• The Mathematical Education
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• v.43 no.3
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• pp.275-289
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• 2004

The purpose of the study is to investigate how children and preservice teachers would make a progress in solving the open-problems related to area. In knowledge-based information age, information inquiry, information construction, and problem solving are required. At the level of elementary school mathematics, area is mainly focused on the shape of polygon such as square, rectangle. However, the shape which we need to figure out at some point would not be always polygon-shape. With this perspective, many open-problems are introduced to children as well as preservice teacher. Then their responses are analyzed in terms of their logical thinking and their understanding of area. In order to make students improve their critical thinking and problem solving ability in real situation, the use of open problems could be one of the valuable methods to apply.

• Research in Mathematical Education
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• v.26 no.4
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• pp.311-331
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• 2023

This article explores how mathematics teacher educators (MTEs) engaged in collaborative inquiry into the microteaching experiences of preservice teachers (PSTs), ultimately developing a noticing framework through collective MTE inquiry. We delve into the specifics of what MTEs notice focusing on three emerging categories of noticing on PST's microteaching videos-lesson structure, task quality, and teaching practices. Each category, along with MTEs' noticing within these components, is elaborated through vignettes. This approach positions MTEs' noticing as a crucial element in the overarching vision to enhance the teaching practices of PSTs.

• 한국생활과학회:학술대회논문집
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• 2009.05a
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• pp.179-180
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• 2009

• Journal of the Korean earth science society
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• v.27 no.4
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• pp.374-389
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• 2006

The purpose of this study was to investigate the alternative models of seasonal changes that preservice secondary teachers presented using the Lakatosian methodology. Participants included 74 undergraduate students who majored in science education within the college of education. Their responses to these questions revealed students' alternative models were inconsistent with scientific models. A great deal of this apparent inconsistency could be explained by assuming that the students used, in a consistent fashion, a alternative core belief on seasonal changes. This study also discussed the core beliefs and the possible sources held by preservice teachers in order to overcome their alternative models. The sources of alternative models may lie in the contents used in textbooks.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.537-546
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• 2001

The purpose of this study was to investigate preservice elementary school teachers' views on the relationship between science/technology and society. Freshmen (n=93) and seniors (n=82) at three universities of education were asked to express their views with 8 items in the Views On Science-Technology-Society, which consisted of two subcategories; 'influence of science/technology on society' (4 items) and 'influence of society on science/technology' (4 items). Mann-Whitney U test revealed that the scores of the freshmen were higher than those of the seniors. This trend was notable particularly in the item concerning 'influence of corporations on science/technology' and 'influence of interest groups on science/technology'. In comparing the scores by gender, a significant difference was found in the item concerning 'influence of policy on science/technology' for the freshmen.

• Journal of Astronomy and Space Sciences
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• v.22 no.3
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• pp.311-328
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• 2005

This study was to understand the components that influence preservice elementary teachers' mental models about 'astronomical phenomena' such as the Seasons of the year, and the Lunar Phases of the month. We selected university of education students among whom 23 were in the second you. The data collected from the paper-pencil test and individual interview with students. The results of this study show that the students had apparent synthetic Mental models, and that the distance theory, and occultation theory had most important effects on their Mental Models. It can be said that preservice elementary teachers' initial mental models of the' astronomical phenomenon' have their origin in their belief sets (specific theory) related to 'astronomical phenomenon', on the basis of which they can interpret their observations and cultural information with the constraints of a naive framework of physics. The structures and possible sources of their mental models for overcoming these synthetic mental models were also discussed.

• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.129-156
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• 2012

The purpose of this study was to examine the meaning of the diverse experiences of preservice early childhood teachers during their participation in a career portfolio production program. A career portfolio production program was implemented during a nine-week period of time, and data were gathered to explore the meaning of their experiences in that process, which involved their journals, the report of their coaching professor and small- group interview data. The collected data were analyzed by encoding. As a result of analyzing the data, their experiences were categorized into eight categories: perceiving the flow of time, gathering scattered experiences, finding oneself amid chaos, being aware of being together, building psychological wellbeing, imagining one's own future as an early childhood teacher, mapping out one's future and making one's way to the world. The meanings of their experiences were reclassified into three stages: beginning, development and wrapping-up stages, in which there were two, four and two meanings respectively. The findings indicated that they were mostly cognizant of the meaning of their own experiences of producing career portfolio while they participated in the program step by step.

• School Mathematics
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• v.12 no.4
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• pp.585-604
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• 2010

This study aims to investigate understanding of meanings of division, quotitive division and partitive division, by the third graders and preservice elementary teachers. To do this, we analysed and compared mathematics textbooks according to 9 mathematics curricula, gathered information about their understanding by questionnaire method targeting 5 third graders and 36 preservice elementary teachers, and analysed their responses in relation to recognition of division-based situations, solution using visual representations, and awareness of quotitive division and partitive division. In Korea, meanings of division have been taught in grade 2 or 3 in various ways according to curricula. In particular, the mathematics textbook of present curriculum shows a couple of radical changes in relation to introduction of division. We raised the necessity of reexamination of these changes, based on our results from questionnaire analysis that show lack of understanding about two meanings of division by the preservice elementary teachers as well as the third graders. And we also induced several didactical implications for teaching meanings of division.

• The Journal of Korean Association of Computer Education
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• v.3 no.1
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• pp.87-95
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• 2000

In current computer education, we have inclined to emphasize information literacy for k-12 students. On the other hand, in spite that teachers are core variable in school education system, we have neglected teacher's education of information and communication technology. In addition, we haven't made a effort to expand preservice teacher's ability to utilize information and communication technology in the teacher's college and the college of education. With these recognitions, we made a diagnosis of problems by analysis of current condition of curriculum of the teacher's college and the college of education and explored the vision of ICT utilization education in k-12 computer education in this study. In addition, we suggested educational objectives and contents based on national requiring standards for ICT in teacher preparation, required ICT capability of preservice teachers for kind of teacher's task and the direction of computer education.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.128-142
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• 2011

The goal of this study was to investigate how hypotheses were elaborated after their initial appearances in the context of scientific problem solving. Data were collected from a class in which preservice elementary school teachers in groups carried out abductive inquiry of earth science. The analysis revealed two major processes of hypothesis elaboration: theory-driven and evidence-driven. The theory-driven process was in turn distinguished into two kinds of subprocesses: one is in pursuit of internal coherence and the other external coherence. The evidencedriven elaboration also had two subprocesses, which were triggered by direct evidence and indirect or analogical evidence, respectively. In addition, hypotheses were more often than not modified by a wrong theory or evidence whether it was driven by a theory or evidence. Implications for science education and related research were discussed.