• Journal of The Korean Association For Science Education
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• v.9 no.1
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• pp.39-52
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• 1989

The purpose of this study is to propose a direction for the improvement of biology teacher education based on the status survey of the biology teacher preparation curriculum and its implementation. The following Improvements in the biolgy teacher training are suggested from this study 1. Biology education courses should be established as a major in the biology teacher preparation program. 2. Biology teacher educators with major in biology education should be employed in all the departments of biology education. 3. The manpower for biology education should be cultivated. 4. The research and development for biology education should be promoted and supported. 5. The biology educators at the biology teacher education program should implement its curriculum with correct and clear understanding of the program purposes in mind.

• Journal of The Korean Association For Science Education
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• v.12 no.3
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• pp.1-16
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• 1992

The assessment framework of any edcational program is used not only as evaluation criteria of the program but as a guideline for development and implementation of the program. The aims of this paper are to develop and apply thoretical backgrounds and practical plans for the preparation of assessment framework of science education subjects in science teacher education program. The backgrounds, basic direction and practical methods of the study are described in introduction, and the natune and structure of science teachers competency, which forms the foundation of assessment framework for science teacher education, are discussed in section II. Current status of science education program m. the science education departments of the Colleges of Education is outlined in section III, and precise description of development pIans fat the assessment framework is described in section IV. Finally conclution and suggestions are presented, follow by a model assessment framework and syllabus for science education subjects prepared by applying the theory and plans developed in this study.The model assessment syllabus modified by workshops of science teacher educatorts is shown in the appendix.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.316-325
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• 2010

The purpose of this study was to analyze elementary school teacher' expectation and reality before and after science experiment in-service training program. The surveys for before and after in-service training were conducted among 231 elementary school teachers who participated for science experiment in-service training. 5 elementary school teachers who took part in surveys were interviewed after training. The results of this study are as follows: First, teachers' interest for science increased regardless of willingness to training participation through science experiment training. Second, discussion for science teaching strategies were not enough while the training recognized with experiments and lecture of instructors mainly. Third, teachers prefered alternative experiments and practical experience of experiments to lecture and basic experiments based on textbook. Forth, assessment of teachers in training must be improved.

• Journal of Science Education
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• v.36 no.1
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• pp.22-34
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• 2012

This study was aimed to discuss how to improve the professionalism enhancement program for teachers in charge of energy and climate change education based on STEAM perspectives. It analyzed the program according to the specialties of the teachers in charge of training, and identified the degree of professionalism enhancement of the participating teachers through the pre- and post-survey. Also, researchers described the strengths and weaknesses, opportunities and threats of this program that were found through the interviews with trainees by participating in the program in person. The results were as follows; First, teacher's training course in charge of energy and climate change education should be approached from the perspective of STEAM education. Second, teachers should have time to discuss their activities after they complete experience learning related with STEAM education. Third, it should be a 60-hour intensive course, but the burden for the teachers should be reduced by using online programs. Fourth, the training program should be planned based on the focus on improving the professionalism. Also, there should be enough time to prepare for the training program. Fifth, energy and climate change teacher training program should be practice-oriented, using hands-on experiences and experiments, in fusion education. Sixth, it would be better to run energy and climate change teacher training programs according to the level of schools. However, several courses could be mixed between different levels of schools.

• Journal of the Korean earth science society
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• v.41 no.4
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• pp.391-404
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• 2020

This study identified and examined earth science education department programs in Korea. Major courses provided by 11 universities and their course requirements were analyzed, and the main research results are as follows. First, many basic courses, other major requisite, and elective courses are provided in geology, astronomy, and atmospheric science. oceanography, geophysics, earth environmental science, and natural disaster and energy resources had fewer major requisite courses provided in addition to basic courses, and few elective courses were offered. Second, many courses in science education focused on earth science, while others focused on general science and there were few courses that covered education theory regarding the specific subject. Third, science course application requirements emphasized the understanding of science in general or of earth science specifically. From the above results, additional studies are proposed to reflect on the current state and supplement these programs.

• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.43-52
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• 1986

It is the purpose at thus survey to get hold at problems in teaching integrated science in middle school. For this purpose, problems and suggestions were collected by questionnaire which were made out by middle school science teachers. Through the analysis of the questionnaire, it was found that the present curriculum of science education in the college of education and the in-service training program were not suitable for training middle school science teacher. Form the results of the analysis, this survey concluded that the curriculum and program mentioned above need improvement as follows. (1) science education curriculum in the college of education should be set up with two part. One is the part that middle school science teachers are trained and the other is the part that high school science teachers are trained. (2) In-service training program should be set off into two kinds. One is the program that middle school science teachers are trained and the other program that high school science teachers are trained.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.231-241
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• 2011

The purpose of this study lies in finding out a betterment of ongoing experimental training program in science for the secondary science teachers to increase their training ability more effectively. For this, from 2010 July to September, a preliminary study on secondary science experiment training, questionnaire on the satisfaction of 128 secondary teachers in U metropolitan city with the training program were carried out which were contributive to the preparation of a better plan for the training program to be helpful for the teachers at schools. Following are the study results. First, the class theme should be selected by the teachers who participate in the experiment for the year to raise their training ability for experiment class. Second, the direct activity of the teachers' joining in experiment training for the development of experiment training module, and the demonstration with the developed module-used experiment class need to be included to the program Third, the assessment for the demonstration of experiment attitude, the development process of experiment training module, would be more advisable compared with that for written examination for the teachers joined in the experiment training to concentrate more on the experimental activities and to get richer experiment experience As this study results show, the theme selection, class method and assessment method involved in ongoing experiment training need for betterment for the science teachers to apply it at schools and this improved experiment training program proposed by this study is suitable for that under a condition it has to be modified and supplemented to the distinct features of every city and province.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.287-304
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• 2019

Teaching with technology has been widespread in practical classroom settings, and increased the needs to enhance pre-service teachers' capability with a variety of technologies. The purpose of this study is focused on designing and implementing a training program to develop pre-service teachers' Technological Pedagogical Content Knowledge(TPACK) which promotes them use technologies tactically in integrated science classes. Based on the theoretical framework of TPACK and Practitioner's Guide to TPACK, the authors developed ten periods of lessons comprised instructional skills in elementary science education. Subsequently, the program was applied into a teacher trainee course in Korea. The results of this study indicate that the TPACK training program for pre-service teachers significantly influenced on attitude toward convergence, TPACK, and science teaching efficacy of the engaged participants. The developed program, meanwhile, caused a significant TPACK improvement of female participants of the teachers college more effectively. Furthermore, it mitigated the gap between science and humanity tracks coming from their high schools. Consequently, there are possibilities to improve pre-service teachers' teaching strategies for integrated classes, if they have opportunities to review the comprehensibility of technological, pedagogical, content knowledge, and intersected areas with metacognitive perspectives.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.193-213
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• 2011

Teacher librarians' teaching practice is a major training course to strengthen their expertise. The purpose of this study is to propose more systematic program for effective teaching practice of teacher librarian in Korea. For this, the course contents of teaching practice were derived from the teacher librarians' expertise standards published by Korea Institute for Curriculum and Evaluation. And the survey was carried out to decide which contents are regarded as more important or less. According to four selection criteria and the result of survey, 13 contents were selected. After all, this study proposed teacher librarians' teaching practice program consisted of practice objective, method of guidance, practice material and attentive point.

• International journal of advanced smart convergence
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• v.7 no.2
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• pp.73-85
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• 2018

The purpose of this study is to develop a short-term ICT training course that helps teachers from non-computing disciplines in developing countries acquire flipped-learning content creation skills. A field application is performed by applying the developed ICT training course to secondary school teachers of non-ICT subject specialisms in Laos. In the field study, participating teachers' teaching efficacy on ICT and satisfaction toward the training course are measured. The result of t-test on ICT teaching efficacy showed statistically significant increases in teachers' self-efficacy related to ICT use, both personal efficacy and outcome expectancy. The satisfaction survey performed after training showed that trainees were highly satisfied with the training course. The results of this field study could be used to propose a short-term teacher education model that could be applicable to teachers in other developing countries.