• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.419-429
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• 2003

The developments of science education until the middle of the 20th century were often driven by personal ideas and achievements of some influential individual scientists (e.g. T. H. Huxley, H. E. Armstrong. L. Hogben, J. Conant). while that of the 2nd half of the 20th century can be characterized as collective efforts through various research grou ps of science educators (e.g. PSSC, HPP, Nuffield, SATIS). In this respect, John Tyndall(1820-1894), a physicist of the Victorian England best known as Tyndall's Effect, can be considered as one of the great scientists who made a big influence on science teaching and the popularization of science before science secured its place in school curricula. Tyndall worked as a research scientist at the Royal Institution of London, where various lectures and demonstrations of physical sciences were regularly performed for general public, and he was particularly famous for his fascinating physics demonstrations. In this study, we summarize his activities and achievements as a teacher as well as a popularizer of physics, illustrate some of his famous demonstrations and his ideas concerning physics teaching and discuss their implications to today's physics education.

• Journal of Science Education
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• v.36 no.2
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• pp.341-353
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• 2012

The purpose of this study is to explore how science teachers' views about physics and biology are different. From a survey of 45 science teachers who majored in physics, this study found that their views about physics were closer to the experts' views than their views about biology. But it seemed that their views about neither physics nor biology were similar to the experts' views. Compared their views about physics with their views about biology in six dimensions, in four dimensions including structure dimension, methodology dimension, validity dimension, and reflective thinking dimension, the scores of the views about physics were higher, in learnability dimension, the scores of the views about biology were higher, and in personal relevance dimension, the scores of the two kinds of views were similar. Specially the their views about physics in learnability dimension were closer to novices'. In addition, science teachers majored in physics seemed to think that compared with biology, physics is coherent, systematic and reasoning, but it is not learnable.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.464-470
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• 2008

In this study, we investigated the characteristics of elementary school teachers' self-images of science teaching by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). A survey was administered to 178 elementary school teachers in Seoul, Gyeonggi province, and Gangwon Province. It was found that elementary school teachers' self-images of science teaching for four science subjects (physics, chemistry, biology, and earth science) were more 'teacher-centered' than 'student-centered'. The results may imply that elementary school teachers' beliefs of science teaching tend to be more traditional than constructive. Therefore, there is a need to develop an effective education system for pre- and in-service elementary school teachers based on constructivism.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.533-547
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• 2023

This study is an action research aimed at improving the instruction of a teacher educator who teaches science teaching methods to elementary preservice teachers. After identifying the cause of their low levels of curiosity and interest in physics, teaching plans addressing this problem were explored, applied to classes, and reflected upon. Through this process, ways to improve teaching practice in science classes for elementary preservice teachers and pique their scientific curiosity and interest were proposed. A spiral implementation structure that repeats implementation and reflection a total of three times was designed for the prospective preservice teachers who participated in elementary science textbook research physics classes. Self-reports, student participation data, and results from both peer and self-evaluations were collected and analyzed. The reasons for the preservice teachers' low levels of curiosity and interest in science were identified as their inability to recognize and express information gaps and their low levels of willingness to resolve this. Practice expressing information gaps, raising the level of knowledge to be able to recognize information gaps, and a strategy to have the will to resolve information gaps were introduced into the class. To the extent that changes can be made by improving unit classes, elementary preservice teachers can express their curiosity and interest in science through this process.

• Journal of The Korean Association For Science Education
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• v.10 no.1
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• pp.47-55
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• 1990

The purposes of this study are to investigate Korean middle school students' conceptions related to electric current, and to analyze their changes in explanations about current after their observations of the related phenomena The subjects of the study were 20 students from one middle school in Seoul The conclusions of the studty are as follows: 1, Korean middle school students have various misconceptions such as current consumption model, sequential model, monopole model, non-various current model, the most students have sequential model' 2. When an evidence is introduced, some students do not perceive the phenomena as the teacher attempts. 3. When an evidence was introduced, after observation of the evidence some of the students who had misconceptions changed their explanatios, which were not always correct explanations, and the others did not change their expanations, which their observations were mostly incorrect.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.653-664
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• 1999

This study was designed to develope an in-service training programme using Interactive $Physics^{TM}$ simulation for science teachers and to evaluate the effect of programme. The purposes of training programme are the improvement of scientific inquiry teaching ability as well as enhancement of the understanding of scientific concepts, inquiry skills, and the computer manipulation skills. The developed programme was implemented four times with 15 hours for each courses. The questionnaire for evaluating the programme after the last course showed that many teachers (1) voluntarily participated in this programme with internal motivation, (2) were satisfied with the level of programme difficulty, professionality of lecturer, and classroom environment, (3) gave positive responses about the achievement of the purposes of this programme, (4) showed strong intention for applying simulation to their school teaching. And future studies were proposed.

• Journal of the Korean earth science society
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• v.31 no.1
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• pp.106-117
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• 2010

The purpose of this study was to explore students' argumentation in perspectives of epistemology and psychology and to find out how teacher can promote students' abilities of developing argumentation. The 60 hours of lessons from the interaction between one science teacher (Mr. Physics, who had 35 years of teaching experience) and his 26 students were observed, transcribed, and analyzed using two different analyzing tools; one is from the perspective of epistemology and the other from the perspective of psychology, which can portray how argumentation is constructed. Mr. Physics created the environment where students could promote the quality of scientific argumentation through explicit teaching strategy, Claim-Evidence Approach. The low level of argumentation was portrayed through examples from students' prior knowledge or experience in the form of an Appeal to the instance operation and the Elaboration reasoning skill. Students' own claims were developed through application of knowledge in a different context in the form of an Induction operation and Generativity reasoning skill. Higher level of argumentation was portrayed through Consistency operation with other knowledge or experience and Explanation reasoning skills based on students' ideas with more active teacher's inputs. The teacher in this study played a role as a helper for students to enact identities as competent "sense makers," as an elaborator rather than evaluator to extend students' ideas, and as a mentor to foster and monitor the students' development of ideas of a higher quality. It is critical for teachers to understand the nature of argumentation, which in turn is connected to their explicit teaching strategy with the aim of providing opportunities where students can understand the science enterprise.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.289-299
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• 1997

This study has been undertaken in the light of constructivist view of teacher education. Participant observation, unstructured interview and questionnaire were used to explore the process and the role of practicum in science teacher education. The subjects were 19 student teachers majoring in physics education; 8 had participated at boys junior high school, 11 at senior high school. The student teachers had very critical and negative perception on their school days' science lessons. They had expected to do 'better' in their practicum but there were only 3 to 5 opportunities of teaching under the umbrella of textbook. Explanation in the classroom and solving exercise problem were the main features of student teachers' lessons. Much of the lessons were similar when it is to same topic and the main reference for their lesson preparation was the textbook. The student teachers felt the design of teaching approach as the most difficult thing during their lesson preparation. They realized that teaching is harder than they thought and they should consider students' level and responses. Though they had become to have more positive perception on teaching job through their field experiences, their decision on job preference did not change. More than half did not want to be a teacher. The student teachers recognised the courses related with science education as the most useful to their teaching in practice among the program of college of education which they had taken. The experience of writing one lesson plan or teaching in front of their peers, designing a new demonstration equipment were recognised as valuable and helpful element of the courses. They proposed to reduce the amount of general education courses and to emphasize the courses relevant with science education and practicum. The limited opportunity of teaching in practicum was pointed out as problematic. Though the practicum was recognized as a 'good' experience to student teachers, it was confined by textbook and limited teaching opportunity. In conclusion, the practicum was not organized and implemented as a meaningful experience of science teaching and learning. There should be more structured studies on what kind of perceptions and experiences the student teachers had brought to the science teacher education program, how they interact with the elements of the program and how they affect to their science teaching. The structure and content of practicum also should be studied and developed so as to make practicum as a meaningful experience of science teaching and learning.

• Journal of the Korean Magnetics Society
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• v.19 no.2
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• pp.74-79
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• 2009

We have investigated the magnetic education in elementary science of Korea. Text books and other related materials are analysed. Students learn playing with magnets in third grade and learn making electromagnets in sixth grade. Arrangement of topics are in accord with the historical development of electromagnetism in physics although the order is not well suited to other field of science. Teacher's guide books need to be developed to consider various environments in school such as city and country, and rich and poor town. Several details in the science textbook are pointed out for better education. Overall course looks sound.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1051-1061
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• 2017

An image is a comprehensive result that you have experienced about an object and means the image that you have on the surface of your consciousness. The image of the subject has an important influence on learning the subject. The image analysis of the subjects that the learners have will be good data to decide the direction of teaching and learning. The purpose of this study is to develop and apply measurement tools for physics image and discuss its educational implications. The research method is to develop the measurement tools for the physics image by semantic analysis method and apply it to the secondary pre-service physics teacher. The subjects of the study were 39 first graders, 31 second graders, 37 third graders, and 38 fourth graders at the University of Education, a total of 145 students, 82 of whom were male and 63 were female. The study results show that the image measurement tools for physics consisted of 25 items from five elements: 'interest,' 'feeling,' 'scope,' 'evaluation,' and 'viewpoint.' There were statistically significant differences between the male and female students in applying the measurement tools developed for the physics image of secondary pre-service physics teachers. Male students showed significantly higher statistical significance than female students in the 'interest' and 'feeling' elements of measurement tools for the physics image. In the 'scope' element of measurement tools for the physics image the second grade was statistically higher than the fourth grade. Finally, we discussed educational implications for image analysis of physics and the usefulness of using measurement tools in physics image.