• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.521-531
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• 2023

In this study, we analyzed contextualized NOS lessons planned by preservice teachers from the perspectives of PCK. Eight preservice teachers who had completed all of the curriculum at the College of Education located in Seoul participated in the study. CoRe and teaching and learning guidance were collected. Interviews were also conducted. We used analytical induction to analyze the collected data. The analyses of the results revealed that the NOS learning goals selected by the preservice teachers were different depending on the context of the NOS lessons. In addition, the preservice teachers were unable to sufficiently explain the value of learning NOS. All of the preservice teachers were worried that their students would not understand NOS properly, and they faced various difficulties in dealing with NOS and science content. They thought that if their students conducted experiments, errors could cause problems for students learning NOS. Meanwhile, they guessed their students' preconceptions and misconceptions of NOS based on their experience. The preservice teachers also thought that their students' concept of science and cognitive development stage would affect their NOS learning. Although the preservice teachers used various strategies to teach NOS, NOS was often not explicitly addressed. Also, they were reluctant to evaluate NOS in lessons. Based on the above results, educational implications for preservice teacher education were proposed.

• Journal of the Korean earth science society
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• v.27 no.6
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• pp.606-619
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• 2006

In this paper we investigated the types of the explanatory consistency of preservice secondary teachers in explaining the lunar phase. The explanatory consistencies were proposed into four discrete mental models depending on their attributes. The four types based on the explanatory consistency by the preservice secondary teachers' explanations are as follows: ad hoc expansion, competitive theory addition, transition of unexplainable each, and transition using in context of several situations.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.8
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• pp.5143-5151
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• 2015

This study desires to examine the factors of educational beliefs and child-care commitment of preservice child-care teachers affecting teacher efficacy. To achieve such study purpose, a questionnaire was used targeting 239 preservice child-care teachers in I City. For response results, first, preservice child-care teachers appreciated a belief for maturity in educational beliefs, educational love in child-care commitment, and teaching strategy and students' participation in teacher efficacy the most. Second, there is a statistically meaningful correlation in educational beliefs, child-care commitment, and teacher efficacy of preservice child-care teachers. Third, educational beliefs and child-care commitment of preservice child-care teachers have a positive effect on teacher efficacy. Through such study results, it is thought that role and importance of child-care teachers are appreciated, and various studies should be proceeded to ensure internal stability for professionalism awareness of child-care teachers for improvement of fine child-care service.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.378-388
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• 2010

This study aimed at categorizing preservice teachers' reflections and understanding their characteristics in reflective journal writing after microteaching. Thirty-two preservice elementary teachers joined in this study. As results, three patterns were categorized: Reflection with practice, Reflection to be practice, Reflection with suspension of judgment. 'Reflection with practice' changed the topology of science class in active. 'Reflection to be practice' had clear focus in reflection and suggested orientations to succeed in the next teaching. 'Reflection with suspension of judgment' made something fall into abeyance, because it couldn't provide an orientation for teaching. After discussing these results, implications toward preservice teacher education were explored.

• Journal of the Korean earth science society
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• v.43 no.1
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• pp.210-223
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• 2022

This study explores the criteria of climate change model evaluation by preservice Earth science teachers. The participants in this study were 25 preservice Earth science teachers who attended lectures on modeling-based science learning for 3 weeks in an Earth science education major course. The evaluation criteria of climate change models were categorized inductively using reports written by preservice Earth science teachers and post-interviews. The results showed that preservice Earth science teachers used various epistemic and communicative criteria to evaluate climate change models. Implications for modeling-based climate-change learning were suggested based on these results.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.238-252
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• 2020

In this study, we analyzed the types of rebuttals in the argument structure of learning contents in lesson plans constructed by Earth science preservice teachers, and then we explored examples of how they responded to resolving the rebuttal. As a result of analyzing preservice teachers' assignments, discussions, and interviews collected during a total of 20 hours of classes and group discussions for 5 weeks, all 5 types of rebuttals suggested by Verheij (2005) were identified. Through the data analysis, a total of 18 rebuttal cases derived, and these cases were classified into 3 types according to how preservice teachers solve the rebuttals in class. The conclusions and implications based on the results are as follows: First, this study provided empirical data that the thinking process of validating core elements of argumentation and processes of argumentation is actively taking place in preservice teachers' lesson planning using the argument structure, and expanded the scope of application of argumentation in science education research. Second, the argument structure of learning contents should be used to help teachers to come up with strategies to induce students' curiosity and devotion to learn science contents. Third, preservice teachers should have the opportunity to think about the nature of science, including the variability and uncertainty of scientific knowledge when they discover rebuttals and develop solutions to them. Based on these conclusions, implications and suggestions for science education and further research were suggested.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.430-439
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• 2018

The preservice elementary teachers' goal orientations for science teaching (mastery/ability-approach/ ability-avoidance/work-avoidance goal) were measured. We also examined how the goal orientations were related to their images of science class (preferred/avoided). The results showed that the student teachers (75 males and 82 females) tended to have the mastery or ability-approach goals rather than the ability-avoidance or work-avoidance goals for science teaching. For avoided class, they tended to show teacher-centered components (eg., teacher: lecturing, students: watching and listening, environment: chalkboard), while rarely to show such teacher-centered components for preferred class. Regarding the relationships between the goal orientations and the images of science class, the significantly positive relationship was found between the ability-approach goal orientation and teacher-centered image of avoided class. However, the teacher-centered image for preferred class was positively related to the ability-avoidance goal orientation. The educational implications and future directions were discussed.

• Journal of the Korean earth science society
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• v.24 no.3
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• pp.117-127
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• 2003

This qualitative research investigated how to improve preservice and in-service teacher education programs through in-depth interviews with 10 exemplary science teachers. Data from interviews were used to analyze how the teachers perceived current situations of teacher education and what they suggested as an improvement plan. In terms of preservice teacher education, exemplary teachers argued that teacher education programs should (1) ensure the teacher education program's identity and goals, (2) provide preservice teachers with practical knowledge by translating theory into practice, and (3) secure faculty members who majored in science education. In light of in-service education, the teachers contended that (1) teachers should acknowledge the continuing processes of their own professional development, (2) the content and method of in-service training should incorporate teachers' practical needs in the classroom, and (3) the teaching community should implement a clinical supervision to improve their classroom practices. The central role of teacher (re)education in a successful classroom reform is also discussed.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.90-108
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• 2004

This study is to understand preservice science teachers' previous experience, beliefs about teaching and learning, and visions of themselves as future teachers. The data were collected from two individual interviews with 7 voluntary students and analyzed qualitatively for category construction. As the results of this study, we presented two cases, which showed that their different views of teaching science are strongly related to their previous experiences as learners and observers in schools, and that there is the apparent consistency between each participant's beliefs about science teaching and learning and their own visions of teaching in a science classroom. Implications for preservice science teacher education related to the results were discussed.

• Journal of the Korean Chemical Society
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• v.63 no.6
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• pp.459-472
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• 2019

The purpose of this study was to investigate the effect of science writing for different audiences on preservice chemistry teachers' chemistry concept understanding and modeling ability in general chemistry experiment activities using Argument-based Modeling (AbM) strategy. And we also examined preservice chemistry teachers' perceptions of modeling in different audience groups. The participants of the study were 18 university students in the first grade of preservice chemistry teachers taking a general chemistry experiment course. They completed eleven topics of general chemistry experiment using argument-based modeling strategy. The understanding of chemistry concept was compared with the effect size of pre- and post-chemistry concept test scores. To find out modeling ability, we analyzed level of model by each preservice chemistry teacher. Analytical framework for the modeling ability was composed of three elements, explanation, representation, and communication. The questionnaire was conducted to check up on preservice chemistry teacher's recognition of modeling. The result of analyzing the effect of modeling for different audience on the understanding of chemistry concept and modeling ability, the preservice chemistry teachers' were found to be more effective when the level of audience was low. There was no difference in the recognition of modeling between the groups for audience. However, we could confirm that the responses of preservice chemistry teachers are changed in concrete when they have an experience in succession on modeling.