• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.187-195
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• 2014

In this study, we investigated the characteristics of lesson planning of pre-service secondary science teachers and the factors which influenced in their lesson planning. Thirteen pre-service secondary science teachers at a college of education in Seoul participated in this study. Teaching-learning materials such as lesson plans and handouts, and lesson planning journals written by the pre-service teachers were collected. Semi-structured interviews were also conducted to obtain information about their lesson planning activities. The analyses of the results revealed that most of the pre-service teachers did not systematically consider the national science curriculum and focused on planning one lesson only. Instructional objectives were not only considered as minor element in lesson planning, but also limited to cognitive domain. Devising teaching-learning strategies was found to be the starting point of the lesson planning. They accommodated constructivistic teaching-learning theory presented in their method courses through reflective evaluation of the experiences of learning in their secondary schools. The experiment activities that were presented in the textbooks were used themselves when they planned experiments as student activities, but other activities were planned depending on their personal experiences. Most pre-service teachers did not plan assessment because they could not recognize it as an element of lesson planning. These results may offer some implications in educating pre-service secondary science teachers on lesson planning.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.129-142
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• 2021

The purpose of this study was to provide educational data on teaching clothing culture by examining the effects of clothing lifestyle on attitudes toward teachers' clothing for 270 secondary school pre-service teachers. For data analysis, factor analysis, Cronbach's α reliability coefficients, t-tests, one-way analysis of variance, Duncan's multiple comparison verification, and multiple regression analysis were performed using SPSS 24.0 program. As a result of the study, first, the clothing lifestyle of secondary school pre-service teachers was classified as fashion trend orientation, clothing importance orientation, attractive appearance orientation, and economic orientation factors. In addition, the attitude toward teacher's clothes was classified into activity, fashionability, and modesty factors. Second, there was a statistically significant difference in the attitudes toward clothing lifestyle and teacher clothing of secondary school pre-service teachers according to gender and year in college, which are demographic variables. Third, it was found that the clothing lifestyle of secondary school pre-service teachers, who are Generation Z, had an effect on the attitude toward teacher clothes. In conclusion, this study proposes that school administrators and teachers should depart from the former stereotypes about teacher clothes and to encourage a culture in which teachers can dress and perform their role of teaching according to individual's changing lifestyles.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.127-150
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• 2021

Recently, in the field of mathematics education, mathematical noticing has been considered as an important element of teacher expertise. The meaning of mathematical noticing is the ability of teachers to notice and interpret significant events among various events that occur in mathematics class. This study attempts to analyze the differences of pre-service secondary teachers' mathematical noticing and confirm the factors that cause the differences between them. To accomplish this, the items on class critiques were established to identify pre-service secondary school teachers' mathematical noticing, and each of 18 pre-service secondary mathematics teachers were required to write a class critique by watching a video in which their micro-teaching was recorded. It was that the teachers' mathematical noticing can be identified by analyzing their critiques in three dimensions such as actor, topic, and stance. As a result, there were differences in mathematical noticing between pre-service secondary mathematical teachers in terms of topic and stance dimensions. The result suggests that teachers' mathematicl noticing can be differentiated by subject matter knowledge, pedagogical content knowledge, curricular knowledge, beliefs, experiences, goals, and practical knowledge.

• 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.

• School Mathematics
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• v.17 no.2
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• pp.331-353
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• 2015

The purpose of this study is to investigate expertise of mathematic teachers in development of designing assessment items, derived from development of assessing tools, which is a part of assessing competence of mathematic teachers. Analysis was made upon the difference between Pre-service and In-service teachers in terms of self-perception on assessment items. The assessing references of self-perception on developing in designing assessment items consist of followings: one's Beliefs and Self-Rating in designing assessment items. This investigation on self-perception was carried out by both pre-service teachers who are currently enrolled students in college and in-service teachers who are currently incumbent in secondary schools. This analysis based on 310 teachers' answers on self-perception of designing assessment items, both in- and preservice.

• 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 Fisheries and Marine Sciences Education
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• v.21 no.3
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• pp.390-399
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• 2009

The present study investigated the differences in thinking styles and critical thinking dispositions between elementary school and secondary school pre-service teachers. For this research, 295 college students were selected. The subjects completed the Thinking Styles Inventory(TSI) and the California Critical Thinking Dispositions Inventory(CCTDI). Data were analyzed by descriptive statistics, and MANOVA. The results of this study were as follows: First, there were not statistically significant differences by group in the thinking styles(Type I and Type II). Second, there were statically significant differences according to group in the CCTDI. In this result, secondary school pre-service teachers had higher scores than female students in self-confidence sub-scale of CCTDI.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.99-110
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• 2023

In this study, in order to strengthen the AI utilization competency of pre-service secondary science teachers, a project activity in which pre-service teachers directly create an 'AI-based molecular structure customized learning support tool' by using Google's teachable machine was developed and applied. To this end, the program developed for 26 third-grade pre-service teachers enrolled in the Department of Chemistry Education at H University in Chungcheongbuk-do was applied for 14 sessions during extracurricular activities. Then, the perceptions of 'understanding how AI works', 'efficacy of using AI in science classes', and 'plans to utilize AI in science classes' were investigated. As a result of the study, it was found that the program developed in this study was effective in helping pre-service teachers understand the operating principle of AI technology for machine learning at a basic level and learning how to use it. In addition, the program developed in this study was found to be effective in increasing the efficacy of pre-service teachers for the use of AI in science classes. And it was also found that pre-service teachers recognized the aspect of using AI technology as a new teaching·learning strategy and tool that can help students understand science concepts. Accordingly, it was found that the program developed in this study had a positive impact on pre-service teachers' AI utilization competency reinforcement and perception improvement at the basic level. Implications of this were discussed.

• Journal of the Korean School Mathematics Society
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• v.9 no.1
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• pp.57-76
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• 2006

In this paper, we generalized number partion problems in elementary situations to number partition models that provide some mathematical problem situations for experiencing mathematising of secondary pre-service teachers. We designed substantial teaching units entitled 'the inquiry intof number partition models' through 4 steps: (1) key problems, (2) integration from the view of partition, (3) defining partition (4) a real practice of inquiry into models. This teaching unit can contribute to secondary pre-service teacher education as follows: first, This teaching unit have pre-service teachers experience mathemtising. second, This teaching unit have pre-service teachers see the connection between school mathematics and academic mathematics. third, This teaching unit have pre-service teachers foster their mathematical creativity.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1049-1062
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• 2004

In this study, various scientific viewpoints of 'motion of objects' were analyzed from the Aristoteles age to the Newton age. From the analysis, a questionnaire was developed which was including causes of motion, forms of motion, and preservation quantity of movement. The conceptions of pre-service science teachers were researched by the questionnaire developed in this study based on the science historical viewpoints. The subjects were twenty sophomore students of physic education major and thirty four of other science education major who majored common science education also in a college. Most of the pre-service teachers of physical education major had inertia and Newton's force conception related to the question situations of 'causes of motion' and 'forms of motion'. But a lot of the pre-service teachers of physic education major and other science education major had viewpoints of Descartes or Huygens related to the question situation of 'preservation quantity of movement'. Only few pre-service teachers regardless of major had Newton's viewpoint which represented in current Korean science curriculum for secondary school.