• 한국과학교육학회지
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• 제17권4호
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• pp.501-510
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• 1997

Science teachers' beliefs about science and school science and their perceptions of the science laboratory learning environment were investigated with an assumption that science laboratory teaching would be affected by science teachers' beliefs. Likert-scale questionnaires of BASSSQ and SLEI were used in this study. The major findings were as follows: 1. Science teachers showed inconsistent beliefs about science and school science. Their responses reflected a patch-like view of postmodern epistemology and objectivism They also showed somewhat different views about science and school science. It was found that science teachers had strong objectivist views about science in some parts. but they had moderate constructivist views about school science in other parts; 2. The mean scores of student cohesiveness, integration. and rule clarity on the actual version in SLEl were relatively high, but those of open-endedness and physical environment were very low; 3. There was no association between teachers' beliefs about science and their perceptions of the science laboratory learning environment. But some associations were found between teachers' beliefs about school science and their perception on student cohesiveness, integration, and rule clarity of the actual science laboratory learning environment. Teachers' beliefs about school science had some statistically significant correlations with their perceptions on all scales of the preferred version of SLEI. We could not show a causal relationship between teachers' beliefs and their science laboratory learning environment through these results. But it can be suggested that teachers' beliefs about school science do have a role in constructing a desirable science laboratory learning environment, as we found that there were statistically significant correlations between them.

• 한국초등과학교육학회지:초등과학교육
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• 제29권1호
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• pp.56-68
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• 2010

The purpose of this study was to investigate the elementary school teachers' perceptions about the science subject exclusive system. For this study, we developed the questionnaire to investigate teachers' perceptions and 43 elementary school teachers participated in the questionnaire test. And we used participation observation method to investigate characteristics the exclusive elementary science teacher and the elementary school homeroom teacher's science classes. After participation observation, we had interviews with exclusive elementary school science teacher and elementary school homeroom teacher. The results showed that elementary school teachers thought the science subject exclusive system was very necessary. And elementary school teachers thought that the exclusive elementary science teacher had higher professionality about teaching science subject than the homeroom teacher. Then, they expected that the strong points of science subject exclusive system would be some solution to the weak points of homeroom teachers' science classes. We suggested that it must be to enlarge the science subject exclusive system and develope in-service teacher program for the exclusive elementary science teachers.

• 한국과학교육학회지
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• 제31권7호
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• pp.1040-1054
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• 2011

This formative evaluation study presents a professional development program, "Earth Science Systems for Teachers (ESST)" held in a Midwest State in the United States. This study investigates how a professional development for urban teachers affects the teacher participants' perceptions of using the urban environment for their science teaching and their lesson unit development. The purpose of the program was to help urban teachers create science units using the urban geologic environment and its connection to urban students' everyday lives. The participant teachers' daily journal entries during the program, their lesson plans before and after the program, as well as their teaching reflections were collected as major data source. The teachers' daily journal entries were analyzed qualitatively and their pre-post lessons were analyzed quantitatively using a lesson plan analysis tool, Culturally Relevant Science Teaching Perspectives (CRSTP) was developed by the author. The lesson analysis tool was used to assess teachers' science lesson plans in the perspective of culturally relevant pedagogy and place-based pedagogy. The major findings include: 1) The teacher participants' field experiences in urban geologic sites and urban environments help the teachers to change their perceptions of using the urban environment as a teaching resource and 2) there were significant differences in their pre and post lesson unit scores based on CRSTP (P<. 01). The implications of this study are also discussed.

• 한국지구과학회지
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• 제24권4호
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• pp.273-280
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• 2003

이 연구의 목적은 예비 중등 교사를 대상으로 지구 환경에 대한 환경 인식, 지구 환경의 하위 영역에 따른 환경 인식, 그리고 전공에 따른 환경 인식에 차이가 있는지를 조사하는 것이다. 이를 위해 '성장과 기술의 부정적 결과', '인류와 자연의 관계', '삶의 질', '생물권의 한계'의 4가지 하위 영역으로 구성된 NEP 검사 도구를 사용하였다. 연구 결과, 대부분의 예비 중등 교사들은 생태학적 환경 인식을 지니고 있었으며, 전공에 따라서도 유사한 환경 인식을 지니고 있었다. 그러나, 환경 관련 교육의 경험 유무에 따라서는 유의한 차이를 나타내었다.

• 한국지구과학회지
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• 제43권4호
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• pp.557-566
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• 2022

The purpose of this study was to examine the status of the field application of the Science II career electives with the application of the 2015 revised curriculum up to the 3rd year of high school. This study focused on examining high school science teachers' perceptions of the student-participatory class and process-centered assessment in Science II subjects, which are career-intensive high school science electives. A total of 192 science teachers responded to the survey questionnaire, and 12 teachers participated in interviews. In the in-depth interviews conducted to supplement the survey results, questions were asked about changes in the overall class, the status of student-participatory classes, and changes in the assessment of Science II subjects due to the emphasis on process-centered assessment. The main research results included teachers' perceptions of changes in teaching and assessment methods with the application of the revised curriculum, the degree to which the eight skills used in Science II classes develop the key competencies of science, and the teaching and assessment methods commonly used in Science II classes. Science teachers generally agreed with the purpose and necessity of introducing student-participatory classes and process-centered assessment, which are the core purpose of the 2015 revised curriculum. However, they had difficulties in practice due to the excessive content of Science II subjects. Problems were also encountered with securing objectivity and fairness during assessments and the operation of online science classes due to COVID-19.

• 한국초등과학교육학회지:초등과학교육
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• 제36권3호
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• pp.246-255
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• 2017

The purpose of this study was to analyze the perceptions of the students about expectation and performance on the elementary teachers' science teaching. For this study, questionnaires were made based on the advanced article, and conducted to 279 elementary school students. The collected data were analyzed by the t-test, ANOVA, and $Scheff{\grave{e}}$. The results of this study were as follows: The perceptions of the students on the elementary teachers performance can not reach to those of their expectation. There was statistically significant difference in the some of the sub-domains of expectation and performance according to personal backgrounds (gender, grade, and interest toward science class). Based on the result of this study, implications to improve teachers' professionalism about science teaching were suggested.

• International Journal of Computer Science & Network Security
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• 제22권4호
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• pp.169-174
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• 2022

The study aims to discover the scope of pre-service special education teachers' knowledge and perceptions of using computer technology in teaching students with disabilities from a pre-service teacher (PST) perspective in light of the gender and sub-major variables. The sample consisted of 84 MEd students/pre-service teachers at the Department of Special Education, Faculty of Education, Umm Al-Qura University. The descriptive analytical approach is used due to its relevance to the study. A survey consisting of the participant's basic information section and 12 statements was sent to a set of pre-service teachers. Findings showed that pre-service special education teachers had an overall high knowledge of using computer technology (M=3.93). Findings also indicated that there were no gender- or major-related statistically significant differences (α = 0.05), in pre-service special education students' knowledge and perceptions of using computer technology.

• 한국초등과학교육학회지:초등과학교육
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• 제28권3호
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• pp.352-360
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• 2009

In this study, we investigated the relationships among elementary school teachers' perceptions of constructivist science assessment, views on science teaching and learning, science teaching efficacy belief, and the perceptions of constructivist science learning environment. An exploratory factor analysis was conducted to validate the factor structure of the perceptions of constructivist science assessment test. The test consisting of 3 factors with 21 questions in the previous research was reconstructed as one consisting of 2 factors with 22 questions as a result of the factor analysis. A stepwise multiple regression analysis was also conducted to predict the explanatory powers of the variables on perceptions of constructivist science assessment. The results indicated that the perceptions of constructivist science learning environment, views on constructivist science teaching and learning, and personal science teaching efficacy belief were the significant predictors of the perceptions of constructivist science assessment.

• 한국과학교육학회지
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• 제19권2호
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• pp.293-304
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• 1999

Calculator-Based Laboratory(CBL) system을 중 고등학교 현장에 적용하기에 앞서, 그 적용 가능성을 평가하고, 향후 CBL system을 이용한 과학 실험의 현장 적용을 위한 교사 연수 프로그램의 효율적인 방안을 모색하고자 하였다. CBL system을 이용한 과학 실험을 현직 중 고등학교 과학교사 54명에게 소개하고, 직접 실습하게 한 후, CBL system을 이용한 과학 실험 방법에 대한 교사들의 의견과 학교 현장에서의 적용가능성 및 학생들의 과학 성취도에 미치는 영향에 대한 교사들의 인식을 설문지를 통해 조사하였고, 교사의 성별, 학교, 지역, 최종학위 및 교사 경력 연수 따른 인식의 차이를 조사하였다. 조사 결과, 교사들의 CBL system을 이용한 과학 실험 방법에 대한 인식은 일반적으로 긍정적이었으며, 대부분의 교사들은 CBL system을 이용한 과학 실험 방법이 우수하며, 고등학교 및 대학교 학생들에게 적합하다는 의견을 제시하였다. 교사들의 성별, 학위소지, 근무학교 경력 등의 차이에 따라 CBL system을 이용한 과학 실험에 대한 교사들의 인식도 다양한 차이를 보였다. 따라서, 향후 CBL system을 이용한 과학 실험에 대한 과학 교사 연수 프로그램을 보다 세분화하고 교사들의 흥미, 관심 및 필요성에 따라 여러 그룹으로 구분하여 보다 효율적인 교사중심의 연수 프로그램을 개발하여야 할 것으로 고찰되었다. CBL system을 과학교육에 보다 효율적으로 적용하기 위해서는 각 단원별 현장 적용 및 효율성을 검정하여, 우리 나라 과학 교육 현장에 적합한 CBL system 과학 실험 모형의 개발이 촉구되며, 현행 과학 교육과정 및 교과서의 개선이 요구된다.

• 한국초등과학교육학회지:초등과학교육
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• 제30권1호
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• pp.22-37
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• 2011

In this study, we investigated the perceptions of elementary school teachers on the use of analogy generation in scientifically-gifted education. The relationships among the perceptions and the self-perception as teacher for scientifically-gifted students were also investigated. A survey was administered to 119 elementary school teachers, and in-depth interviews with some teachers were conducted. The results revealed that the teachers had a relatively good understanding of the advantages/disadvantages of analogy generation in cognitive, affective, and learning environmental aspects. Their perceptions on the usability of analogy generation and their willingness to practice of it in scientifically-gifted education was also positive. They highly perceived on the various factors related to effective uses of it in scientifically-gifted education. Their self-perception as teacher for scientifically-gifted students was comparatively low, and significantly related with the perceptions on the advantages of it, the usability, the practical methods to use, and the various factors related to effective uses in scientifically-gifted education. Educational implications of these findings are discussed.