• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.341-351
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• 2016

The purpose of this study is to investigate the effects of pre-service teachers of elementary school who take courses in 'Science and Textbook Research' on science teaching efficacy and science knowledge after experimental treatment. For this purpose, this study was aimed at intensive course four classes (118 students) enrolled in the 'Science and Textbook Research' course and experimented from the beginning of September to the end of November. The experiment was about teaching textbooks and teaching methods for one semester, and the pre- service teachers of elementary school made the demonstration of science cooperation classes 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, after taking this class the pre - service teachers of elementary school were effective in science teaching efficacy. Second, after taking this course, pre-service teachers of elementary school were effective in acquiring science knowledge. Third, it was seemed to positive effect on Perception of pre-service teachers of elementary school in Demonstration classes. Pre-service teachers of elementary school have created science course plan by analyzing the tasks according to the principles of instructional design, and they found that they had the right mind and confidence in the lesson.

• Journal of the Korean earth science society
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• v.29 no.4
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• pp.352-362
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• 2008

This study explored pre-service teachers' mental models about eclipse phenomena to investigate their understandings on the earth science concept needed f3r an integrated approach. We conducted in-depth interviews with two different contexts on 30 secondary and 36 primary pre-service teachers participants, and analyzed phenomenological primitives (p-prims) and facets of causal explanations about eclipses. Based on this study, we identified four different levels of mental models about eclipses. Four mental models were categorized as (1) Screening model, (2) Orbital plane model, (3) Hybrid model, and (4) Shadow cast model. Screening model is a flawed mental model, orbital plane model is an incomplete correct mental model, and shadow cast model is a scientifically correct mental model. Hybrid model, composite of two or more mental models, use multiple mental models simultaneously. Orbital plane model was the most widespread mental model in secondary pre-service teachers group, whereas screening model was used frequently in primary group. It was found that the level of mental model could be determined by the level of facet and p-prims. We confirmed context sensitivity of the mental models and perceived the necessity of integrated approaches to promote progression of mental models. Implications of our findings for enhancing pre-service science teachers' topic-specific pedagogical content knowledge (PCK) associated with eclipse phenomena are also discussed here.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.1
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• pp.1-11
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• 2015

The purpose of this study was to find out about the awareness and demands of pre-service and in-service elementary school teachers on STEAM education. For the purpose of this study, researcher administered survey questionnaires were conducted for 160 pre-service teachers and 191 in-service teachers who were sampled by convenience sampling method. The results were as follows. On the awareness and demand for knowledge and necessity on STEAM, first, on the understanding related knowledge, most respondents have heard of STEAM education(97.7%), and well aware of STEAM(91.4%) through the teacher training course(80.3%). Second, on the necessity, 60.4% respondents were located in "very necessary" and "necessary" entry. On the awareness and demand for applying STEAM, first, on the reasons of applying STEAM was to help the cognitive and affective development. Also 67.3% respondents would like to apply STEAM on their science class. The reason was necessity on STEAM, and the most suitable subject for blending with science of applying to STEAM was technology, on the other hand the most difficult subject was art. Second, on the effect of STEAM, most respondents had positive awareness on the all categories. Third, on the purpose of science education, also had positive awareness on the all categories of the purpose of science education. On the awareness and demand for blending ways of STEAM and improvements, first, on the blending ways of STEAM, topic centered blending related to real life had a majority. Second, on the improvements, to improve the STEAM education, many respondents pointed out the development of teaching and learning STEAM program and dissemination of related resources.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.363-374
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• 2015

The purpose of this study is to investigate the learning contents presented in high school science and in pre-service science textbooks of college of education, and to examine educational implications for pre-service science teachers by analysing their connection to each other. High school science is called as 'convergence science.' Seven high school science textbooks and eleven science textbooks related to physics, chemistry, biological science, and earth science for pre-service teachers were selected to analyse learning contents. The relationship between high school science with those of college-level science textbooks for pre-service science teachers was found when the learning contents were compared. Science textbooks for pre-service science teachers have the biggest number of learning contents on the chapter 'Energy and Environment' of high school science. About 86.6% of learning contents of high school science were introduced on textbooks on science, but pre-service teachers should learn the remainder. The part of learning contents presented in high school science textbooks was higher than the college-level for pre-service science teachers. Moreover, the part of learning contents was included in Engineering & Technology. And these required a special teacher education. Accordingly, the results suggested that learning contents for high school science should be optimized and reduced. Also, various educational programs should be developed and educational curriculum for pre-service science teachers should be revised.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.252-260
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• 2013

The purpose of this study is find out the correlation of level of knowledge of pre-service elementary teacher with space perception ability on 'Earth and Space' of elementary science. During the second semester of 2013, for 15 weeks, the classes were conducted for 3 hours per week and we find out knowledge Understanding degree and select terms offered by 5th grade science courses 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section and measured space perception ability degree of pre-service elementary school teacher with a questionnaire. We analyzed the correlation of understanding level of knowledge in the field of astronomy of pre-service elementary school teacher with space perception ability. The results of the study are presented as follows. First, pre-service elementary school teacher showed a low level of knowledge understanding as it goes the upper grades about upper concept in 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section' of astronomy area of elementary science 'Earth and space sector'. The pre-service elementary school teachers needs to acquire knowledge of astronomy area in elementary school curriculum. Second, pre-service elementary school teacher showed that there are differences individually in 'finding solid body' of sub-element of space perception ability. This shows that 'finding solid body' factor is associated with space perception ability. Third, in the section of 'The earth and the Universe' for elementary education, 'Reflection' and 'Finding solid body' which are low-level components of space perception ability were verified that have a corelationship with general grades in the astronomy conception test.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.109-118
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• 2019

The purpose of this study was to investigate the effects of experience as a science experiment assistant teacher on the science instruction anxiety and the science teaching efficacy beliefs of elementary pre-service teachers in a small scale school. For this study, 21 elementary pre-service teachers were selected and then they worked as science experiment assistant teachers in small scale schools for about 10 months. They were tested the science instruction anxiety and the science teaching efficacy beliefs in before and after. After analyzing the tests results, some pre-service teachers were interviewed. The results of this study are as follows. The experiences as science experiment assistant teachers positively influenced on reducing the science instruction anxiety to elementary pre-service teachers. The experiences also had positive effects on reducing both state anxiety and trait anxiety, which are the sub-factors of science instruction anxiety. In addition, the science teaching efficacy beliefs and its sub-factor, the self-efficacy in science teaching, had positive impacts, but the experiences did not have a positive impact on the outcome expectancy. The effects of the experience as a science experiment assistant teacher were different according to the personal experiences and cognitions of pre-service teachers.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.276-290
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• 2023

The purpose of this study is to analyze the characteristics and specific elements of successful science classes that pre-service elementary school teachers think. For the study, 61 pre-service elementary school teachers (47 females, 14 males) were recruited as research participants. The data used in the study are mutual evaluation papers prepared during class performances by group and individual. The amount of data was a vast amount of qualitative data with a total of 150 pages, and the research results were derived by inductively categorizing this data through qualitative analysis. The summary of the research results is as follows. First, the factors constituting a successful science class were analyzed into 7 categories (14 sub-categories, 33 sub-elements). The elements that make up a successful science class in detail were analyzed as science subject contents, class management, selection of teaching and learning methods and organization of class contents, teaching and learning materials, understanding of students, understanding of teaching situations, and class-related efforts. Second, it was possible to describe the practical classes of pre-service teachers by collecting the details of the elements that make up a successful science class recognized by pre-service teachers. As seen in the above research results, the characteristics and specific elements of successful science classes recognized by pre-service teachers were identified, and based on this, pre-service teachers will be able to develop support for effective science class operation, and continuous analysis should be conducted.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.231-245
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• 2015

Flipped learning can be used as an innovative teaching method in science education. This study analyzes video clip produced by pre-service elementary school teachers for flipped learning and explore strategies to organize effective visualization. The pre-service elementary school teachers focused on providing information on macroscopic natural phenomenon using concrete case selection strategy for earth science class. They used marker and spatial transformation elements effectively, but their efforts to link the elements to the experience of students were not sufficient. In addition, it was very rare to put the contents into simplified drawing or provide extreme cases to enhance the imagery of students. In addition, it is necessary to provide specific case of multi-modal and link the material to the experience of students closely through familiar cases or analogical model to establish an effective visual teaching material. It may also be needed to present simplified drawing for enhancing imagery and provide extreme cases to make students have an opportunity to infer a new situation.

• Journal of the Korean earth science society
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• v.24 no.3
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• pp.135-140
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• 2003

The purpose of this study is to assess pre-service elementary teacher's conceptions of environmental issues. 141 pre-service elementary teachers from local college participated in this study. We discovered that most of participants understood the possibility of technological abuse that could lead to environmental destruction. They also well understood the crisis of the Earth's ecosystem. Nevertheless, it seemed most of participants were not ready to take action to save ti. In addition, they also showed stereo-typically biased opinions about science, technology and their relationship with environmental issues. It appeared to come from media-oriented environmental education. Since pre-service teacher's conceptions could directly effect future education, it is necessary to establish a more systematic educational system for environmental education, for both pre-service teachers and students.

• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.319-327
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• 2008

The goal of this study is to examine the perceptions of pre-service teachers that directly affect the concepts and ways of the consideration of Earth systems by students studying the water cycle. A concept sketch method was applied to a survey involving 131 pre-service teachers. The survey was designed to analyze the perception of subordinate concepts of Earth systems from the applied components of the water cycle process and to code the applied concepts with components of the water cycle to the subordinate concepts of Earth systems that were the Hydrosphere, the Atmosphere, the Geosphere, and the Biosphere. The survey was designed to examine the perception of the water cycle from the perspective of Earth systems. The recognition by pre-service students was largely confined to components of the atmosphere and the hydrosphere. With regard to the water cycle process, all subjects surveyed recognized precipitation, and most of those expressed recognition of evaporation and condensation. Many of them recognized the surface flow, while they scarcely expressed knowledge of the underground flow.