• Journal of The Korean Association For Science Education
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• v.12 no.1
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• pp.103-118
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• 1992

Quality control of science teachers seems to be one of the most important tasks to improve the quality of science education in Korea. The purposes of this study, as a survey, were to identify characteristics of good science teachers and to make an outline of preservice teacher education curriculum for cultivating the characteristics from inserivce secondary science teachers. A questionnaire was developed for this study and distributed to 176 inservice teachers. It had three parts: 1) characteristics of good science teachers, 2) weights of preservice curriclum areas, and 3) weights of college courses. The means and standard deviations of teachers' responses were calculated. To test the differences between teacher variables, t-tests were executed. The inservice teachers perceived that the junior-high school teacher's characteristics should be different from the senior-high school teacher's. Characteristics, such as enthusiasm toward teaching or students, subject knowledge, content selection and organizing skill, teaching techniques, and scientific worldview were ranked within top five of good science teacher's chracteristics. The teachers' perception about preservice curriculum were as follows: 1) present weight of liberal arts area should be reduced: 2) weight of content area for junior-high school teachers should be different from that for senior-high school teachers: 3) present weight of pedagogy area should be increased: 4) present weight of science education area should be increased: and 5) many courses in pedagogy and sciencd education areas need to be changed, Based on the data and disussion, a conceptual model for preservice teacher education curriculum was proposed.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.450-466
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• 2009

The purpose of this study was to explore preservice elementary teachers' perceptions on models used in science and science education. Participants were sixty-one undergraduate students who were enrolled in a science education course offered at a university of education located in a mid-sized city, Korea. Data were obtained from the participants at the beginning of the course when they provided their answers to a questionnaire about models. The analysis revealed that a large number of the preservice teachers perceived models as representative of physical realities. By contrast, a relatively small number of them viewed models as representations of ideas or things like theories or hypotheses. Lots of the participants were apt to define a model from the perspective of its functions and considered the purposes of models communication, teaching, and understanding as well as visualization, simplification, and clarification. Most of the preservice teachers believed that there could be multiple models for a single target, and all of them answered that models could be changed in science. It was therefore concluded that the preservice teachers perceived properly the multiplicity and variability of models. Nevertheless, they could not elaborate how a model is used and evaluated in the process of scientific inquiry, and just a few of them mentioned the detailed nature of models. The preservice teachers possessed teacher-centered views of using models in the science classroom, and a small number of them remarked that they were going to use models for students to develop their own models and perform scientific inquiry.

• 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 Association For Science Education
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• v.25 no.2
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• pp.133-145
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• 2005

The purpose of this study was to identify the relation between preservice teachers' philosophical views on science and types of responses to alternative hypotheses. To identify preservice teachers' philosophical views on science, the extraterrestrial impact theory and the volcano-greenhouse theory, alternative hypotheses related to dinosaur extinction were administered to 37 elementary preservice teachers and 52 secondary preservice teachers. Subjects were required to write down their ideas before and after reading the alternative hypotheses, and then the dimensions of responses to initial ideas were analyzed. To analyze, Soh's Philosophical Perspectives Prove(PPP) was used. The results of this study were as follows: (a) elementary and secondary preservice teachers' philosophical views on science corresponds to eclecticism, (b) the main types of responses were partial theory change in elementary preservice teachers and rejection in secondary preservice teachers, (c) preservice teachers' philosophical views on science and types of responses were eclecticism-partial theory change in elementary preservice teachers and eclecticism-rejection in secondary preservice teachers.

• Journal of the Korean earth science society
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• v.44 no.4
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• pp.342-358
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• 2023

The purpose of this study was to investigate preservice teachers' understanding of democratic citizenship. This study utilized the democratic citizenship frame to assess 17 participants' comprehension of this concept. The researcher designed a method course where participants in groups analyzed science activities to identify democratic citizenship components. Through the analysis of two science activities-one on energy and the other on climate change-and the development of science panels addressing various global issues, preservice teachers' understanding of democratic citizenship was enhanced. Preservice teachers showed a good understanding of critical thinking, communication and collaboration, and STS (science, technology, and society); and the most enhanced understanding of empathy, which was the least perceived in pre-survey, component of democratic citizenship. The democratic citizenship frame proved to be a valuable tool for teaching and learning this topic, particularly when applied to socioscientific issues in the classroom. More research-based revisions of the science curriculum are necessary, and more systematic practices with reflections are essential in teacher education.

• 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.

• 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.

• 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.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.166-179
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• 2002

This study investigated preservice teachers' perceived constraints in implementing their ideal pedagogies and the influence of the teacher education program on their pedagogical beliefs changes. Unique features that the university-based coursework and field experiences had on preservice teachers' learning to teach were also explored. This preservice teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching. Major findings include: preservice teachers' having traditional pedagogy as the default, recovery of prior beliefs, constraints on implementing constructivist pedagogy, and being overly confident in themselves as teachers. With the influence of constructivist epistemology, these preservice teachers' pedagogical beliefs evolved and were refined over time as they incorporated various constructivist ideas. The benefits and influences of the M.Ed. program's theoretical coursework and the field experiences on these teachers' learning-to-teach experiences are addressed with rich data. The implications for teacher educators as well as for the instructional practices of preservice teacher education programs are discussed. Recommendations for future research are also presented.

• 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.