• Journal of the Korean earth science society
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• v.27 no.3
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• pp.269-278
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• 2006

In this study, we used Virtual Reality (VR) materials on an introductory earth science course consisted of thirty six pre-service science teacher program students. Before and after class an instrument of Constructivist Learning Environment Survey (CLES) was administered. The main focus of the CLES was to evaluate how the classroom was prepared for student centered learning environment. The pre and post tests of student perceptions regarding their learning environment were compared in six domains: personal relevance, critical voice, shared control, student negotiation, scientific uncertainty, and attitude. Questionnaire regarding the general perception of the VR materials was administered as well. How future science teachers valued the use of VR materials in their classrooms was found from this study. Based on these results, we intend to contribute for a more complete understanding of the potential of VR materials in achieving better learner-centered classroom environment.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.240-252
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• 2009

In this study, we applied a web-based education system to the teaching-demonstrations of the pre-service teachers and identified the usefulness of the system as a method supporting constructive education for pre-service teachers. The pre-service teachers performed the web-based activities for the teaching-demonstrations, and we interviewed them after the teaching-demonstrations. On the basis of the results, we found three situations showing the usefulness of the web-based education system. First, the pre-service teachers examined the materials on the constructive teaching-learning theories and constructed the related theoretical knowledge. At this point the web-based discussion board supported the environment where they thought deeply and investigated the theories carefully. Second, they experienced interaction with others and the academic adviser in the processes of preparing the teaching-demonstrations. This interaction was supported by web-based discussion board, and they were able to form the practical knowledge related to the planning and building constructive teaching. Third, they reflected on their own teaching after the teaching-demonstrations. At this point, the web-based discussion board was able to facilitate the interaction for the reflective thinking processes. In this study, we identified that the web-based education system could provide an effective environment where the pre-service teachers could learn constructive teaching-learning methods.

• Journal of Digital Convergence
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• v.9 no.6
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• pp.389-397
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• 2011

With the growing acceptance of the educational benefits for the use of robot- based teaching, their use in classrooms is increasing. However, the vast majority of studies taking place are based within normal classroom environment. Therefore, this study was focused on the adaptations that need to be made for the use of robot-based teaching within a special-needs environment, specifically a program for pre-service teachers of a special needs Elementary school. The results indicate robot-based teaching has a place within special education and it is hoped that this study will spur further investigation into the field.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.417-426
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• 2019

This study examined to offer practical implications for the bullying for the prevention and response in early childhood education at the scene of the bullying that occur by to confirm the perception of the bullying to pre-service early childhood teachers. The survey questionnaire was completed by 313 pre-service early childhood teachers. SPSS Win program was used to perform frequency analysis, ANOVA. (1)The perception of bullying were significantly different according to grade and experience of child care practice, classroom observation, education program for taking preventive measure. (2)Teachers' perception about the action that can be seen as bullying followed by 'apply the violence, such as kicking, or were frequent', 'shared in things that often prevents','often to another carrier or shame in front of a friend'. (3)Perception about characteristics of bullying Perpetrators was 'aggressive behavior and talk much' and perception about characteristics of bullying victims was 'shy and not much'. (4)The reason of bullying perpetrators was 'Just for fun without a special reason' and the cause of bullying victims was 'problem of parents' child-rearing attitudes and home environment'. (5)Important institutions to combat bullying prevention followed by teacher, parents and family, community and the nation, preschool educational institution. Teachers guidance content of combat and prevent bullying was 'to be isolated from the class to infants continue to monitor'. Parents guidance content of combat and prevent bullying was 'communicate a lot and attention to children'. Early childhood education institutions guidance content of combat and prevent bullying was 'operations to come up with the bullying prevention education in educational time'. This study indicated that it is necessary to make efforts for increasing perception of bullying in pre-service early childhood teachers.

• Communications of Mathematical Education
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• v.36 no.2
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• pp.287-311
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• 2022

This study was related to the cases in which pre-service elementary teachers designed math lessons tailored to math underachievers with learning trajectories and universal design for learning. Learning trajectories can be a basis to identify students' current state of understanding and development, and make a lesson plan responsively tailored to underachievers' state. And universal design for learning is a framework that removes potential barriers that may exist in math lessons from the time the lessons are planned, and guides the rich learning environment accessible to all learners. In order to provide an experience of designing math lessons considering the characteristics of math underachievers, this study required pre-service elementary teachers to create learning trajectories and make lesson plans with the principles of universal design for learning. The characteristics of the learning trajectories shown in the lesson plans and the results of applying the principles of universal design for learning were analyzed. By discussing the results, implications were derived regarding the necessity of lesson planning for math underachievers and the development of lesson planning competency of pre-service elementary mathematics teachers in teacher education.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.725-739
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• 2022

This study aims to analyze what elementary school pre-service teachers focused on and what challenges they faced in designing and producing a guided science inquiry program based on augmented reality (AR) and to provide some implications for teachers' professionalism and teacher education. To this end, focusing on the cases of pre-service teachers who designed and created AR-based guided inquiry programs, the researchers extracted and categorized the pre-service teachers' focus and challenges from the program design and production stages. As a result, in the program design stage, the pre-service teachers tried to construct scenarios that could promote students' active inquiry process. At the same time, drawing on the unique affordances of AR, the pre-service teachers focused on creating vivid visual data in a 3D environment and making meaningful connections between virtual and real-world activities. The pre-service teachers faced challenges in making use of the advantages of AR technology and designing an inquiry program due to a lack of background knowledge about CoSpaces, a content creation program. In the program production stage, the pre-service teachers tried to make their program easy to handle to improve students' concentration on inquiry activities. In addition, challenges of programming using CoSpaces were reported. Based on these results, educational implications were discussed in terms of the pedagogical uses of AR and teachers' professionalism in adopting AR in science inquiry.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.893-906
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• 2007

The purposes of this study are to understand pre-service science teachers' areas of practice concern and reflections on the science classes during student-teaching, and to grasp the factors affecting their concerns and reflections. Four pre-service science teachers participated in this study. Data were collected from four pre-service science teachers' practice journals, instructional materials, and semi-structured individual interviews after their student-teaching. The results are as follows: firstly, the pre-service teachers' concern is focused on the teaching environment and strategies, particularly classroom atmosphere and class management. On the other hand, they pay little attention to science content. Secondly, pre-service teachers' reflections are confined within the limited areas such as classroom management, the proper role as science teachers, or various teaching materials. The level of their reflections is low, mostly concentrated on 'routine' or 'technical' level. Higher levels of reflections, such as 'dialogic' or 'transformative' are not revealed at all. Thirdly, the mentor teachers have the biggest influence upon the concerns and reflections of pre-service teachers during student-teaching.

• (The)Korea Educational Review
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• v.15 no.1
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• pp.107-132
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• 2009

What is good instruction? The term "instruction" means the essential activity of school education, a precondition for good school, and the starting point of reforming school education. The purpose of this study is to investigate the meaning of "good instruction" by examining the difference of perception between in-service teachers and pre-service teachers who encompass the viewpoint of both teacher and student using open-ended questionnaires asking the type of instruction that they have to avoid and the undesirable instruction. This study was carried out with 150 teachers who were working in the schools and 160 students who were in college of education to be teacher in the future. Collected data was analyzed using the QSR Nvivo qualitative program. The findings of this study indicates the followings: First, the most undesirable class cited by in-service teachers was the class that applies uniform instructional strategy, followed by class based on directions instruction, unsystematic class, class characterized by lack of teaching competency, class that emphasizes test scores and competition, class that are not interactive enough, class that does not consider the level of students, class in which students are not respected, class that have poor educational environment, and the class in which little support is provided. Second, the most undesirable class cited by pre-service teachers was the class that applies uniform instructional strategy, followed by unsystematic class, class characterized by lack of teaching competency, class based on directions instruction, class in which students are not respected, class that emphasizes test scores and competition, class that does not consider the level of students, class that are not interactive enough, class that have poor educational environment, and the class in which little support is provided. Third, this study examined the difference of perception between in-service teachers and pre-service teachers toward the undesirable class that they have to avoid. In terms of the integrated rank that is common among in-service teachers and pre-service teachers, the most undesirable class that they have to avoid was the class that applies uniform instructional strategy, unsystematic class, class based on directions instruction, and class characterized by lack of teaching competency. The findings of this study may be used as a basis for in-service teachers to reflect on their professionalism of instruction that they provide and examine the attitude of students toward instruction, while providing a practical guideline for pre-service teachers to design and ensure systematic instruction in the future.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.484-493
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• 2003

This case study exemplifies science classroom observation and analysis. Data from two-day classroom observation, pre- and post-instruction interviews with the teacher and instructional materials were used to analyse the features of a science classroom. A teacher's classroom practices were examined in terms of the following six categories: (1)curriculum and science content, (2)teaching and learning methods, (3) teacher' s knowledge about learners, (4)classroom environment, (5)assessment, and (6)teacher's efforts for professional development. The teacher in this case study not only improved his own classroom practices, but also took an active role in teachers' in-service education to share his practical knowledge with others. Implications that valid evaluation(or observation) frameworks of classroom practices have on teacher education and teachers' inservice education are also discussed. These evaluation frameworks should provide teachers with a vision of highly accomplished practices.

• Educational Technology International
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• v.7 no.1
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• pp.81-98
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• 2006

The purpose of this study was to apply the ADDIE instructional design model to develop multimedia rich project-based learning methods for effective instruction in a Korean mechanical engineering high school. This study was conducted as action research based on a high school situation. The study included 40 participants in a class purposively selected from 52 classes at 2080 student high school. Data were collected through observations, surveys and artifacts. Results indicated the multimedia rich project-based learning allowed students to take part in learning activities and there was close cooperation with and among group members to create better products. Also, the flexibility in the project-based learning environment allowed the participants to make decisions about their abilities, resources, and plans. Recommendations and implications for teacher educators as well as in-service and pre-service teachers are also presented.