• Educational Technology International
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• v.13 no.2
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• pp.257-281
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• 2012

This study aims to examine individual perceptions and lived experiences of the Net generation of student teachers and the previous generation of teachers about their technology use in education. The participants of this study include 106 pre-service teachers and 50 in-service teachers from one teacher education university in Korea. Employing a mixed methodology, we first empirically examined the participants' perceptions toward multiple variables related to technology use in education, namely (a) past ICT experiences in schools, (b) personal computer use, (c) constructivist belief, (d) computer efficacy, (e) attitude toward computer in education, and (f) prospective computer use. In addition, we conducted face-to-face interviews with selected participants for the in-depth investigation of their lived experiences about technology use, beliefs, and attitude. Results indicate that there are significant differences between in-service and pre-service teachers in their prior experiences with technology in schools. However, the pre-service and in-service teachers did not differ significantly in their beliefs, attitude and other technology-related variables, which may indicate the danger of generational determinism in the Net Generation debate. The analysis of interview narratives revealed two major themes about the interplay of one's agency and structural changes in the participants' lived experiences with technology use in education: (a) transition from negative past experiences to opportunities for positive computer use, and (b) attitudes formation and change through apprenticeship experiences and structural influences. In conclusion, this study suggests that the Net Generation debate should move beyond dichotomous or techno-centric thinking. There is a critical need to pay more attention to develop deeper understandings of the fundamental diversity existing within the generation itself. Implications for teacher education are also discussed.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.307-320
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• 2020

This study explores how the positioning of two pre-service science teachers (PSTs) is reflected in their different epistemic understandings of inquiry-based lessons. We collected the PSTs' products during their design and enactment of an inquiry-based lesson and recorded their practices in the enacted lesson. Interviews were recorded and transcribed for analysis. The results indicate that one PST, Dohyung was positioned as a subject of evaluation throughout the course and the other, Jinwoo, was positioned as a preservice teacher and a subject of evaluation. Their positions were reflected in their epistemic understandings of inquiry-based lessons, which were developed when designing these lessons. During lesson design, both PSTs showed a shared understanding; they explained inquiry-based lessons as students setting and evaluating hypotheses under teachers' guidance. However, as they faced unexpected situations during lesson enactment, they developed different epistemic understandings. To receive a good grade, Dohyung showed a strong preference for anticipating situations that could occur in class and planning responses to them. He understood inquiry-based lessons as ones in which students conduct experiments to produce results expected by the teacher. On the other hand, Jinwoo emphasized the reasoning process based on students' prior knowledge and explained inquiry-based lessons as ones in which students construct new knowledge through a scientific reasoning process based on their knowledge. The findings of this study will contribute to developing strategies to support PSTs' development of their epistemic understandings of knowledge construction in inquiry-based lessons.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.789-802
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• 2007

This study investigated pre-service elementary teachers' understanding of the basic concepts of and their attitudes toward astronomy in Korea and Japan. The survey instrument called the Astronomy Diagnostic lest (ADT) that was developed by the Collaboration for Astronomy Education Research (CAER) in 1998 was used and modified to tailor to the two countries' contexts, including 12 items written in the two languages, Korean and Japanese. The attitudes toward astronomy were examined by the Survey of Attitudes toward Astronomy (SATA), which was developed by Zeilik et al. in 1999. Cronbach's alpha of this sample of the study was 0.69, while the reliability of SATA was 0.87. All the pre-service elementary teachers in both Korea and Japan showed a low-level understanding of the basic concepts of astronomy. 38% of Korean pre-service elementary teachers had correct answers to the questions regarding the basic conceptions of astronomy, while 37% of Japanese participants had correct answers to them. Although there was no statistically significant difference between Korean and Japanese pre-service elementary teachers, Korean teachers scored higher than Japanese participants in SATA. A significant difference, however, was revealed in the categories of cognitive competence and value of the attitudes toward astronomy (p <.05). In addition, it was found that both Korean and Japanese pre-service elementary teachers scored less than 40% about the basic concepts of astronomy and that they obtained lower scores than the US college students with regard to the attitudes toward astronomy.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.851-866
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• 2016

The purpose of this study is to investigate pre-service elementary teachers' views of the law of action-reaction by examining their degrees of understanding and Typically-Perceived-Situations (TPS). Data were collected from 177 Grade 3 pre-service elementary teachers. The results of analyzing these data show: First, the participants did not sufficiently understand about the law of action-reaction, and their degrees of understanding were different depending on the situation provided in the questionnaire. Second, in relation to the TPSs of the law of action-reaction, the participants thought of irrelevant situations to the law of action-reaction such as "a situation generated by inertia" as well as commonly relevant ones such as "a person pushing a wall", and had somewhat biased TPSs in terms of 'action type' and 'result motion type' of action-reaction. Finally, several suggestions on the science education for promotion of understanding about the law of action-reaction were given.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.253-262
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• 2007

This study is an investigation regarding the understanding of the nature of science among pre-service science teachers majoring in science education. We interviewed 22 senior students in science education who finished their internship courses. Students were interviewed individually for approximately 20 minutes each. Data from semi-structured interview were audio-recorded and transcribed for the analysis. Findings indicated that participants held more complete understanding of the nature of scientific knowledge than the nature of scientific enterprise. Their understandings of the nature of scientific method was that hypothetical-deductive method is more scientific than descriptive-narrative method and there is a single stepwise scientific method to solve problems. These results showed that they have a narrow view of the nature of science. Thus, teacher education programs need to integrate the understanding of the nature of science throughout.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.343-356
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• 2004

The study aimed to assess the effectiveness of Korea-Israel science teachers inservice program. Thirty science teachers who participated in the inservice program responded to pre- and post tests of the survey instrument on (a) their perceptions to creativity fostering science education and understandings of current education status and reform movement, (b) degrees of changes about understanding of creativity and implementing teaching methods for fostering creativity before and after the program, and (c) their evaluative opinions on the program. Suggestions for improving the program were proposed as follows: First, a pre-service workshop for the program should be provided in order to clearly realize the essential purpose of the program through increase of participating teachers' understanding of facing conditions of education, school policy, reform movement toward science education fostering creativity. Second, for the content of the program, creativity is more emphasized. Appropriate content and sufficient time arrangement for creativity will develop teachers' conceptual understanding of creativity in depth. Third, classroom observation of exemplary science teaching for fostering creativity should be sufficiently arranged. Fourth, amount of content and time allotment to Israel culture, religion, and education system should be reduced.

• Journal of the Korean earth science society
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• v.45 no.3
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• pp.260-276
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• 2024

The purpose of this study is to explore whether pre-service teachers majoring in earth science improve their perception of computational thinking through STEAM classes focused on engineering-based wave power plants. The STEAM class involved designing the most efficient wave power plant model. The survey on computational thinking practices, developed from previous research, was administered to 15 Earth science pre-service teachers to gauge their understanding of computational thinking. Each group developed an efficient wave power plant model based on the scientific principal of turbine operation using waves. The activities included problem recognition (problem solving), coding (coding and programming), creating a wave power plant model using a 3D printer (design and create model), and evaluating the output to correct errors (debugging). The pre-service teachers showed a high level of recognition of computational thinking practices, particularly in "logical thinking," with the top five practices out of 14 averaging five points each. However, participants lacked a clear understanding of certain computational thinking practices such as abstraction, problem decomposition, and using bid data, with their comprehension of these decreasing after the STEAM lesson. Although there was a significant reduction in the misconception that computational thinking is "playing online games" (from 4.06 to 0.86), some participants still equated it with "thinking like a computer" and "using a computer to do calculations". The study found slight improvements in "problem solving" (3.73 to 4.33), "pattern recognition" (3.53 to 3.66), and "best tool selection" (4.26 to 4.66). To enhance computational thinking skills, a practice-oriented curriculum should be offered. Additional STEAM classes on diverse topics could lead to a significant improvement in computational thinking practices. Therefore, establishing an educational curriculum for multisituational learning is essential.

• Journal of the Korean Chemical Society
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• v.60 no.5
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• pp.342-352
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• 2016

The purpose of this study was to investigate inquiry-based science instruction developed and implemented by a pre-service chemistry teacher regarding the difficulties that she encountered and the ways how she tried to solve out problems. Main data of this study were pre-service teacher reflections that were written after developing both each lesson plan and the whole 10 lesson plans, and after implementing both each lesson and the whole classes. Supplemental data were lesson plans, class audio recordings, and student written journals. The pre-service teacher learned that she was lack of science content knowledge and understanding of students’ understandings. Also she had difficulties of developing inquiry-based science lesson plans, managing classrooms, and guiding students to engage in science inquiry. In order to overcome the difficulties, she asked for advice to experienced teachers, studied science concepts using textbooks and internet resources, provided detailed and concrete guidance for student argumentation and writing.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.12
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• pp.182-188
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• 2017

This study analyzes several factors of good instruction that have been studied by precedent studies as well as the dominated perspective of teaching that validates the value of good instruction. For this purpose, the authors explore an understanding of the perspective that lessons ought to pursue. The authors examine the difference in the dominated perspective of good instruction of pre-service teacher and teachers through the study methodology of chi-square, one-way analyses of variance, and post-hoc test. The research subjects were enrolled students and graduates of the Department of Early Childhood Education at colleges in Seoul and the Capital area. The TPI that had been objectively indexed with comprehensive understandings and viewpoints of good instruction was also applied. The study result shows that high schools' dominated perspective is "nursing" and colleges' is "apprenticing", regardless of the kind of school. The article discusses the perspective of good instruction by comparing the results of domestic and foreign studies and this study. Some ideas were suggested for further research.