• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.187-195
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• 2014

In this study, we investigated the characteristics of lesson planning of pre-service secondary science teachers and the factors which influenced in their lesson planning. Thirteen pre-service secondary science teachers at a college of education in Seoul participated in this study. Teaching-learning materials such as lesson plans and handouts, and lesson planning journals written by the pre-service teachers were collected. Semi-structured interviews were also conducted to obtain information about their lesson planning activities. The analyses of the results revealed that most of the pre-service teachers did not systematically consider the national science curriculum and focused on planning one lesson only. Instructional objectives were not only considered as minor element in lesson planning, but also limited to cognitive domain. Devising teaching-learning strategies was found to be the starting point of the lesson planning. They accommodated constructivistic teaching-learning theory presented in their method courses through reflective evaluation of the experiences of learning in their secondary schools. The experiment activities that were presented in the textbooks were used themselves when they planned experiments as student activities, but other activities were planned depending on their personal experiences. Most pre-service teachers did not plan assessment because they could not recognize it as an element of lesson planning. These results may offer some implications in educating pre-service secondary science teachers on lesson planning.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.69-82
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• 1998

This study was performed to investigate the trends in Environmental Education Research of Korea. In this study, the papers in $\ulcorner$Hwankyungkyoyuk$\lrcorner$ (Journal of the Korean Society for Environmental Education) and $\ulcorner$Journal of the Korean Association for Research in Science Education$\lrcorner$ from the initial number to the latest number were investigated. The category of analysis in this study were the number of papers, research area, method, character, the major targets of Environmental Education, the major targets of research, the purpose of Environmental Education, and the contents of environment. The results of this study are as follows: 1. The number of papers in $\ulcorner$Hwankyungkyoyuk$\lrcorner$ were 178 and in $\ulcorner$Journal of the Korean Association for Research in Science Education$\lrcorner$ were 406(10 of them were related in environmental education) 2. The research areas of the papers were Environmental Education(52.4%), Social Environmental Education(19%), Environmental Science(8.5%), Science Education(7.9%), and Social Education(3.2%). 3. The major parts of the method of the papers were literature review(31.7%), survey research(21.2%), and descriptive study(20.3%). 4. More than half of the character of the papers were research on the actual condition(35.4%) and consciousness (17.9%), 5. The major targets of Environmental Education of the papers were secondary school students(33.9%) and elementary school students(18.8%). 6. The major targets of researches of the papers were secondary school students(33.8%), teachers(30.0％), the general public(20.0％), and elementary school students(18.8%). 7. The purpose of Environmental Education of the papers were Values and Attitudes(31.2%), Behaviors and Participations(29.6%), Knowledges and Informations(27.2%), and Skills(12%). 8. The contents of Environment of the papers were waste(27.7%), water quality(15.2%), the whole environment(12.5%), air quality(9.8%), natural environment(5.4%), soil(4.4%), energy(4.4%), and so on. The results indicated that the Environmental Education research of Korea were needed to be reinforced in the field of qualitative research method, teaching and learning strategy, the development of learninyg meterals, and teacher education.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.359-371
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• 1997

The purpose of this investigation was to examine and compare pre-service and in-service secondary tearchers' beliefs about STS, particulary beliefs about the nature of science and technology and their interaction within society. For this study, a belief was defined as something that people believe and accept as true. Instrument used in this investigation was empirically developed multiple-choice instrument entitled the Tearchers' Belief about Science - Technology - Society(TBA-STS) by Peter A. Rubba and William L. Harkness. The result of survey showed that large percentages of the preservice and in-service secondary science teachers in the two samples held misconception about the nature of science and technology and their interactions within society. And there was no apparent difference between the samples on their beliefs about STS interactions.

• 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.1
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• pp.30-45
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• 2012

Educational communities around the world have concentrated on integrative efforts among science, technology, engineering and mathematics (Science, Technology, Engineering, and Mathematics: STEM) subjects. Korea has focused on integrative education among STEAM (Science, Technology, Engineering, Arts, and Mathematics) school subjects to raise talented human resources in the fields of science and technology. The purpose of this study was to analyze secondary school science, technology, and mathematics teacher's perceptions and needs toward integrated education and integrative STEM education. A total of 251 secondary school teachers from all areas of the country who have taught science, mathematics, and technology were surveyed by using a self-reported instrument. The findings were as follows: First, teachers have used little integrated education in their classes due to insufficient time in the actual preparation of the integrated education and the lack of expertise, teaching experience, and teaching-learning materials for the integrated education, while they have positive thoughts about the need of integrated education. Second, they presented several needs to facilitate the integrated education: development of a variety of integrated programs, school administrative and financial support, and in-service teachers' training. Third, overall perception toward integrated STEM education was not sufficient, but most teachers perceived the need toward integrated STEM education due to students' development in their creativity, thinking skills, and adaptability. Fourth, they perceived that it was imperative to develop the various integrated STEM education programs, distribute the materials, and help STEM teachers' understanding toward integrated STEM education. Fifth, they perceived that the most relevant method to integrate STEM subjects was the problem solving approach. In addition, they appreciate that the integrated STEM education is highly efficient in not only developing integrated problem solving skills and STEM related literacy, but also in positively impacting the rise of talented human resources in the fields of science and technology. In order to increase the awareness of STEM-related secondary school teachers and vitalize the integrated STEM education, it is necessary to develop and spread a variety of programs, effective teaching and learning materials, and teachers' training programs.

• Journal of the Korean earth science society
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• v.18 no.6
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• pp.464-472
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• 1997

The purpose of training science teachers is to bring up the ideality and the most excellent science teachers whom our society needs. So, teacher training college curriculums of science education should be the ones that will train competent and respectable science teachers who have the technical and practical theory and knowledge through the process of high level academic experiences and activities. Accordingly, the training system and improvement plan for the problems in employment of science teachers in secondary schools should be as follows: 1. The employment examination for teachers should be abolished instead, the system of an apprentice teacher should be brought in, or private schools as well as public schools should bring in employment examination system. 2. With the modification of science teacher training curriculums, the cooperative studies of science major subjects and science education subjects should be strengthened and the connection between real needs of secondary schools and curriculums of secondary school science teacher training should be embodied. 3. Bringing up excellent science teachers should be facilitated through the establishment of administrative and financial aiding system about teacher training college.

• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.246-256
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• 2022

Recently, parents and teachers consider physical education as a minor subject for students in elementary and secondary schools. Physical education performance has become increasingly significant as parents and schools pay more attention to physical schooling. The sports mining with distribution analysis model considers different factors, including the games, comments, conversations, and connection made on numerous sports interests. Using different machine learning/deep learning approach, children's athletic and academic interests can be tracked over the course of their academic lives. There have been a number of studies that have focused on predicting the success of students in higher education. Sports interest prediction research at the secondary level is uncommon, but the secondary level is often used as a benchmark to describe students' educational development at higher levels. An Automated Student Interest Prediction on Sports Mining using DL Based Bi-directional Long Short-Term Memory model (BiLSTM) is presented in this article. Pre-processing of data, interest classification, and parameter tweaking are all the essential operations of the proposed model. Initially, data augmentation is used to expand the dataset's size. Secondly, a BiLSTM model is used to predict and classify user interests. Adagrad optimizer is employed for hyperparameter optimization. In order to test the model's performance, a dataset is used and the results are analysed using precision, recall, accuracy and F-measure. The proposed model achieved 95% accuracy on 400^th instances, where the existing techniques achieved 93.20% accuracy for the same. The proposed model achieved 95% of accuracy and precision for 60%-40% data, where the existing models achieved 93% for accuracy and precision.

• Research in Mathematical Education
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• v.27 no.1
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• pp.93-109
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• 2024

This study compared the perceptions of 548 Korean and Indonesian secondary school teachers in the COVID-19 era and examined factors affecting their intention to continue online learning. Based on survey data, the two countries were compared on seven factors (teaching readiness, challenges and issues, competencies that require training, sources of support, types of support, and endurance). Furthermore, we examined what factors influence the intention to continue online learning. As a result, Korean teachers perceived their teaching readiness for online learning to be less than that of Indonesian teachers. Indonesian teachers perceived that they did not receive sufficient support. Additionally, factors affecting the intention to continue online learning differed depending on the country. Based on these results, we suggested implications for integrating online learning into mathematics education.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.289-301
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• 2006

The purpose of this study is to investigate beginning secondary science teachers' teaching practices in terms of motivating and understanding students. Six first-year teachers participated in this study. Data were collected by classroom observations and structured interviews. Instructional materials used during the class were also collected to understand teaching practice. Lessons observed were video-tape recorded and the teachers were interviewed. Video- and audio-tape recording were transcribed. The framework, developed by Knowles Project Team of Michigan State University, was adopted and revised according to Korean classroom context and employed as an analytical tool for teaching practices. The beginning secondary science teachers intention ranged from 'Managing Work' to 'School Science.' No teachers revealed 'Reform Science Teaching' orientation. For the execution of science lessons, one teacher with 'Managing Work' orientation showed 'expert' level of execution, but the others executed at a 'novice' level. Beginning science teachers need to be guided and informed about 'Reform Science Teaching' for motivating and understanding students to develop professionally.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.717-728
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• 2019

The cultivation of creative convergence talent has become more important than ever, the Korean curriculum has also undergone many changes, aiming for convergence and integrated education. In addition to these changes in science and curriculum, we examined the changes in perception and Professionalism(PCK) of integrated science education of science teachers over the past decade. For this study, 359 elementary and secondary science teachers in 2008, when the 2007 revised curriculum was applied, and 360 elementary and secondary science teachers in 2018, when the 2015 revised curriculum was applied, were examined for 10 years of changes in perceptions and PCK of integrated science education. The conclusions from the analysis were as follows. First, in 2018, elementary and secondary science teachers were found to have a statistically significant increase in awareness of integrated science education. Nevertheless, cognition was found to be 'normal'. Second, teachers' perception of the necessity of improving the professionalism of teachers, providing teaching and learning materials, reducing the contents of learning, reducing the number of students and securing flexible timetables, and raising the perception of integrated science education for students and parents as a condition for the success of integrated science education, was analyzed to be significantly higher in 2018. Third, the results of PCK survey through self-diagnosis, teachers' PCK on integrated science education, such as competence to secure curriculum contents knowledge, comprehension of curriculum and class composition related to integrated science education, teaching strategy for integrated, creation of teaching and learning environment for integrated teaching, efforts to improve administrative constraints and the professionalism of integrated science education, was significantly higher than it was ten years ago. Therefore, the recent emphasis on convergence education has increased the experience of applying convergence classes in the field of education, and it was seen as a result of the continuous efforts of science teachers to meet the changes in the education paradigm.