• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.144-154
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• 2010

This study was conducted among elementary pre-service teachers who participated in creative story writing exercises related to science. It aimed at analyzing their perceptions, based on their own experiences in the story writing exercises, about story writing as a pedagogic method, to discover the implications on science education. First, creative story writing exercises were carried out over a period of eight weeks by 114 elementary pre-service teachers at a college of education, all of whom were non-science majors taking a course on earth science as a liberal arts elective. Afterward, an open-ended survey was conducted among them to discover their attitudes and opinions, both as students and as teachers-to-be. The majority of the subjects expressed a positive opinion about creative story writing as a pedagogic tool, stating that they would apply it in their future teaching by telling stories they wrote or having students write their own compositions. Pre-service teachers conclude a creative writing improves students' studying, leads interest and motivation. In addition, it linked with daily life and other school subjects. Creative story writing, when used at colleges of education, has didactic value as an empirical exercise for pre-service teachers who are not majoring in science.

• The Journal of Korean Association of Computer Education
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• v.14 no.5
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• pp.55-69
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• 2011

The purpose of this study is to develop and apply e-teaching portfolio in EIU for pre-service teachers, and to explore the possibility of applying e-teaching portfolio in pre-service teacher education. E-teaching portfolio has developed an online platform after designing the component of teaching portfolio. And then pre-service teachers' perceptions were investigated. The findings, pre-service teachers thought that e-teaching portfolio was useful for the accumulation and management of instructional materials, and gave opportunities to improve self-reflection, teaching skills and evidence over the professional development through communication.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.736-750
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• 2014

The purposes of this study were to investigate concepts of Korean and American elementary school pre-service teachers on combustion, and to compare the concepts of Korean pre-service teachers with those of American pre-service teachers. For this study, concept test on combustion was administered to 23 Korean and 18 American elementary school pre-service teachers. The test composed of 6 items: 'Definition of combustion', 'The reason why a candle in a glass bottle is blown out when the bottle was closed', 'The change of gases in the bottle when a candle burns in it', 'The combustion products of a candle', 'The combustion products of steel wool', and 'The combustion products of a substance'. The results showed that the rates of elementary school pre-service teachers who had scientific concepts on combustion were very low in both Korean and American pre-service teachers' groups, although they were a little different from items. However the rates of pre-service teachers who had partial concepts and misconceptions on combustion were high in two groups. The levels of Korean elementary school pre-service teachers' concepts were a little higher than those of American elementary school pre-service teachers' concepts. The contents and activities on combustion which are in Korean and American science textbooks seem to affect building up their concepts on combustion.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.74-84
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• 2004

The purpose of this study was to get an implication on teacher education program, by exploring the difficulties pre-service elementary teachers have with their science lessons. 37 pre-service teachers were requested to write an anecdote about their science lessons during their 4 week practicum. By analyzing these anecdotes, the difficulties were grouped into several categories by the researcher, and then reconfirmed by the pre-service teachers themselves. The result showed that there were far more difficulties with practical work (cases: 48), than with content knowledge teaching (cases: 17). Among practical work related difficulties, the most frequent cases were: 1) when they have unexpected result different from scientific theory (cases: 10), 2) when they teach process skill and usage of lab equipments (cases: 8), and 3) when they do not have enough preparation for practical work (cases: 7). Unlike the result of preceding research on secondary pre-service teachers, there was no affective aspect problems. These difficulties also can be divided into 'problems' and 'dilemmas'. Whereas 'problems' can be settled by removing obstacles, 'dilemmas', a conflict-filled situation, require choices between competing values or aims. The use of scientific language, the decision on the level and amount of knowledge they teach, and disposal of unexpected experiment results caused such dilemmas in science lessons. The research results imply practical work should be more strengthened in the elementary teacher education program. And both teacher educators and pre-service teachers need to understand that practical teaching is a complex enterprise accompanying some 'dilemmas'. The role of science teachers as managers of dilemmas could be considered.

• Journal of The Korean Association For Science Education
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• v.32 no.3
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• pp.415-427
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• 2012

In this study, we conducted preliminary survey, diagnostic test and in-depth interview in order to study Korean pre-service chemistry teachers' understanding on entropy and investigate how Korean pre-service chemistry teachers deal with the natural phenomenon which is related to entropy conceptions. Firstly, as a result of the preliminary survey, it was found that pre-service chemistry teachers strongly recognized entropy as the degree of disorder. Secondly, the diagnostic test showed pre-service chemistry teachers were mostly confused about whether the entropy of the universe increases during a spontaneous change, and they had a tendency to interpret the natural phenomenon related to entropy change as the change of disorder. Finally, during in-depth interview, after we explained entropy change in all diagnostic test questions with the concept of microstate, pre-service chemistry teachers revealed a better understanding about entropy. Through this research, pre-service chemistry teachers had an opportunity to reflect on their deficiencies of entropy conceptions, which will ultimately help students to approach the concept of entropy more correctly.

• The Mathematical Education
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• v.45 no.1 s.112
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• pp.75-96
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• 2006

The purpose of this study was to analyze how elementary pre-service teachers learned the pedagogical content knowledge of mathematics and to understand the challenges and difficulties that they experienced in the course of student teaching. A qualitative case study provided an in-depth description of the whole three weeks of student teaching process. Four pre-service teachers and two mentor teachers participated in this study. Multiple data collection techniques were used; classroom observations, in-depth interviews, document analysis, and researcher's field notes. The results of this study showed how pre-service teachers learn PCK of mathematics in designing mathematics lessons, understanding mathematics learners and delivering mathematics lessons and what are the difficulties and challenges they experienced. Finally this study discussed about some suggestions to pre-service program and future research.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.140-146
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• 2002

We have studied 73 pre-service science teachers' conceptions about the nature of science (NOS) using 120 true-false test items based on AAAS Benchmarks statements. We have found that participants have inadequate understanding of the NOS, especially in understanding of five categories of conceptions; change and continuity in science, bias in scientific investigations, hypothesis in scientific investigations, things common in science, and science ethics. The result also indicates that there is a difference between primary pre-service teachers and secondary pre-service teachers. From the analysis of consistency, we also found that this inadequate understanding comes from confusion rather than misconception. All the results support that there is a need of intense pre-service teacher education concerning thenature of science.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.192-200
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• 2007

In this study, we investigated the variables related to the science teaching efficacy beliefs of pre-service and in-service elementary school teachers. The participants were 176 freshmen and 260 seniors from an university of education and 234 teachers from 25 elementary schools located in Jeonju. Variables concerning pre-service teachers include their sex, career/study tracks (science or non-science), and the number of science courses taken either at high school or at university. Variables concerning in-service teachers include their sex, academic degree, the frequency and type of participation in science in-service training, and their teaching career experience. The Science Teaching Efficacy Beliefs Instrument was used to measure teachers' self-efficacy beliefs. The results indicated that the personal science teaching efficacy belief scores of seniors were significantly lower than those of freshmen and in-service teachers, whereas the science teaching outcome expectancy scores of seniors were significantly higher than those of freshmen. Among variables investigated, sex, career/study track, the number of science courses taken at high school, and the frequency and type of participation in science in-service training were found to significantly influence teachers' science teaching efficacy beliefs.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.2
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• pp.134-146
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• 2020

The purpose of this study is to examine how elementary pre-service teachers have a perception of 'science'. Especially, this study used photo-narrative method to analysis pre-service teachers' perception of 'science'. Photo-narrative is a way of describing what a study participant wants to say by taking a picture. Participants were 66 elementary pre-service teachers. The results of this study were as follows: First, elementary pre-service teachers used many words such as people, life, everyday as well as scientific terms such as phenomena and principles to explain science. Secondly, the pictures used by elementary pre-service teachers to explain science included household goods, natural phenomena, advanced devices, and living things. Third, elementary pre-service teachers explained science with knowledge of science, knowledge, convenience, and nature of science. As a result of this study, it was found that elementary pre-service teachers recognized that science is closely related to life and that it is necessary for learning. The results of this study can contribute not only to curriculum composition and curriculum content of elementary and middle school science education but also to curriculum development for teacher training.

• Journal of the Korean earth science society
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• v.26 no.4
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• pp.347-357
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• 2005

Since 1998, an elementary teacher education institute in Korea has hosted the center for the gifted education. The institute hired undergraduate students to escort and liaison each class of the gifted student participants with assisting classroom activities. These liaison teachers observed the gifted classroom activities and evaluated them by using a given checklist and filling out pre-made evaluation forms. Currently this system is being transferred from part-time jobs for students to earn allowance into well organized pre-service teacher program focusing on the gifted education. In other words, the purpose of system is being shifted from how liaison teachers facilitate the gifted program to how the system helps the liaison teachers to be quality teachers for the gifted who can understand what the gifted are and how to facilitate them. Analyzed were the self reports of the liaison teachers regarding their perceptions and beliefs of the gifted and their education program. It was found participant liaison teachers purposed to have more live experiences with getting along with students as well. Liaison teachers’ perceptions on establishing a gifted teacher professional education sequence were reported in this study. The potential scaffolding of the pre-service teacher education program model of the gifted education was provided as a consequence of this study.