• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.99-108
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• 2012

This study investigated the characteristics of preservice elementary teachers' science PCK through a mentoring program. Their perceptions of the mentoring program were also examined. The participants of this study were 33 preservice elementary teachers who prepared science lessons in small groups. A mentoring program was implemented in the processes of science lessons planning and evaluation to support their professional development. The characteristics of the preservice elementary teachers' science PCK exhibited through the mentoring program were as follows: They showed poor understanding of instructional models and logical connections of each instructional step. They also had problem in setting a clear learning goal for their science lessons. This was related with their poor understanding of the curriculum. They seldom considered students' misconceptions, and their perceptions of assessment were quite restricted. The analyses on their perceptions of the mentoring program revealed that the preservice teachers thought it was helpful for their professional development in several aspects. Mentoring could play an important role to examine and improve preservice elementary teachers' science PCK.

• The Journal of the Korea Contents Association
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• v.14 no.12
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• pp.1083-1099
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• 2014

The purpose of this study is to analyze that The arithmetic and algebraic word problem solving skill, strategy preference, and assessment ability of elementary preservice teachers is investigated using a statistical methodology. The research findings are as follows. First, elementary preservice teachers demonstrated logical and delicate problem solving behaviors in arithmetic and algebraic word problem solving. And elementary preservice teachers prefer to create a formula and table strategy in problem solving of the arithmetic question. Second, there was meaningful difference in the math and english elementary preservice teachers' appreciations with significant level of 0.05. And there was not meaningful difference in the 1 and 4 grade elementary preservice teachers' appreciations with significant level of ${\alpha}=0.05$. Results of the study suggest that teachers education course need to improve elementary preservice teachers' word problem solving skill, strategy preference, and assessment ability in the arithmetic and algebraic.

• Journal of the Korean earth science society
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• v.45 no.4
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• pp.392-403
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• 2024

This study investigated the perceptions of elementary school preservice teachers in their 4th year at K-Education University, an elementary school teacher-training institution, on the nature of science (NOS). To examine the differences in elementary school preservice teachers' perceptions of NOS according to their high school career aptitude, we conducted in-depth interviews with two students each in the humanities and social sciences (HS) and natural sciences (NS) based on the subjects that they had taken while attending high school. For this purpose, we used the Views of Nature of Science Form C (VNOS-C) and Views about Scientific Inquiry (VASI) questionnaires, which were reconfigured. The main research results were that the elementary school preservice teachers showed a positivistic perspective on the NOS, validity of scientific knowledge, difference between theory and law, and social and cultural embeddedness of science. However, they had a latest perspective on the tentativeness of scientific knowledge, observation and inference, and the role of imagination and creativity. In particular, there were clear differences in perception between HS and NS teachers in the areas of tentativeness of scientific knowledge and understanding of observation and inference. Based on these research results, educational implications for improving the science education competencies of preservice elementary school teachers were proposed.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.1-9
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• 2013

This study aimed to analyze the characteristics of good science teachings regarded by preservice elementary school teachers. It also aimed to suggest a direction of peer teaching practice to help preservice teachers' professional development. Adjacency pairs were adopted to analyze the characteristics of good science teachings. The results showed that pre-service elementary teachers were accustomed to adjacency pairs. Almost of their discourse were organized by adjacency pairs. 'Question-Answer' and 'Request-Accept' were mainly used in science classes by pre-service elementary teachers. Based on the findings, the study suggested science teacher educators to provide chances to analyze exemplary science teachers' science class or chances to analyze their science teachings in terms of competence of science classroom discourse.

• The Mathematical Education
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• v.61 no.1
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• pp.157-178
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• 2022

Mathematics teachers' content knowledge is an important asset for effective teaching. To enhance this asset, teacher's knowledge is required to be diagnosed and developed. In this study, we employed problem-posing and problem-solving tasks to diagnose preservice teachers' understanding of fraction multiplication. We recruited 41 elementary preservice teachers who were taking elementary mathematics methods courses in Korea and the United States and gave the tasks in their final exam. The collected data was analyzed in terms of interpreting, understanding, model, and representing of fraction multiplication. The results of the study show that preservice teachers tended to interpret (fraction)×(fraction) more correctly than (whole number)×(fraction). Especially, all US preservice teachers reversed the meanings of the fraction multiplier as well as the whole number multiplicand. In addition, preservice teachers frequently used 'part of part' for posing problems and solving posed problems for (fraction)×(fraction) problems. While preservice teachers preferred to a area model to solve (fraction)×(fraction) problems, many Korean preservice teachers selected a length model for (whole number)×(fraction). Lastly, preservice teachers showed their ability to make a conceptual connection between their models and the process of fraction multiplication. This study provided specific implications for preservice teacher education in relation to the meaning of fraction multiplication, visual representations, and the purposes of using representations.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.450-466
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• 2009

The purpose of this study was to explore preservice elementary teachers' perceptions on models used in science and science education. Participants were sixty-one undergraduate students who were enrolled in a science education course offered at a university of education located in a mid-sized city, Korea. Data were obtained from the participants at the beginning of the course when they provided their answers to a questionnaire about models. The analysis revealed that a large number of the preservice teachers perceived models as representative of physical realities. By contrast, a relatively small number of them viewed models as representations of ideas or things like theories or hypotheses. Lots of the participants were apt to define a model from the perspective of its functions and considered the purposes of models communication, teaching, and understanding as well as visualization, simplification, and clarification. Most of the preservice teachers believed that there could be multiple models for a single target, and all of them answered that models could be changed in science. It was therefore concluded that the preservice teachers perceived properly the multiplicity and variability of models. Nevertheless, they could not elaborate how a model is used and evaluated in the process of scientific inquiry, and just a few of them mentioned the detailed nature of models. The preservice teachers possessed teacher-centered views of using models in the science classroom, and a small number of them remarked that they were going to use models for students to develop their own models and perform scientific inquiry.

• Journal of Educational Research in Mathematics
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• v.13 no.4
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• pp.447-462
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• 2003

The purpose of this study was to Investigate the preservice elementary teachers' pedagogical content knowledge of addition and subtraction. The subjects for data collection were 29 preservice elementary teachers and data were collected through open ended problems. The findings imply that the preservice elementary teachers show low level of understanding of addition and subtraction such as the word problem posing and the contexts of part-part-whole and compare. The research results indicate that the preservice elementary teachers possess primarily a procedural knowledge of pedagogical content knowledge and don't understand relationship with real-world situation. This study provide the information available on developing program for preservice elementary teachers.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.131-139
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• 2007

This study investigated whether there was a difference between general teaching efficacy and science teaching efficacy of preservice elementary teachers. And, the difference was also examined in the area of several variables of the preservice teachers, such as gender, the university majors, the high school majors, and grades. The results showed that a significant difference was not found between general teaching efficacy and science teaching efficacy. Teacher variables were found as the major factors to explain the difference. In case of male students who are majoring in science/math at university, and the students who majored in science/math at high school, science teaching efficacy was higher than general teaching efficacy. Whereas, in case of female students and nonscience majors at university and high school, science teaching efficacy was lower than their general teaching efficacy. Educational implications for preservice elementary teachers were discussed.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.109-120
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• 2003

The purpose of this study is to observe, to analyze of the preservice teachers' naive theories about the change of season. And it is to find a instruction strategy which can solve problem about this. The general idea about the change of season is observed by the 3 methods which are simply explaining with words, explaining with pictures and models. The author is to find the similarity. difference and relationship which the preservice teachers have about the general idea about the change of season. The important changable primary factors, which can effect to the general Idea formation, are naturally dragged out through the observation of preservice teachers participation. For this study, 4 first year preservice teachers of one of national university of education are used. Before the interview. the author tries to form rapport with the preservice teachers. Experiment materials, pencil. paper, camcorder, digital recorder and interview note were used for the study with reflection of them just way they are. As the result of the interview. all of 4 preservice teachers had not being understand the concept about the change of season and the three ways of explanation methods were not matched each other, so it is revealed that the general Idea of the change of season, which the preservice teachers have, is not strongly formed. In spite of the repeated study of the change of season from elementary school to university, it has many problem about recognition of the general idea about the change of season which pre-elementary teachers have. Therefore it is needed to improve the experiment in elementary science text book and naive theories by the activity which is explaining the change of season in three dimension space. to prevent the naive theories which the preservice teachers may have.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.253-261
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• 2002

This study is intended to develop the role plays on the moon's movement and to investigate how the preservice elementary teacher's concepts are affected by them. Subjects are 30 preservice elementary teachers. One instrument including 7 items was used for testing the preservice teachers' concepts on the moon's movement. Data were collected before using the role playing and after using them through the tests. As a result, the preservice elementary teachers' concepts on the moon's movement were improved by teaming through the role playing