-service elementary teachers' inquiries into science class dilemmas. By closely examining the characteristics of the pre-service teachers' inquiry processes and changes in their educational decisions, the effectiveness of using dilemmas as part of teacher education was determined. Twenty fourth-year university pre-service teachers participated and conducted inquiries into science class dilemmas over seven weeks. Based on pre- and post-questionnaires, KWHL tables, inquiry reports, discussions, and group class presentations, the major factors that influence the pre-service teacher's decision-making changes were extracted. The pre-service teachers found the science inquiry process meaningful when exploring the science topics covered in the dilemmas, and claimed that elementary school students would be able to engage in meaningful science explorations if they learned science through inquiry. Furthermore, the pre-service teachers explored the thinking processes and background knowledge of the students in different ways. Documents such as teacher's guides and the curriculum were examined and the students' thought processes were identified through interviews with the teachers and students, which were found to reflect their educational decision-making. Moreover, it was recognized by the pre-service teachers that depending on the situation, alternative teaching methods were possible. The focus on the unstructured dilemma problems provided the pre-service teachers with problem-solving situations that triggered scientific inquiry and exploration of student thinking and revealed the complexity of science teaching and learning. Based on these results, the teacher education implications for using dilemma cases are discussed.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.164-180
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• 2011

In this study, pre-service elementary teachers (n=68) participated in an inquiry of exploring children's science ideas as group work. After conducting interviews with children, the pre-service teachers analyzed their science ideas on specific concept and propose a teaching plan based on their findings. This paper aimed to find the positive learning experiences of the pre-service teachers by looking into their inquiry process. Questionnaire, researcher's journal, classroom videos and final reports were collected and analyzed for this multiple case study. Four representative groups were chosen and interviewed after submitting their final reports for in-depth understanding of their inquiry process. The positive learning experiences found in the process of their inquiry into children's science ideas were as follows: (1) exploring children's ideas have brought the opportunity for enhancing pre-service teachers' science content knowledge. (2) the pre-service teachers developed their ability in creating questions that probe into children's understanding. (3) the pre-service teachers recognized that children have various incomplete and unstable science ideas. (4) the pre-service teachers could suggest teaching strategy based on their findings.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.64-81
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• 2023

In this study, we analyzed pre-service teachers' levels of pedagogical reasoning while watching video clips of elementary school students' discussions of their conceptions of solution and dissolution. 81 pre-service teachers participated in the study. It was found that many pre-service teachers had scientific conceptions, and pre-service teachers who had non-scientific conceptions showed misconceptions similar to those of elementary school students. In both conceptions, pre-service teachers partially or comprehensively interpreted the students' misconceptions with reference to the evidence. However, the rates of pre-service teachers who misinterpreted or simply restated the students' utterances were quite high. Many pre-service teachers suggested only one factor related to levels of reasoning about causes of misconceptions, and most suggested factors were related to the student factor. The level of reasoning about instructional decisions differed according to dissolution and solution conceptions. Actions linked to students' thinking were more closely related to students' specific thinking than to their generic thinking, and among these, student-centered action was seen. From the above results, we sought ways of improving pre-service teachers' pedagogical reasoning.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.125-141
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• 2022

The purpose of this study is to analyze how pre-service teachers perceive mathematics problems by making good mathematics problems at the elementary school level and applying them to elementary school students. In this study, 86 pre-service teachers enrolled in the second and third grades of A University of Education presented good mathematics problems they thought of. In addition, these pre-service teachers predicted the solution strategies of elementary school students for the proposed mathematics problem and described the teacher's expertise while observing the problem-solving process of elementary school students. As a result of the study, pre-service teachers preferred mathematical problems needed for using mathematical concepts or algorithms, motivation, and open-ended problems as good mathematics problems, and thought that students' in-depth observation and analysis experiences could help improve teachers' problem-solving expertise. In order to enhance teachers' expertise in solving mathematics problems, the researcher proposed for pre-service teachers to observe students' mathematics problem-solving processes, to experience in developing high-quality mathematics problems, and also to distribute high-quality mathematics problems linked to textbook problems.

• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.379-393
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• 2011

The purpose of this study was to analyze the complexity of scientific reasoning during open inquiry activities of pre-service elementary school teachers. In this study, 6 pre-service elementary teachers who participated in open-inquiry activities were selected. The data of scientific reasoning during their inquiry process was collected from the video recording of reporting about inquiry process and results, their reports and researcher's notetaking. CSRI Matrix (Dolan & Grady, 2010) was used to analyze the complexity of participants' scientific reasoning. The result showed that the degree of the complexity of their scientific reasoning varied in participants. Particularly the low degree of the complexity of scientific reasoning presented in posing preliminary hypotheses, providing suggestions for future research, communicating and defending finding. Also, The more pre-service teachers' epistemology of inquiry are similar to that of scientists, the more complex scientific reasoning represents. This results suggest that teachers should impress on students the importance of doing the precedent study and providing suggestions for future research, and provide a place for communicating and defending findings.