• 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.30 no.2
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• pp.261-274
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• 2010

In this study, we investigated the influences of teaching practices upon preservice elementary school teachers' self-images of science teaching. Twenty-six juniors were selected from the departments of science education in a national university of education. The Draw-A-Science-Teacher-Test Checklist (DASTT-C) was administered before and after teaching practices. Five juniors were also interviewed in depth, and some of their science classes during teaching practices were observed, in order to investigate the factors influencing the formations of their self-images of science teaching. Analyses of the results revealed that their self-images of science teaching changed from near 'studentcentered' to near 'teacher-centered'. Many juniors responded that the main factors affecting the formations of their images of science teaching before teaching practices were teaching-learning experiences in elementary and secondary schools, and/or universities. After teaching practices, however, many juniors responded teaching-learning experiences during teaching practices. The factors were classified into three types, which are the influences of the experiences in teaching elementary school students in science classes, the influences of other preservice elementary school teachers, and the influences of guidance teachers. Educational implications of these findings are discussed.

• Journal of the Korean earth science society
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• v.26 no.7
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• pp.630-639
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• 2005

The purpose of this study was to investigate the classifying ability of the igneous rocks with the naked eye for 36 preservice science teachers. For this, we selected six specimens of igneous rocks that consisted of rhyolite, andesite, basalt, granite, diorite, and gabbro, and performed the questionnaire with them. Preservice science teachers needed the average of 3 tools to classify the rocks. Most of the selected tools were loupe, streak plate, hammer and Mohs’ hardness scale. Many preservice science teachers selected basalt and granite samples to classify igneous rocks among 6 kinds of the rocks which were exhibited. However, the results of the identification with the naked eye showed that the right answer rate was significantly different based on what rock sample had been selected. Nobody gave the right answer among 10 students who chose the rhyolite sample, but all of 36 students who picked the basalt sample answered correctly. And $62\%$ of 8 students who chose the andesite sample, 62% of 32 student choosing granite, $7\%$ of 13 students choosing diorite and $44\%$ of 9 students choosing gabbro were correctly answered. In identifying igneous rock samples with the naked eye, most subjects relied on vesicular texture to basalt, and they used textural, color and empirical characters to granite. But, some felt more or less difficulty to distinguish between intermediate and light colors and to recognize porphyry.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.1
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• pp.48-58
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• 2021

The purpose of this study is to analyze the contents related to the strata in the elementary science textbooks and to investigate the strata concepts of preservice elementary teachers. As a result of the study, most of the strata knowledge in elementary textbook has an explicit sentence structure, such as A is B. it is limited to being used as a subject of discussion and debate among students in science classes. Formal knowledge, although its meaning is clear, is disadvantageous as a material for core competency education. Regarding strata concepts, 70% of preservice elementary teachers thoughts that heat and pressure were the only key factors in turning sediments into hard rocks. Regarding whether information about the natural information in the geological period can be obtained through the strata, 20% thought that information on the natural environment could be obtained only through fossils and not from the strata. Even 80% of preservice elementary school teachers who thought that informations on the past natural environment could be obtained from the stratum showed a lot of scientific misconceptions in the information contents. In conclusion, in order to increase the effect of core competency education through elementary science education, it is necessary to review the form and contents of strata knowledge presented in elementary science textbooks.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.317-324
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• 2019

The purpose of this study is to find how the childcare teacher aptitude of students majoring in childcare and education influences their perception of teacher professionalism. To achieve that, a questionnaire survey was conducted with 216 early childhood preservice teachers living in A city. For data processing and analysis, SPSS program was used so as to conduct frequency analysis and calculate the mean and standard deviation. In addition, to test reliability and find relations between variables, Cronbach's ${\alpha}$, correlation analysis, and multiple regression analysis were conducted. As a result, firstly, in terms of the childcare teacher aptitude perceived by the students majoring in childcare and education, they highly perceived an affinity with young children and a sense of calling of their job; in terms of their perception of teacher professionalism, they highly perceived social necessity and vocational ethics. Secondly, early childhood preservice teachers' childcare teacher aptitude had a statistically significant correlation with their perception of teacher professionalism. Thirdly, the sub factors of early childhood preservice teachers' childcare teacher aptitude all positively influenced the sub factors of the perception of teacher professionalism. Given the study results, the students majoring in childcare and education perceived the importance of their aptitude of childcare teacher. In order to provide high-quality childcare service and create the positive aptitude of childcare teacher, it will be necessary to conduct a variety of basic research.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.665-676
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• 2015

In this case study, we analyzed the processes of STEAM lessons conducted by preservice secondary science teachers. Three preservice science teachers at a college of education in Seoul participated in this study. After the workshop for STEAM education, they planned and practiced STEAM lessons. All of the teaching-learning materials were collected before lessons, and their lessons were observed and videotaped. Semi-structured interviews were also conducted before and after their lessons. The processes of STEAM lessons were analyzed while focusing on PCK and PDC. Their difficulties, needs, and views on STEAM education were also studied. It was found that they have taken much efforts to reflect the objectives and characteristics of STEAM education, and prepared teaching-learning materials by searching on the internet and arranging creative contents. Their great difficulty was to determine topics for STEAM lessons. While one preservice teacher satisfied with her lesson perceived STEAM education positively, the others perceived that it would be very difficult to practice STEAM lessons in school. For their STEAM lessons to be successful, the workshop needs to include some specific information on grades, proper topics for each grade, ways of making materials, and tips for effective STEAM lessons. In addition, it will be effective if the workshop is carried out after their study on constructivist learning theory and if they experience successful STEAM lessons.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.76-90
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• 2022

In this study, after applying the argument structure class design program for 20 preservice earth science teachers, we conducted individual in-depth interviews, analyzed the data, and derived a scientific argumentation PCK development model. The scientific argumentation PCK development model consists of three dimensions: Scientific argumentation PCK, PCK ecosystem, and reflective practice. Scientific argumentation PCK is demonstrated in the process of designing or executing classes using argumentation structures as an instructional reasoning tool. PCK ecosystem, consisting of the existing conventional PCK components, is a dimension surrounding the scientific argumentation PCK, and these two dimensions develop by interacting with each other. Reflective practice regulates each dimension and develops it in various ways by mediating the two dimensions of the scientific argumentation PCK and the PCK ecosystem. The conclusions drawn based on the results are as follows: First, preservice science teachers can demonstrate scientific argumentation PCK in the process of design and implementation of lessons using argumentation structures as a pedagogical reasoning tool. Second, it is necessary to develop the PCK for pedagogical reasoning tools such as scientific argumentation PCK in advance for the development of science teachers' PCK, since the scientific argumentation PCK can develop various components of the PCK ecosystem. Finally, it is necessary to use scientific argumentation PCK to support the preservice teacher's reflective practice, seeing that the scientific argumentation PCK promotes the development of PCK ecosystem components by inducing reflective practice.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.249-258
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• 2005

The purpose of this study was to identify the type of thinking and generating processes of causal questions which were generated in preservice elementary teachers' observing activities. To find the generating processes of causal questions, 4 observing tasks, the task of grapes in soda, the candlelight, the celery, and the rock tasks, were administered to 7 preservice elementary teachers majoring in science education. The results of this study were as follows: The types of thinking in generating explicans exploration questions were classified as 8 types and explicans verification questions were classified as 9 types. The generating processes of explicans exploration questions were classified as 6 steps and explicans verification questions were classified as 5 steps. The results of this study may be used as a teaching strategy for guiding the direction and the method of scientific questions and developing the teaching-teaming programs that help student to generate scientifc questions.

• 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.