• Title/Summary/Keyword: preservice

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Preservice Elementary Teachers' Difficulties in Moon Observations and Their Pedagogical Suggestions (예비 초등 교사들이 달 관측 활동에서 경험하는 어려움과 교수법적 제안)

  • Oh, Phil Seok
    • Journal of Korean Elementary Science Education
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    • v.36 no.4
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    • pp.447-460
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    • 2017
  • This study asked preservice elementary teachers to conduct an inquiry of observing the moon, and analyzed the phenomena observed, difficulties experienced, and pedagogical suggestions by the preservice teachers. Participants were 31 undergraduate students enrolled in a science course in a university of education. As a part of the course, the preservice teachers observed the moon for about a month and completed personal journals which described the phenomena they observed, difficulties they experienced, and the pedagogical suggestions to help elementary students conduct the same inquiry activity. The analysis of the journals revealed that the preservice teachers observed the moon mostly during the evening or night and that they noticed lunar phases, directions, altitudes, and color and brightness more frequently than other phenomena. The preservice teachers experienced difficulties related to the observation time, lunar phases, directions, and altitudes, and, reflecting on their own experiences, suggested a variety of pedagogical ideas about these difficulties. The pedagogical suggestions by the preservice teachers also included how to help elementary students keep their interest and perform the moon observation for a rather long period of time. Implications for moon investigations in the elementary school science classroom and relevant research were discussed.

Preservice secondary matheamtics teachers' understanding of irrational numbers (예비 중등 교사들의 무리수에 대한 이해)

  • Lee, Sunbi
    • Journal of the Korean School Mathematics Society
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    • v.16 no.3
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    • pp.499-518
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    • 2013
  • The purpose of this study is to examine the preservice secondary mathematics teachers understanding and dimensions of knowledge about definition of irrational numbers and irrational numbers and operations. I adopted a framework consisting of formal dimensions, intuitive numbers, algorithmic dimentions suggested by Tirosh et al.(1998) by adding instrumental dimension for his study. I surveyed 65 preservice secondary mathematics teachers who are in bachelor program and post-bachelor program for teacher certificate by using a questionnaire suggested by Sirotic and Zazkis(2007). The results of this study suggest that 83.1% of the participants gave correct answers in definitions of irrational numbers. 43% of the preservice secondary teachers gave correct answers in adding with irrational numbers. Also 91% of the preservice teachers gave correct answers in multiplying irrational numbers. The preservice teachers appeared to understand irrational numbers and operations at formal dimension. More than half of the preservice teachers gave incorrect answers in adding irrational numbers and a few participants gave incorrect in multiplying irrational numbers. The preservice teachers seemed to understand irrational numbers and operations at intuitive or instrumental dimension. The results also suggest that the preservice secondary mathematics teachers have incorrect understanding about irrational numbers.

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Analysis of Preservice Mathematics Teachers' Perceptions on Mathematics Digital Textbook (수학과 디지털교과서에 대한 예비수학교사들의 인식 연구)

  • Heo, Nam Gu
    • The Journal of the Korea Contents Association
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    • v.16 no.10
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    • pp.364-372
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    • 2016
  • The purpose of this study was to investigate preservice mathematics teachers' perceptions for mathematics digital textbook. To do this, we provided a questionnaire to 52 preservice mathematics teachers and analysed the questionnaires. The questionnaire was investigated using 5 point scale. The results of this study can be summarized as follows. First, the preservice mathematics teachers' perception on effectiveness of mathematics digital textbook was positive. Second, the preservice mathematics teachers' perception on interaction of mathematics digital textbook was normal. Third, the preservice mathematics teachers' perception on interest of mathematics digital textbook was positive. Fourth, the preservice mathematics teachers' perception on students' health of mathematics digital textbook was normal. Fifth, the preservice mathematics teachers' perception on class-management of mathematics digital textbook was normal. Sixth, some preservice mathematics responded that mathematics digital textbook was efficient to teach a function or a geometry, others responded that paper textbook was more efficient to teach a mathematics.

Elementary Preservice Teachers' Understanding of the Image Observed in a Diverging Lens (오목렌즈로 관찰되는 상에 대한 초등학교 예비교사의 이해)

  • Kwon, Gyeong-Pil
    • Journal of The Korean Association For Science Education
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    • v.35 no.5
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    • pp.871-876
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    • 2015
  • The purpose of this research was to investigation of elementary preservice teachers' understanding of the image observed in a diverging lens. To achieve the research purpose, Scientific inquiry activity of 'Observing Objects through a Diverging Lens' in the 2009 Revised Science Curriculum was carried out by 29 junior elementary preservice teachers, and preservice teachers' difficulties were analyzed during scientific inquiry activity. The results were as follows. First, preservice teachers had difficulties in comparing the size of the images. Second, preservice teachers couldn't correctly explain the reason about the changing of the image size according to distance from the lens to the object. Third, preservice teachers couldn't correctly explain the changing of the image size according to distance from the lens to the eyes. Fourth, preservice teachers were classified into five levels according to their conceptions of the image formation by the diverging lens, and most of them stayed in the first level. The result of this research suggests that reformations in text and preservice teachers' education.

What Characteristics Do Preservice Teachers Show During Trilobite Classification Activities? (예비교사들은 삼엽충 분류활동 중에 어떤 특성을 보이는가?)

  • Lim, Sungman
    • Journal of the Korean Society of Earth Science Education
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    • v.12 no.1
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    • pp.40-53
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    • 2019
  • This study was to analyze the inquiry characteristics of preservice teachers as they classify trilobites. For the study, 70 preservice teachers attending teacher training university participated. The classification tasks used in the study were 9 photos of trilobite fossils. The preservice teachers' inquiry activity was to classify the evolutionary processes of trilobites after observing trilobite fossils by group and then to construct a phylogenetic tree. The results of the study are as follows. First, preservice teachers observed the external features of the trilobites and constructed systematic classification results based on their observed contents. Second, preservice teachers classified trilobites using various classification criteria. Third, the phylogenetic tree of preservice teachers and the phylogenetic tree of scientists were very similar. The preservice teachers constructed a sphylogenetic tree based on the observation and inference of the change from a simple form to a complex form, which is a general evolution process of the trilobite fossil claimed by scientists. These results suggest that group-based inquiry activities with sufficient time are very effective and that the experience of inquiry activities is very important for preservice teachers.

Preservice and Inservice Teachers비 Perception on the Nature of Science (과학의 본성에 대한 예비 교사와 현직 교사의 인식)

  • 임청환;김현정;이성호
    • Journal of Korean Elementary Science Education
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    • v.23 no.4
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    • pp.297-304
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    • 2004
  • The purpose of this study was to investigate inservice elementary teachers' view and the change of preservice elementary teachers' view on the nature of science by the science education course. The subjects were 386 junior preservice teachers in a National University of Education and 257 inservice teachers working in a metropolitan city. An instrument consisting of fifty eight items were developed on the bases of previous studies. Before entering the course, preservice teachers view was compared by gender with T-test and no significant differences were found except the category 'role of a scientist'. Preservice teachers view was also compared by major with ANOVA and significant differences were found on the categories 'scientific method' and 'scientific law'. After the course, on comparing their view by gender, significant differences were found on the categories 'scientific theory', 'scientific knowledge', and 'scientific law'. The result of ANOVA by major, significant differences were found except the category 'role of a scientist'. Inservice teachers view was compared by gender and major and the differences were no significant, the significant differences, however, were founded in comparing by career and ability.

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The Change of Preservice Teachers놀 Concepts on the Moon놀s Movement through Role Playing (달의 운동에 대한 역할놀이 학습이 초등예비교사의 개념 변화에 미치는 효과)

  • 채동현;최영완
    • Journal of Korean Elementary Science Education
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    • v.21 no.2
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    • pp.253-261
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    • 2002
  • This study is intended to develop the role plays on the moon's movement and to investigate how the preservice elementary teacher's concepts are affected by them. Subjects are 30 preservice elementary teachers. One instrument including 7 items was used for testing the preservice teachers' concepts on the moon's movement. Data were collected before using the role playing and after using them through the tests. As a result, the preservice elementary teachers' concepts on the moon's movement were improved by teaming through the role playing

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Preservice Elementary School Teachers' Awareness of Students' Misconceptions about Science Topics (학생의 과학 오개념에 대한 초등 예비 교사의 지식)

  • Han, Su-Jin;Kang, Suk-Jin;Noh, Tae-Hee
    • Journal of Korean Elementary Science Education
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    • v.29 no.4
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    • pp.474-483
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    • 2010
  • In this study, we investigated preservice elementary school teachers' awareness of students' misconceptions about several science topics, and the variables influencing their awareness. Seniors (N=106) from an university of education were asked to predict elementary school students' misconceptions on science topics such as phase changes and dissolution. Their conceptions about teaching and learning were also measured. The results indicated that the preservice teachers' predictions about the kinds and/or the ratios of students' misconceptions were different from those reported in previous studies. The low level preservice teachers in terms of the degrees of possessing traditional conception about teaching and learning predicted more students' common misconceptions. The degrees of preservice teachers' constructivist conception about teaching and learning and their major, however, did not significantly influence the numbers of common misconceptions predicted.

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The Development and Effects of the Program for the Improvement of Preservice Teachers' Critical Thinking Ability (예비교사의 비판적 사고력 향상을 위한 프로그램 개발 및 효과검증)

  • Gang, Seung-Hee;Kim, Dae-Hyun
    • Journal of Fisheries and Marine Sciences Education
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    • v.18 no.2
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    • pp.108-121
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    • 2006
  • The purpose of this study is to develop and to test the program for the improvement of preservice teachers' critical thinking ability. The main research problems to achieve the purpose of research are as follows; first, is the program for the improvement of preservice teachers' critical thinking ability effective to improve the critical thinking skills of preservice teachers? Second, is the program for the improvement of preservice teachers' critical thinking ability effective to improve the critical thinking dispositions of preservice teachers? To evaluate the effect of the program, 30(15; experimental group: 15; control group) sophomores were selected in Pusan. The conclusions of this research are as follows; first, there is a significant difference between experimental group and control group for critical thinking skills test. Second, there is no significant difference between experimental group and control group for critical thinking dispositions test.

Korean Pre-service Teachers' Understanding about the Nature of Science (NOS)

  • Seung, Eul-Sun;Bryan, Lynn A.;Nam, Jeong-Hee
    • Journal of The Korean Association For Science Education
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    • v.29 no.3
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    • pp.314-328
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    • 2009
  • The purpose of this study was to examine Korean preservice science teachers' understanding of the nature of science (NOS). Thirty-one Korean preservice teachers were given an open-ended questionnaire about their understanding of NOS. The Korean preservice teachers' responses were categorized according to pattern and theme. These findings will provide information to aid in the development of curriculum and instruction to improve preservice teachers' understanding of NOS. Compared to in previous studies, Korean preservice teachers demonstrated various philosophical stances that have been suggested by philosophers of science. In addition, they were more likely to connect science to human endeavors and social needs. These results were interpreted in relation to the influence of the science methods course, secondary science curriculum, and the traditional cultural view.