• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.378-386
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• 2015

This study is to find out that pre-service elementary teacher's the effects of a ecology mentor club activities to the environmental sensitivity and the effects on the environment friendly attitude of elementary school students. This study has been aimed at 25 students of 5th grade in B metropolitan city S elementary school in 2015, B educational University of elementary pre-service teachers 10 people, Elementary School Teachers10 people to apply a ecology club mentor activities to investigate a comment participated in environmental mentor club activities of elementary pre-service teachers and the environmental sensitivity and the effects on the environment friendly attitude of elementary school students. Procedures for this research was the topic for setting ecology club mentor activities of elementary school students, pre-service elementary school teachers receive consultation from field teachers and guide to ecology club mentor activities of elementary school students. Before the ecology club mentor activities, pre-test environmental sensitivity and the environment-friendly attitude of were carried out. After the experiment, post-test of environmental sensitivity and environmental friendly attitude check was carried out. Also, investigate a comment of pre-service elementary teachers participate and guide to ecology club mentor activities of elementary school students. After the experiment results are as follows. First, the ecology club mentor activities of pre-service elementary school teachers are effective to cultivate environmental sensitivity of the elementary school students. Second, the ecology club mentor activities of pre-service elementary school teachers are effective to cultivate eco-friendly attitude of the elementary school students. Third, after ecology club mentor activities of elementary school students, pre-service elementary school teachers now have a very good feeling. Based on these results, suggestions for further research are as follows. First, the variety of ecological club programs target to elementary school students are needed. Second, there is a need for continuing research on the ecology club activities.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.3
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• pp.374-387
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• 2010

This study presumed that pre-service elementary teachers' stereotypical attitude toward foreign groups is critical factor to be considered in the context of Korean multicultural education. 422 pre-service elementary school teachers rated repeatedly seven ethnic groups on thirteen semantic differential scales which consist of four factors; attractiveness-unattractiveness, superiority-inferiority, rationality-irrationality, and aggressiveness-compliance. A series of repeated measure MANOVAs were used to test variability in pre-service elementary school teachers' stereotypical attitude across foreign groups. They rated Japanese the most positive, but Chinese the most negative, and others more or less positive in overall attitude. Their ratings of each ethnic group also varied across four attitude factors. Japanese and Whites were classified into the most attractive and superior, and moderately rational and aggressive groups. In contrast, Chinese were rated as the most unattractive, inferior, irrational, and moderately aggressive one. Southeast Asians were rated as attractive, compliant, and inferior one. In contrast, Arabians were rated as unattractive, aggressive, and moderately superior one. Finally, North Koreans were rated moderately superior, the most aggressive and irrational one. All these findings were discussed in terms of multicultural education in Korea.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.493-506
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• 2014

This study is to seek access to a way of learning of the discipline of mathematics education, one of several knowledge is required to pre-service mathematics teachers. First, by selecting the key topics and researchers in mathematics education learning materials were produced by the relevant classification information by keyword. This applies to pre-service teachers in the curriculum, and looked to clarify the theoretically connectivity among the researchers and concepts and principles of the discipline of mathematics education. And as a result, investigate whether there is any effect to the pre-service teacher education.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.69-77
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• 2013

The study aims to figure out pre-service elementary teachers' knowledge understanding on 'stratum and rock' as well as teaching-learning types on the same topic. A total of 65 seniors in an advanced science education course at B University of Education joined the research to fulfill the purpose above. With PCK classification framework, the study examined pre-service teachers' knowledge understanding on 'stratum and rock' while it analyzed how the teachers would teach the given topic to students. The results of the study are presented as follows. First, it was observed that the pre-service elementary teachers have a great understanding on 'stratum and rock' that would be taught via a science textbook for elementary fourth graders. However, regarding terms in 'shale and limestone', they appeared to have a relatively short understanding. Second, PCK elements of the pre-service teachers related to 'stratum and rock' were analyzed and according to the results, the teachers would be interested in teaching model selecting in the teaching-learning strategy field while they would be well aware of how important it is for them to perform an experiment in a teaching process. The teachers also appeared to understand that the teacher question can be mutual complementary during class. However, it turned out that the teachers would have a very much low understanding on learners' prior knowledge as they particularly believe that learning could be significantly affected by the learners' perception level as well as their learning interest and motive. Third, the pre-service elementary teachers were told to design teaching plans on 'stratum and rock' so that the study could find out what learning-teaching methods the teachers would adopt to teach the topic. It was learned that the teachers would proceed with the class basically by giving the learners a descriptive explanation on the topic and also by using pictures and drawings to enhance the learners' understanding during the class.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.123-133
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• 2019

The purpose of this study was to investigate the effect of responsive teaching method for pre-service teachers in Chemistry Education Department of H University. We designed three steps for the discussions: foregrounding the substance of learners' ideas, recognizing the disciplinary connections within learners' ideas, taking up and pursing the substance of thinking. In the step of foregrounding the substance of learners' ideas, we analyzed the questionnaires conducted by the 20 pre-service teachers to understand the nature of their ideas about evaporation and boiling. Among them, five pre-service teachers were selected to recognize the disciplinary connections within learners' ideas. Through these steps, the pre-service teachers have grasped the nature of their thinking about evaporation and boiling, and have experienced the process of modifying or expanding the frames of thought by the disciplinary connections within learners' ideas. In addition, the pre-service teachers directly perceived the effect of the responsive teaching method by experiencing dynamic changes of their conceptions.

• The Journal of Korean Association of Computer Education
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• v.15 no.6
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• pp.43-52
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• 2012

The ability to utilize information of learner can do self-directed learning that increases creativity of learner. But in the middle and high schools, if 2009 revision curriculum has to be enforce, the education of information knowledge and literacy is expected to leave the education undone at schools. Therefore the ability of leaners must develop through teaching in all subjects, and so the ability of teachers in the class is very important. We examined the actual conditions about the ability of pre-service and in-service teachers, and analyzed the gap of the ability between in-service and pre-service teachers. The indexes of total ability of in-service and pre-service teachers are shown to be 74.4 points and 50.5 points out of 100. The ability of pre-service teachers is on the level about 68-percent as compared with the ability of in-service teachers. Therefor the education offices of cities and provinces and the teacher training institutes must establish for improvement of the ability of pre-service teachers.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.143-157
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• 2016

This study aims to find out the feasibility and effectiveness of mathematical games as a way to provide primary pre-service teachers with doing mathematics. The game had induced the active participation of elementary pre-service teachers. Through transforming the game, the teachers have been able to experience of mathematical problem posing and generating mathematical representation. Based on this, we discuss the role of mathematical games as a method of pre-service teacher education.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.58-71
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• 2015

Ability of understanding students' ideas and thinking is critical to teachers' professional growth. In this study, 'pedagogical reasoning' was conceptualized as teachers' reasoning ability of students' misconceptions and possible causes of misconceptions when they hear and observe students' science discourses. To investigate elementary pre-service teachers' pedagogical reasoning levels, children's science discourses on light reflection and electric circuit were video recorded and 43 pre-service elementary teachers were asked to identify children's misconceptions and possible causes of misconceptions after watching the video clips. In conclusion, pedagogical reasoning levels of pre-service elementary teachers were not high enough, showing significant difference in light reflection and electric circuit. Possible explanations of this difference and educational implications were discussed.

• Journal of Korean Elementary Science Education
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• v.37 no.1
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• pp.66-79
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• 2018

The purpose of this study is to explore how pre-service elementary teachers perceive and use smart learning environments. For this purpose, 23 pre-service elementary teachers who took theory and practice in a science education course were asked to develop lesson materials using smart tools and make a self-report questionnaire. These data were categorized in an instructional, exploratory, and interactive approach, depending on how they guided students to access knowledge and information. As a result of the study, pre-service teachers perceived the smart tools as the exploratory and interactive learning tools to be used for students to actively search for and interact with data and knowledge. But in developing lesson materials, they usually used the smart tools for resource sharing and communication in the instructional manner. In conclusion, the gap between their perception of smart tools and lesson materials, and the educational implications will be discussed.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.365-384
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• 2010

This paper is an analysis study where we surveyed how well pre-service teachers understand the mathematical concepts taught in elementary school. We analyzed the results focusing on the following: First, what are the pre-service teachers' understandings of the equal sign and variables? Secondly, how exact are their understandings of other elementary school mathematical concepts? The survey was done on the students in Teachers College of Jeju National University. We hope that the results of this study will help the improvement of mathematical education for elementary pre-service teachers.