• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.245-255
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• 2012

The purposes of this research are to analyze preservice elementary teachers' degree of difficulty in classes of seasonal variation and suggest the measures of classes so that preservice elementary teachers can progress classes of seasonal variation effectively. To achieve them, the research was conducted for 90 first graders completing teaching method of elementary science in P university of education from Sep. to Dec. 2012. This research was conducted, based on the results of in-depth interview for 9 preservice elementary teachers who performed classes of seasonal variation, survey on the degree of class difficulty and evaluation of classes on 8 classes theme of Earth sector in elementary science. The results of this research are as follows. The first, preservice elementary teachers had relatively high class difficulty for teaching seasonal variation among the sector of the earth in elementary science. The second, in the evaluation of preservice elementary teachers' classes, the more the subject showed high class difficulty, the more the score of class evaluation was low. The reason is analyzed that high class difficulty reduces teacher's confidence. The third, preservice elementary teachers had insufficient knowledges and concepts which are basically necessary for the classes of seasonal variation. Especially, it was more serious for preservice elementary teachers who didn't learn Earth-science during their high school time. The fourth, it is necessery that concrete and systematical teaching method should be developed so as to improving preservice elementary teachers' teaching method for the classes of seasonal variation.

• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.15-25
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• 2020

In this study, we investigated elementary and preservice elementary school teachers' actual and preferred types of science assessment focusing on the purpose and the method of assessment. Participants were 75 elementary school teachers and 93 preservice elementary school teachers. The questionnaire adopted from previous relevant studies was administerd in order to examine the types of assessment which the teachers have actually implemented and the preferred types of assessment for hypothetical situations known as the prototypical examples of constructivist assessment. The results revealed that most teachers and preservice teachers tend to possess the summative-oriented purpose of assessment. An affective assessment purpose focused on evaluating students' interest, attitude, and curiosity toward science was newly identified in this study. In analyzing teachers' responses from the viewpoint of the method of science assessment, responses of an informal mode such as observation and portfolio were noticeable. However, most of them were found to correspond to the traditional summative-oriented purpose of assessment. For prototypical constuctivist assessment situations, teachers and preservice teachers were found to prefer the performance and the informal modes than the measurement mode of the assessment methods, whereas their purposes of the assessment were not found to be constructivist.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.1-8
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• 2008

The purpose of this study was to analyze students', preservice teachers and inservice teachers' images of scientists. For the purpose of this study, we selected 711 people. The results generally was showed the students, preservice teachers and inservice teachers have the stereotyped image of scientists. When we group the subject of investigation as elementary-school students, middle-school students, high-school students, preservice teachers, inservice elementary-school teachers, and looked into whether there were meaningful differences among them by the method of ANOVA, we could see the meaningful differences (p<0.05). And also elementary-school students showed the meaningful difference from other groups when examined on the $Scheff{\acute{e}}$ test.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.131-139
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• 2007

This study investigated whether there was a difference between general teaching efficacy and science teaching efficacy of preservice elementary teachers. And, the difference was also examined in the area of several variables of the preservice teachers, such as gender, the university majors, the high school majors, and grades. The results showed that a significant difference was not found between general teaching efficacy and science teaching efficacy. Teacher variables were found as the major factors to explain the difference. In case of male students who are majoring in science/math at university, and the students who majored in science/math at high school, science teaching efficacy was higher than general teaching efficacy. Whereas, in case of female students and nonscience majors at university and high school, science teaching efficacy was lower than their general teaching efficacy. Educational implications for preservice elementary teachers were discussed.

• 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.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.1-9
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• 2013

This study aimed to analyze the characteristics of good science teachings regarded by preservice elementary school teachers. It also aimed to suggest a direction of peer teaching practice to help preservice teachers' professional development. Adjacency pairs were adopted to analyze the characteristics of good science teachings. The results showed that pre-service elementary teachers were accustomed to adjacency pairs. Almost of their discourse were organized by adjacency pairs. 'Question-Answer' and 'Request-Accept' were mainly used in science classes by pre-service elementary teachers. Based on the findings, the study suggested science teacher educators to provide chances to analyze exemplary science teachers' science class or chances to analyze their science teachings in terms of competence of science classroom discourse.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.171-182
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• 2004

The purpose of this study is to analyze lesson plans from third to sixth grades of science and to find out teaching strategies in respects of learning functions provided by preservice elementary teachers in education university. On the whole, to control students' learning process preservice teachers used more shared-regulation strategy than strong teacher-regulation one. Teaching activities for regulative learning function were most used in strategy of strong teacher-regulation, and in strategy of shared-regulation those for cognitive learning functions were most used. But teaching activities for affective learning functions were used a little considered in both teaching strategies. In introduction step of instruction, affective and regulative learning functions were more instructed by strong teacher-regulation strategy and cognitive learning functions were more instructed by shared-regulation strategy. The affective, cognitive, and regulative learning functions were largely planned by shared-regulation teaching strategy in development. The regulative learning functions were planned by strong teacher-regulation strategy than by shared-regulation strategy and affective learning functions were considered a little bit in consolidation. There was a tendency that strong teacherregulation strategy was increased in lessons for fifth and sixth grade.

• 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.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.101-123
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• 2022

Recently, as the educational paradigm shifts from teacher-centered to learner-centered, the active construction of knowledge of learners is becoming more important. Accordingly, classes using mathematical modeling are receiving attention. However, existing research is focused on teachers or middle and high school students, so it is difficult to apply the contents and results of the research to preservice teachers. Therefore, in this study, the experience of mathematical modeling was examined for elementary school preservice teachers. And we looked at how positive experiences of mathematical modeling change their perceptions. As a result of the study, elementary school preservice teachers had very little experience in mathematical modeling during their school days. In addition, it was found that the perceptions changed more positively than when a theoretical class on mathematical modeling was conducted, rather than when the experience of mathematical modeling was actually shared. Based on the results of this study, implications were suggested in the course of training preservice teachers.

• Research in Mathematical Education
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• v.24 no.1
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• pp.29-47
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• 2021

The purpose of this study was to examine what factors affect the construction of preservice white mathematics teachers' racial identities and the relationship between their racial identities and Culturally Relevant Teaching (CRT) practices. We examined five white female preservice teachers who enrolled in an elementary mathematics methods course at a private university in the US. We collected data consisting of lesson plans, semi-structured interviews, and reflection of a taught lesson in the 2018 fall term and examined them using qualitative research methods. We found that preservice teachers' racial identities were affected by their backgrounds, K-12 school experiences, and practicum school environment. We also found a relationship between teachers' sensitivity to racial issues and their endorsement of CRT strategies. The findings also revealed that the relationships were mediated by practicum school contexts. Based on the findings, we provided practical implications for the teacher education programs.