• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.533-547
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• 2023

This study is an action research aimed at improving the instruction of a teacher educator who teaches science teaching methods to elementary preservice teachers. After identifying the cause of their low levels of curiosity and interest in physics, teaching plans addressing this problem were explored, applied to classes, and reflected upon. Through this process, ways to improve teaching practice in science classes for elementary preservice teachers and pique their scientific curiosity and interest were proposed. A spiral implementation structure that repeats implementation and reflection a total of three times was designed for the prospective preservice teachers who participated in elementary science textbook research physics classes. Self-reports, student participation data, and results from both peer and self-evaluations were collected and analyzed. The reasons for the preservice teachers' low levels of curiosity and interest in science were identified as their inability to recognize and express information gaps and their low levels of willingness to resolve this. Practice expressing information gaps, raising the level of knowledge to be able to recognize information gaps, and a strategy to have the will to resolve information gaps were introduced into the class. To the extent that changes can be made by improving unit classes, elementary preservice teachers can express their curiosity and interest in science through this process.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.429-436
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• 2010

In this study, the difficulties experienced by secondary preservice science teachers in studying the theory of science education for teacher selection test were studied. At first, questions of the internet cafe for preparing the teacher selection test from January 2008 to June 2009 were analyzed in terms of content area. A survey was also administered to 39 preservice science teachers who took the teacher selection test. The rubric used in this study was developed by the Korea Institute for Curriculum and Evaluation and the Korean Association for Science Education. As a result, the most frequent question areas were 'philosophy and history of science' and 'theories and models of teaching and learning science'. In the survey with the preservice science teachers, the most difficult content area was the philosophy of science. The application of teaching and learning model was also one of the most difficult areas. Based on these results, educational implications were discussed.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1157-1168
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• 2012

This study examined the effect of simulated instruction activities based on a constructivist teaching approach on epistemological belief, science teaching efficacy belief, and teaching motivation. The RTOP (Reformed Teaching Observation Protocol) played a role to guide preservice biology teachers to obtain insights on current reformed teaching and to further practice teaching based on constructivism. The results indicated that preservice teachers changed their epistemological beliefs toward more sophisticated views, especially for 'simple knowledge'. They also improved their science teaching efficacy beliefs, both personal science teaching efficacy belief (PSTEB) and science teaching outcome expectancy (STOE). In addition, these perservice teachers decreased their scores of extrinsic teaching motivation. The Pearson correlation represented the negative relationship between personal science teaching efficacy belief (PSTEB) and extrinsic teaching motivation. After intervention, the preservice teachers mentioned inquiry, active participation and discussion as ideal science teaching methods and qualifications for science teachers.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.119-131
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• 2002

Constructivism is defined in a variety of ways (e.g., constructivist research paradigm, sociological constructivism, and philosophical constructivism) and applied in vastly different contexts. Among the various usages and interpretations of constructivism, one is educational constructivism that embodies an epistemological view of knowledge and learning that is an alternative to naive empiricism or classical behaviorism. To represent the full range of stances taken by educational constructivists, three versions of educational constructivism were considered in this study: individual constructivism originating in the work of Piaget, the radical version of constructivism associated with von Glasersfeld, and the social constructivism of Vygotsky. I investigated preservice teachers' meaning construction about constructivist epistemology as they went through their preservice teacher education program using in-depth interviews. This preservice teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching. Features of preservice teachers' internalized meanings of educational constructivism include: (1)traditional pedagogy as the default, (2) Literal interpretation of constructivism, (3) Individual constructivism as conceptual change learning, (4) Radical constructivism as a strong individualistic philosophy, (5) Social constructivism as being too ideal to be practical. A compilation of the teachers' own statements about how to implement conceptual change learning and their projected role as constructivist teacher is also provided.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.389-403
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• 2019

This study aims to analyze criteria and characteristics for preservice elementary teachers' critiques of their peers' inquiry-based instruction. This study reviews critiques written by 31 preservice elementary teachers enrolled in an elementary school science inquiry methods course wherein the teachers designed and implemented inquiry-based instruction. These preservice teachers participated in inquiry-based instruction as if they were elementary students and then evaluated their peers' instruction. Analysis of the critiques reveals that preservice teachers evaluated their peers' instruction on the following criteria: instruction context, science content, teaching strategies, students, instructional goals, non-verbal attitude, and assessment. Their beliefs about teaching science inquiry were reflected in the critiques. Additionally, it was found that four orientation for teaching inquiry-didactic, academic rigor, activity-driven, inquiry orientation-reflected in critiques; some of critiques held more than one of these orientations. And they did not merely criticize but suggested alternatives to general teaching strategies; furthermore, of inquiry-instruction specific teaching strategies. They showed higher epistemic understanding of inquiry-based instruction after mid-term demonstrations. The evidence demonstrated that the proportion of critiques specifically about inquiry-based instruction increased after the mid-term demonstrations. Moreover, the post mid-term critiques emphasized interaction between students as well as understanding of the nature of science. These findings could provide implication for teaching inquiry and criticizing others' instruction as part of elementary school science courses in preservice elementary teacher education.

• Journal of the Korean Chemical Society
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• v.57 no.4
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• pp.499-506
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• 2013

In this study, clicker, also known as classroom response system, was applied to the chemistry method course at the university in Gyeongbuk, and preservice chemistry teachers' perceptions of clicker were surveyed. Before starting lecture, operation and class application of clickers were introduced to preservice teachers, and then 4-5 questions were presented to them in most classes during the term. After preservice teachers were asked to answer the questions, lecturer gave feedback based on the class answer distribution. Questions presented to preservice teachers were recall and/or understanding questions on learning contents, opinion questions, and questions about muddiest point. At the end of semester, preservice teachers were asked to rate their perception of clikers in terms of likert scale and essay type. They had positive perceptions of clicker use in aspects of cognitive effects, affective effects and media characteristics. They preferred conceptual understanding questions and monitoring questions among 8 clicker question types. Some cases using clickers in lecture and educational implications were also included.

• Journal of Science Education
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• v.42 no.1
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• pp.12-26
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• 2018

This study examined the effects of SSI argumentation program on the preservice biology teachers' decision-making types and communication ability. The SSI argumentation program was developed based on 'Social Decision-Making & Problem-Solving strategy' and Toulmin's argumentation pattern. The preservice teachers had opportunities of SSI argumentation through small group discussions. They were asked to identify the issues regarding SSI, think of solutions, and make a decision along with claims, warrants, data, and rebuttals. The preservice biology teachers experienced four SSI topics of abortion, euthanasia, gene manipulation, artificial intelligence. The results indicated that the preservice biology teachers significantly improved the communication ability after the intervention, but they did not change their types of decision-making. In addition, after the intervention, the Pearson correlation results indicated that 'the logical type' of decision-making significantly relates to the communication ability(p<.01). The preservice biology teachers mentioned that they improved their ability of considering warrants, data, background information, context, and rebuttals. Further, the preserivce biology teachers mentioned that they became take an interest in socioscientific issues and improved their ability of accepting criticism from others as well as caring about others when they argue each other. This study implicated that the SSI argumentation program has effects on improving personality education in school science.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.406-418
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• 2015

This study was designed to enhance preservice teachers' self-efficacy beliefs and pedagogical content knowledge (PCK) through scientific investigations based on current science education reforms. To do so, a science methods course was revised to include modeling effective scientific inquiry practices as well as designing and teaching scientific investigations in the K-5 practicum classrooms (Revised Science Methods Course). This study assessed the following research questions: (1) What level of PCK do preservice teachers have before and after the completion of RSMC; (2) To what extent do participants change their self-efficacy in science teaching after completing RSMC; and (3) Is there any correlation between participants' changes in self-efficacy and the level of PCK. Participants were 76 preservice teachers enrolled in a science methods course offered at a medium-sized university in the midwestern United States. This study employed the STEBI-B survey and the PCK rubric. There result of the study indicated that there was significant increase in Personal Science Teaching Efficacy (PSTE) of the participant preservice teachers after the completion of the course. Based on the PCK rubric analysis, there was a significant increase in mean scores of the post-RSMC lesson compared to those of the pre-RSMC lesson. The correlational analysis of participants showed a positive correlation between changes in self-efficacy and the level of PCK. Thus, it may be concluded that the reform-based science methods course had a positive impact on participants' self-efficacy in science teaching through correcting misconceptions, developing higher level of PCK, and modeling scientific investigation in their practicum schools.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.107-114
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• 2019

The objective of this study was to understand factors of occupational ethics affecting occupational value and educational belief of preservice childcare teachers. In order to achieve this objective, a questionnaire survey was conducted targeting a total of 270 preservice childcare teachers in A city. Study results found that preservice childcare teachers highly perceived the ethics in young children and family out of the occupational ethics, the intrinsic value out of the occupational value, and the maturism and interactionism out of the educational belief. Second, the occupational ethics, occupational value, and educational belief of preservice childcare teachers showed statistically significant correlations. Third, the occupational ethics of preservice childcare teachers had positive effects on the occupational value and educational beliefs. Based on these results, it is necessary to conduct diverse research studies for the formation of clear and appropriate occupational values and positive educational beliefs, so that childcare providers could perceive the importance of occupational ethics and provide high-quality childcare services.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.296-305
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• 2023

This study analyzed the information-seeking behavior of preservice science teachers by observing the process of seeking information needed in a Socioscientific issues (SSI) debate class. Twenty-four fourth-year preservice science teachers participated in the study, and the SSI debate was conducted on the topic of biofuels. The results of the study revealed that preservice teachers go through the process of 'Searching', 'Reviewing', 'Interpreting', and 'Evaluating and Reorganizing' stages when seeking information. The searching stage is divided into identifying topics, role division, and standard setting for a search. The reviewing stage is divided into reviewing sources and reviewing contents. The interpreting stage is divided into interpreting an information and interpreting information from an integrating aspect. In addition, the evaluating and reorganizing stage is divided into evaluating information and reorganizing information. It was found that preservice teachers have difficulty reviewing information and interpreting multiple sources of information in an integrated aspect. Also, it was found that evaluating information activity among preservice teachers' information-seeking behavior affects the level of argumentation in discussions.