• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.103-112
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• 2016

The purpose of this study is to investigate secondary science teacher's concepts of good science teaching. To do these, I have developed a questionnaire composed of 32 good teachings on education content, instructional method, instructional environment and atmosphere and assessment categories. 136 secondary science teachers have participated in the questionnaire and were requested to show agreement. Additionally, they were requested to describe the best science teachings that they have experienced. Results are as follows: First, the best science teaching that science teachers thought is a teaching that is in full accord with students' level in education content category, a teaching with an energetic interaction in instructional method category, a teaching in a trustful atmosphere in instructional environment and atmosphere category, a teaching in which students could learn something through a teaching-related assessment in assessment category. Second, secondary science teachers thought that a self-directed learning, a differentiated instruction and a teaching with diverse materials are not important factors in good science teaching. Third, there is a difference between good teaching that secondary science teachers have conceived and good teaching that they have experienced. It shows that science teachers did not precisely understand what good science teaching is. Additionally, I discussed the need of finding a case on good science teachings and a support of an interaction-focused teaching.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.111-124
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• 2023

The aim of this study was to explore science teachers' perceptions of good science teaching. To this end, the Korean Teaching Observation Protocol (KTOP), which was developed for the purpose of observing and improving science teaching, was utilized. In the first survey, teachers were asked whether they thought each item in the KTOP was important for good science teaching, the extent to which they implemented these items, and the level of difficulty in implementing them. The second survey asked teachers what they believed to be the reasons and solutions for the KTOP items that they had responded as difficult to implement. The responses obtained from 63 teachers in the first survey and 35 teachers in the second survey were categorized based on the characteristics of the responses. The categorized contents were then summarized and discussed for their features. As a result, science teachers responded that all items in KTOP, except for one, are important for good science teaching. However, it was also shown that the level of execution was low in cases where implementation was difficult. For the 13 KTOP items that were considered important but difficult to implement and showed relatively low implementation level, many respondents (69%) attributed the reason to both students and teachers. However, the most common response (60%) was that the teacher should solve those difficulties. From this, it was found that understanding and supporting teachers, as well as enhancing their competencies, are more important for good science teaching than external factors. We hope that this research findings will help to better understand the specific difficulties that science teachers face in their classes and contribute to practical efforts that aim to address these challenges.

• 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.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.451-465
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• 2018

The purpose of this study is to investigate the challenges of pre-service teachers for good science teaching with focus on the process of imparting meaning of teaching subject. We have detailed research questions such as, 'What the pre-service teachers thought about teaching subject? How they grasped the meaning of the teaching subject? and What kinds of methods they have used to expose the meaning in their classes?'. We had four pre-service teachers who took the class 'Teaching methods in physics teaching' as voluntary participants in the first semester of 2017. The results show that there are common features in the process of imparting meaning of the teaching subject. The participants started to think about fundamental/existential answer to the question, 'Why should we teach science to students?'. In addition, they grasped the meaning of the teaching subject by using the specific key words. And they tried to link the teaching components with the teaching subject as the center. This challenging process led pre-service teachers to form teachers' identity and to enhance teacher professionalism.

• The Mathematical Education
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• v.51 no.2
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• pp.173-189
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• 2012

This study investigated elementary and secondary mathematics teachers' views on: (1) Requirements for good mathematics teaching (2) what professional development programs and supports are needed for these requirements. In particular, this study analyzed the common and difference between school levels and teaching experiences. For it, we developed questionnaire and the questionnaire was anonymously answered by one-hundred-five elementary and secondary mathematics teachers. We suggested implications related to professional development programs for mathematics teachers based on common and difference between school levels and teaching experiences.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.405-424
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• 2013

The purpose of this study is to explore the characteristics of secondary science teachers' thoughts on 'good' science teaching and to find a concept that can represent the way the teachers think. Participants were twenty pre- and in-service teachers who were enrolled in a graduate course I taught at a university located in Seoul in the first semester, 2011. The participating teachers collected and analyzed a variety of data and created portfolios while they were trained, as part of the course, on qualitative research methods with the same research questions as those of this study. In the current study, the process in which the teachers and I found answers to the research questions was narratively reconstructed based on the teachers' portfolios and my field notes. It was revealed that science teaching was perceived as a task aiming at realizing some kind of values and that because the teachers pursued various values in the science classroom and there exist conflicting relationships among different values, it was hard to define 'good' science teaching. It was also discussed that science instruction was inherently accompanied with the ongoing process of selecting values as the relationships among the values were ever-changing within the contexts of the classroom. This multi-faceted and dynamic structure of the teachers' thoughts on 'good' science teaching was conceptualized analogically as 'Foucault's pendulum,' which has multiple planes of oscillation. Implications for science teacher education and science education research were suggested.

• Korean Medical Education Review
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• v.18 no.3
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• pp.156-166
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• 2016

Medical school students learn a lot about medical knowledge and clinical experience in the classroom. Teaching is a main focus in medical schools; therefore, it is necessary to identify the characteristics of good teaching. The aim of this study is to analyze the characteristics of high-quality education in medical schools. In this study, in-depth interviews were conducted over two weeks on twelve fourth-year medical students. Participants were asked to define high-quality education, list the general ways in which high-quality classes are delivered, mention cases where they have experienced high-quality teaching, and describe the attitude required of students to make high-quality education possible. The results showed that students want to be taught in an interactive way on the core content needed in an actual clinical setting for the goal of cultivating primary care physicians. They want their education to include not only medical knowledge, but also liberal art subjects such as politics, economics, sociology, culture and ethics education to help instill a sound value system. In particular, students stressed the importance of instructors delivering appropriate post-evaluation feedback, and they also emphasized that learner mindset and attitude is important in supporting high-quality teaching in class. This paper also summarizes the elements of high-quality teaching in terms of educational goals, content, and method, and examines cases of instructors who have delivered high-quality classes.

• Journal of Korean Elementary Science Education
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• v.23 no.2
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• pp.110-115
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• 2004

This study investigated the effects of the project approach in science teaching on scientific knowledge and attitudes, science related attitudes of the 6th grade students. Students engaged in the study were divided into comparison group and experimental group. The project approach was applied to the experimental group with various activities while the traditional teaching method was applied to the comparison group with science text book and teacher's guidebook. The data were statistically analysed by SPSS WIN 8.0. The results are as follows: The students of the project approach in science teaching made significant progress in scientific knowledge and attitudes, science related attitudes (p<.05). The students in the project approach was more effective in improvement of curiosity, critical thinking, positive thinking than the traditional teaching method. And the project approach was good for causing interest and helping student's science learning.

• School Mathematics
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• v.13 no.4
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• pp.633-649
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• 2011

A variety of competencies for good teaching in mathematics has been discussed. It has been expected that there is discordance between researchers and teachers' perspectives on the competencies. We attempted to investigate teachers' perspectives rather than researchers' to narrow the possible discordance. First, we built a list of competencies for good teaching that mathematics teachers should meet by reviewing literatures. Second, we investigated mathematics teachers' perceptions about what requirements teachers should meet for good teaching, how mathematics learning experiences at the university level influence teachers' competence cultivation, and how pre-service teacher education influence teachers' competence building. Based on the results, we discussed mathematics teachers' competencies for good teaching and provided implications for pre-service teacher education.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.366-378
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• 1994

The titled study has been conducted by collecting questionnaires from 146 secondary school science teachers. The results analysed are as follows. 1. More than half of the science teachers think that they have too much loads on teaching and other works. They hope to teach 15 hours a week or less and also to be waived from extra works not related with teaching. 2. Most of the science teachers think that they are not paid enough salary. And more than half of them feel their economic and social status are below average. 3. Science teachers think that they have good relations with their colleagues but many of them are not much satisfied with the attitudes of students and their parents. 4. Science teachers want better facilities for teaching and for their office. 5. Science teachers feel difficult in teaching laboratory class. They pointed out that it is time-consuming to prepare for experiments and clean up the laboratory and that evaluation of experimental work is not easy. 6. Science teachers appeal that they have difficulties in teaching inquiry skills due to the crowded class and also lack of teaching materials for this purpose.