• Journal of The Korean Association For Science Education
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• v.5 no.2
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• pp.99-112
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• 1985

As long as there is education, there will be teacher education. This statement implies that science education is the first step for the improvement of science education of the secondary schools. And science education must reflect an everchanging reality of scientific, technological, and social changes. However there have been problems in the curiculum and its operation for science teacher education. Therefore this research has its objectives to: 1) investigate the current goals of science education in the Korean secondary schools. 2) analyze the quality' and Knowledge required for science teacher to achieve the goals. 3) investigate the status and problems of science teacher education in korea and foreign countries. 4) develop a model for curriculum and its operation for desirable science teacher education. As a result of the study, a model for curriculum is described and the summary of the results of the study and suggestions for operation of the model are followed.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.440-454
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• 2018

This study aims to compare student self-, teacher-, and objective assessments of elementary science-gifted students' scientific creativity. A science-gifted program on the topic of Hydraulic Machine was implemented to 40 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The products of the students' activities were assessed by three types of 'Student Self-Assesment', 'Teacher-Assesment', and 'Objective Assessment using Formula'. Based on two essential components of creativity, the scientific creativity is divided into two parts of originality and usefulness. Ideas that satisfy both components can be counted as scientifically creative. The main results of this study are as follows: First, the scores of each week and the average of the overall four-week scores on scientific creativity were significantly correlated. Student self-assessment (r=.687), teacher-assessment (r=.715), and objective assessment (r=.724) appeared consistently over instructional periods. Second, the average scores of student self-, objective, and teacher-assessments were 73.15, 35.72, and 26.60, respectively. The result of student self-assessment on scientific creativity tended to be higher than those of formula and teacher. Third, among the three types of assessment on scientific creativity, a strong correlation appeared between teacher- and objective assessment (r=.974), but neither between student self- and objective (r=.161) nor between student self- and teacher- (r=.213). Fourth, the scores on originality component had a positive correlation between teacher- and objective assessment (r=.713). The scores of student self- and teacher-assessments had a significant correlation too (r=.315), but not between student self- and objective assessment (r=.279). Fifth, the scores on usefulness component did not have a significant correlation between student self- and teacher-assessment (r=.155). Sixth, there was no significant difference on scientific creativity between student self- and objective assessment [${\chi}^2$(1, n=40)=1.667, p<.197]. Not between student self- and teacher-assessment either [${\chi}^2$(1, n=40)=1.616, p<.204]. On the contrary, there was a significant difference between teacher- and objective assessment [${\chi}^2$(1, n=40)=32.593, p<.000]. Seventh, the students were categorized into four groups according to the levels of their scores by student self- and teacher-assessment. The result showed that factors influencing student self-assessment are inherent in the personality traits of gifted individuals, such as self-esteem and perfectionism. The findings suggested that there are challenges for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.51-64
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• 2003

The purpose of this study was to examine to what extent the teacher's guides for science based on the 7th national curricula were utilized and what problems there were, in an effort to propose in which way they should be prepared and arranged to be of substantial use to teachers. For that purpose, the contents of the 7th teacher's guides for science were analyzed. Surveys and interviews were carried out to find out how many teachers used each of the areas included in them and what their needs were. The collected data were analyzed with SPSS WIN 9.0. The findings of this study were as follows: Many teachers utilize the teacher's guides in science more frequently than in other subjects, and they found them much more helpful to preparing for instructions. But many of them didn't utilize the standards of evaluation on science that were suggested in the teacher’s guides, and this is why the guides seem just to give theoretical explanation about how to assess, which was neither practical nor substantial. It's required to provide more concrete and detailed examples for each of the units. They felt a higher need for alternative experiments and substitute materials, especially in biology unit because of the different conditions of each school or each local community. In short, teacher's guides should include more diverse and ample materials in response to the teacher's needs, moreover teachers should reconstruct the teaching materials and then teach more creatively.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.87-101
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• 2019

The purpose of this study was to investigate elementary school teachers' perception and the status of education program on science museum field trips by using a questionnaire (188 teachers) and interview (6 teachers). The results of the research are as follows. First, factors influencing elementary school teachers who choose the science museum as a place for field trips were 'student's interest', 'teacher's own experience related to the science museum', 'science curriculum', 'suggestions from a fellow teacher', 'space available for field work' and so on. Second, 82% of the respondents conducted pre-education program, but they mainly conducted safety education. Third, the teacher conducted post-education program less than pre-education program. In the post-education program, the most activities were to express and share knowledge and experience gained from the science museum. Fourth, 52.2% of the teachers provided tasks or activity sheets during science museum field trips. Fifth, the teachers mainly served as safety guide. In addition, the teachers thought that safety guide was the most important role of teacher in science museum field trips. Sixth, the teachers thought that the method of viewing the science museum's collection, which emphasizes the role of docent rather than the teacher, was more educational.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.695-706
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• 2019

This study conducted a case study on the process-centered evaluation competency of a middle-school/high-school science teacher using Teacher's Process-centered Evaluation Competency (T-PEC) measurement tool. The case analysis shows that teacher A in a middle school represents high competency of process-centered evaluation planning and cooperative communication while the competency of utilizing process-centered evaluation results is low owing to the characteristics of non-standardized areas. Teacher B in a high school shows high level of cooperative communication competency whereas low level of process-centered evaluation execution competency because the freedom given to students is not enough during the process of evaluation. The teacher also shows very low level of utilizing process-centered evaluation results due to the lack of time and the school culture not giving feedback to the students. According to cross-case analysis, teacher A and B both represent the highest level of collaborative communication competency and the lowest level of utilization process-centered evaluation results competency. And the lack of clear criteria for process-centered evaluation leads to different understanding of process-centered evaluation between the two teachers, and teacher B shows low the level of utilizing process-centered evaluation affects results due to the students not being concerned on feedback, security problem, and the reality focusing on the university entrance examination in high schools. Based on the results, this study suggests providing clear guidelines of process-centered evaluation to teachers, introducing an application in order to solve the time-lack problem pointed out as the biggest problem of process-centered evaluation, ensuring objectivity and security about process-centered evaluation results, and building the school culture such as the expanded application of standardized areas in order to implementing process-centered evaluation.

• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.748-757
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• 2004

When teachers for the gifted express metaphors about their teaching, they may develop better understanding and conceptualizing of teaching and enable to choose appropriate teaching strategies for optimizing individualized learning of the gifted. Therefore, the purpose of this study includes to explore metaphors about science teachers' teaching for the gifted in middle schools and classify into types of metaphors. The survey was administered and completed survey instruments by 66 science teachers for the gifted at gifted educational institutions affiliated with local offices of education and 18 science teachers at middle schools were analyzed. It was revealed that science teachers for the gifted described seven types of metaphors about their teaching with characteristics of student-centered (counsel, helper, etc.), teacher-centered (judge, captain, etc.), or student-teacher-interacted (painter, nurse, etc.) types. More than 60% of teachers described their teaching as either student-centered or student-teacher-interacted types. However, percentage of teachers for the teacher-centered and power-oriented type was higher for science teachers for the gifted (33%) than science teachers for regular students (22%). It was also found that female science teachers for the gifted showed higher percentage for teacher-centered and power-oriented (35%) than male teachers (28%) and teachers with BS degree showed higher percentage for student-centered and service-oriented type (33%) than teachers with MS degree (27%). In addition biology teachers for the gifted also were appeared to be more teacher-centered and power-oriented type (60%) than physics (21%), chemistry (6%), and earth science (33%).

• Journal of The Korean Association For Science Education
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• v.28 no.7
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• pp.768-778
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• 2008

The most important factor in students' growth and development is the teacher. Therefore in-service science teacher education to develop the professionality is important as well as the selection of new excellence teachers. Our research is on the development and application of new education program on science experiments where in-service teachers become the lecturers in the program and provide information that is bound to the context of real lessons. This program is consisted of following 10 steps of work, which was implemented in 5 months: sharing the philosophy of the program, selecting science experiments, first application of the experiments, discussion on the first application, learning how to edit the movie clips of the lesson, second application of the experiments, in depth discussion on the second application, developing the experiment package, giving lecture to other science teachers, and evaluating the program. We describe the process of the program developed and implemented in detail to suggest a model of science teacher education program on science experiments and discuss educational implications. This program is characterized by the emphasis of the context closely linked to the real lessons, the problem solving in a real situation, and the collaboration of teachers, professors and science education researcher in a teacher education.

• Journal of Korean Library and Information Science Society
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• v.39 no.4
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• pp.421-443
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• 2008

This study tried to analyze the validity of current teacher's evaluation systems to evaluate teacher librarians. The result is as follow: The current teacher evaluation system has the low validity to evaluate the expertise of teacher librarians, and the result of using this evaluation system, must be unfair to teacher librarians. This study will suggest alternatives on an appropriate evaluation item to strengthen teacher librarians' expertise and accountability.

• Journal of Korean Library and Information Science Society
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• v.39 no.1
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• pp.51-72
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• 2008

The purpose of this study is to investigate the teaching competency level of professor and to suppose the strategies and policy issues for improving teacher librarian education system in Korea. This study was carried out to measure teaching competency of teacher librarian. This study participated by 120 elementary schools and secondary teacher librarian. The questionnaire consisted of 52 items for measuring teaching competencies of teacher librarian divided into nine area competencies. Based on the analysis results of this study, It was suggested the revision strategies of teacher education system.

• Journal of Science Education
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• v.38 no.3
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• pp.543-554
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• 2014

The purpose of this study is to analysis of the cognitions of Korean science teachers and Timor-Leste's science teachers about the teacher training for the professional development as a science teacher held by Korean science teachers. Most of the Timor-Leste's Science teachers who participated at the teacher training mostly had their 10-year teaching career and were secondary school teachers. The purpose of the teacher training is to provide the science educational support for them and to encourage their own development; to effectively donate their skills and talents as a science teacher in their country. The data was collected from participant observation, interviews, and questionnaires. The results were as follows: many Korean teachers recognized that it is necessary to localize the experimental materials and utilize an appropriate language for the science education of Timor-Leste. Furthermore, until the stable science teacher training system of Timor-Leste is set up, it is necessary to be the precise understandings of the curriculum, the correct data regarding the state of education in Timor-Leste, and the knowledge need to Timor-Leste's science teachers. Meanwhile most of the Timor-Leste's Science teachers mostly had some difficulties in using language due to double translation, paying the participant fee, and travelling long distance from their country in participating the teacher training. What they expected at the teacher training was to enhance their professional ability as a science teacher, and to be able to manage the teacher training for Timor-Leste's science teachers by their own selves.