• 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.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.

• 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.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.

• Education of Primary School Mathematics
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• v.7 no.1
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• pp.31-41
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• 2003

Representation has been main topic in teaching and learning mathematics for a long time. Moreover, teachers' deficiency of representation about fraction results in teaching algorithms without conceptual understanding. So, this paper was conducted to investigate and analysize the elementary preservice mathematics teachers' representation about fraction. 38 elementary preservice mathematics teachers participated in this study. This study results showed that, the only model of a fraction that was familiar to the preservice teachers was the part of whole one. And research showed that, they solved the problems about fraction well using algorithms but seldom express the sentence which illustrates the meaning of the operation by a fraction. Specially, the division aspect of a fraction was not familiar nor readily accepted. It menas that preservice teachers are used to using algorithms without a conceptual understanding of the meaning of the operation by a fraction. This results give us some implications. Most of all, teaching programs in preservice mathematics teachers education have to devise to form a network among the concepts in relation to fraction. And we must emphasize how to teach and what to teach in preservice mathematics teachers education course. Finally, we have to invent the various materials which can be used to educate both preservice teachers and elementary school students. If we want to improve the mathematical ability of students, we will concentrate preservice teachers education.

• 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 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.

• International Journal of Internet, Broadcasting and Communication
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• v.14 no.4
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• pp.1-10
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• 2022

Since 2019, elementary schools have been teaching software to students, so pre-service teachers should have the ability to teach software. Also, in the COVID-19 situation, pre-service teachers need the ability to teach software online. The purpose of this study is to investigate the effectiveness of online software education for preservice teachers. After providing online software education to preservice teachers, we analyse the results and examines whether online software education is effective. In this study, we define 55 learning elements by analyzing the achievement standards that can evaluate the software education ability of preservice teachers. We figure out whether pre-service teachers have acquired the ability to provide online software education to elementary school students. As a result of the study, we concluded that pre-service teachers who received this online education could conduct software education online in elementary school.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.17-33
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• 2023

This study examined inservice elementary teachers' thoughts on the development of educational apps by preservice elementary teachers and implications for TPACK education for preservice elementary teachers. A case study was conducted in which preservice elementary teachers developed a science education app, and the three teachers were surveyed for their thoughts regarding this. The results regarding the characteristics of the developed app by preservice teachers were as follows. First, "inquiry" had the highest value among educational goals intended by the preservice teachers. In addition, the scores for tool-type apps and apps in which interaction between learners and instructors occurs were relatively high. Second, most of the preservice teachers developed apps to meet curriculum goals, but their apps showed low-level characteristics in terms of the constructive and cooperative dimensions. The results of the analysis of the thinking of elementary school teachers regarding the education development apps are as follows. First, elementary school teachers assigned the lowest scores to the effectiveness of the apps, and to this problem, the achievement standard with respect to the curriculum and the evaluation and modification activities fir the apps were proposed. Second, the teachers indicated that it would be appropriate to provide the experience of making apps to directly improve the TPACK of preservice teachers. Third, the respondents thought that preservice teachers should develop block coding literacy to create apps using App Inventor. Fourth, the teachers considered it necessary to emphasize simulated instructions, as well as the experience of collecting and handling data through apps to improve preservice teachers' TPACK app development for educational use.