• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.8-14
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• 2006

This study examined how pre-service elementary teachers' perceptions regarding the learning environment (learning focus/ability-meritocracy/cooperative climate) and achievement goals (mastery/performance-approach/performance-avoidance) in science education courses jointly contributed to their science teaching efficacy beliefs (personal science teaching efficacy belief/science teaching outcome expectancy). A path analysis supported a causal model in which the perception of the learning focus influenced the mastery goal, which in turn influenced the personal science teaching efficacy belief and science teaching outcome expectancy. The perception of learning focus also had a direct effect on science teaching outcome expectancy. The perception of ability-meritocracy influenced personal science teaching efficacy belief via the performance-approach (positively) or, conversely, the performance-avoidance goal (negatively). No link .was deduced from the perception of cooperative climate. The educational implications of these findings were also discussed.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.109-117
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• 2010

The purpose of this study is to examine the effect of higher grades in elementary the science process skill, academic achievement and teaching learining perception by Digital Text-book in elementary science lesson. To verify research problem, the subject of this study were sixth-grade students selected from two classes of an elementary school located in Ulsan : the experimental group is composed of thirty-one students who were participated in Digital Text-book, and the other is composed of thirty students(comparison group) who were participated in teacher map based learning situation. During eight weeks, Digital Text-book instruction was executed in th experimental group while the teacher map based instruction in controled group Post-test showed following results: First, the experimental group showed a significant improvement in the science process skill compared the comparison group. Second, the experimental group did not showed a significant improvement in the Acdemic Achievement compared th the control group. Third, the experimental group showed a significant improvement in the teaching learning perception compared the comparison group. In conclusion, Digital text-book model was more effective than the teacher map based teaching model on science process skill and teaching-learning perception. However, since the study has a limit on an objet of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1343-1353
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• 2013

It is necessary to teach science terminology in order to solve the problems induced from the fact that students have low comprehension in science terminology. The purpose of this study was to investigate science teacher's perception of teaching science terminology. The questionnaires consisted of perception of science terminology, science terminology for teaching, teaching of science terminology, and teaching methods for science terminology. As a result, science teachers had difficulty with science terminology and were not familiar with them as well as students were. Despite having perceived the necessity of teaching science terminology because it serves as a great influence on students to study science, they didn't have enough knowledge of the teaching methods for science terminology, so that they felt difficulties in teaching science terminology. Finally, science teachers hope to display new science terminology with explanations on each page of the science textbooks.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.89-95
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• 2006

The purpose of this study was to examine elementary teachers' perception on birds and problems on teaching it. For this study, the science textbooks from 3rd grade to 6th grade according to the 7th national curriculum were analyzed. Results revealed that, firstly, there were 34 bird species recorded and these were described 55 times in the surveyed textbooks. Secondly, the survey showed that $20\%$ of the teachers were interested in birds despite the fact that $98\%$ of them had no special knowledge about birds nor had studied them in college. Additionally, it was revealed that $41\%$ of the teachers felt lacking in specialist knowledge about birds and this lead to difficulties in teaching on this subject. Thirdly, academic backgrounds had an affect teachers' perceptions on teaching this area. The teachers' levels of interest in birds and the teachers' ratio of teaching on this topic tended to increase as their academic careers developed, and the proportion of male teachers in this category were higher than female teachers. To overcome difficulty in teaching on this area, it is suggested that a reconstitution of subject materials, as well as a revision of the teachers' guidebooks be undertaken.

• Journal of Science Education
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• v.46 no.3
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• pp.237-254
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• 2022

The purpose of this study is to examine the changes in the science teaching professionalism self-perception of pre-service elementary teacher as shown in science education lesson course. The subjects of this study were 25 pre-service elementary teachers enrolled in the second year at G National university of education. And the scale of this study were derived and applied by modifying and supplementing the scale of previous studies. The results of this study are as follows: it was found that science teaching professionalism and self-perception of pre-service elementary teachers are improving. In short, it was found that there are significant changes in all sub-domains such as professionalism development efforts, educational contents, instructional method, educational environment and atmosphere, assessment and science teaching preference. As a result of examining the related contents in detail along with the combustion-related science lesson plan, Padlet, and post-test descriptive question responses, there were some good categories and some categories that needed to be supplemented. Based on these results, a plan for enhancing the science teaching professionalism of pre-service elementary teacher needs to be considered.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.360-374
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• 2019

The purpose of this study is to investigate the self-perceptions of the elementary school students' on the affective, behavioral and cognitive domains in science class. To see if there are differences in students' perceptions according to grade levels, a self-perception questionnaire was applied to third and fifth grade students in Seoul, Korea. The major results of the study are as follows. First, the perception level of the affective domain was higher than that of the cognitive domain in third grade students. There was no significant difference in the self-perception level of the fifth grade students. Both third and fifth grade students perceived the greatest improvement in the cognitive domain through one year of science teaching. Second, in the life science class, the same tendency was also observed. The students in the third and fifth grade reported that cognitive domains were the most improved through the one-year life science class. Third, when the students' perceptions were compared by grades, the third grade students showed higher self-perception scores than fifth grade students. As the grade increased, the perception scores of the students' lowered. Based on these findings, implications for science education research and teaching and learning at school are discussed.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.75-89
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• 2001

The purpose of this study is to get the more qualified elementary science teacher's guide as a major curriculum material for teachers and to find more improvement suggestions by analyzing of the teachers' perception and using status of it. To examine the problems of this study, 183 teachers from the elementary schools were surveyed by the questionnaire that was developed by researcher, and statistical technique for data analysis was frequency, using SPSS win(version 7.5). Teachers generally thought that the general remarks of the elementary science teacher's guide were helpful to understand elementary science education and the detailed subjects were useful, but teachers less satisfied about 'practice of teaching' of the detailed subjects. The most interested sector of the teachers' was the sector of the teaching methods. The results of this study were that the sector' the methods and evaluation of the elementary science education' of the general remarks and the sector' practice of teaching' of the detailed subjects were mostly interested. So it is necessary to be more detailedly guided when the development of the elementary science teacher's guide are considered.

• Journal of Korean Academy of Nursing Administration
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• v.14 no.3
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• pp.311-320
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• 2008

Purpose: This study was conducted to use as a preliminary data to improve the quality of clinical nursing education by comparing the perception of teaching effectiveness in nurses and nursing students. Method: The participants were 165 nurses and 289 nursing students. Data was collected from June 2 to 16, 2008. The research instruments used an effective clinical instructors which was developed by Reeve(1994). Result: The perception of teaching effectiveness in nurses and nursing students were 3.45 and 3.19 respectively and it showed that nurses' perception of teaching effectiveness are higher than that of nursing students. Nurses had strong points in the factors of "interpersonal relationship/ communication", "availability as a supporter", "teaching method and evaluation".In additions, the teaching effectiveness had significant differences to age, years of work, position, educational background and job satisfaction in nurses, otherwise, sex, differences of educational level, satisfaction of clinical practicum and major in students. Conclusion: It is needed a further study as below: to develop an education system which is to improve an interpersonal relationship and to upgrade the quality of educator; to develop a teaching method program of clinical nursing education to improve teaching effectiveness.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.269-283
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• 2012

The purpose of this study is to further develop the strategies using science magic and investigate the their effects of the instruction on the student's attitude toward science. To do this, a main idea was selected and stages for science teaching methods were developed. Two classes of the 4th grade were selected and instructed. After implementing and using the teaching method, a test and survey were administered to examine the perception of the students and the learning effects of the new science teaching. The results of this study were as follows. First, the strategy for using science magic was developed and applied. For learners, doing science magic was more effective on their own in terms of boosting student's understanding and interest. Also the teacher's modeling was better in terms of presenting the contents. Second, the students' reaction and perception on using the science magic in classes were positive. In the classroom setting, science magic helped the learners understand better and made the learning environment fun. Third, instruction using science magic had a positive effect on student's attitude toward science. Students felt curiosity about science magic. It made them participate better in studying the activity as well. In conclusion, instruction using science magic can be applied to science to education, and the attitudes toward science and learning achievements can be improved.

• Korean Journal of Human Ecology
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• v.16 no.4
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• pp.691-697
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• 2007

This study investigates how well pre-teachers in preschools aware the importance of science teaching methods, goals and efficacy, and how different the pre-teachers recognize the importance of methods and goals in science teaching according to the levels of their science teaching efficacy. The subjects were 207 pre-service preschool teachers in Chonnam University and Chonbuk University. The data were collected by using three questionnaires("Science teaching efficacy", "Science teaching goal" and "Science teaching method"). The data were analyzed by a t-test and descriptive statistic. The results are as follows: first, the efficacy levels of the pre-teachers are higher than the average. The pre-teachers perceive a 'process-oriented' goal more importantly than a 'content-oriented' goal in early science education. Also, they recognize science teaching methods as being significant in the order of an 'interactive' approach, an 'activity-discovery' approach and a 'knowledge-transmission' approach. Second, the pre-teachers with high teaching efficacy recognize a 'process-oriented' goal as being more important than those with low teaching efficacy do.