• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.57-70
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• 2012

We investigated the perception and preferred type of question and analyzed type of questions asked by teachers in elementary science class to identify how teachers' perception of questioning is reflected in teaching practices. We collected the data from questionnaires, deep-interview and audiotaped four classes from grade 3 and six classes from grade 6. The data form deep-interview were analyzed interpretively and Blosser' framework of question was used to analyze questions which teachers used in classes. By interpretation of data from questionnaires, the teachers agreed that questioning affects science class in elementary school. There were a little differences in perceptions of questioning among three teachers. They preferred various types of question rather than a specific type. They didn't have a good understanding of questioning. The result showed that the teachers used frequently cognitive-memory question and convergent thinking question, which belonged to closed questions in their science classes. This didn't accord with their preferred types of question. The causes came from objectives of science instruction, degree of understanding about questioning, preference and confidence for science class. From this findings, we suggested that teachers should be given opportunities to take training courses in questioning in order to use effective questioning in science class.

• Korean Journal of Child Studies
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• v.37 no.2
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• pp.43-56
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• 2016

Objective: This study examined the effect of early childhood teachers' perceptions of teacher efficacy and professionalism, which are personal traits, when administering the National Childcare Curriculum. Methods: Using snowball sampling, data were collected from 266 childcare center teachers in the nation and were analyzed using one-way analyses of variance and multiple regression using SPSS 14.0. Results and Conclusion: The findings are as the following: First, teacher efficacy was not significantly different among teachers by age, teaching experience, education, and childcare center type. Second, teacher efficacy was significantly related to the perception of their professionalism. Lastly, teachers' perceptions of teacher efficacy and professionalism explained significantly the variance in teachers' performance when administering the National Childcare Curriculum.

• Journal of The Korean Association For Science Education
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• v.12 no.1
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• pp.103-118
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• 1992

Quality control of science teachers seems to be one of the most important tasks to improve the quality of science education in Korea. The purposes of this study, as a survey, were to identify characteristics of good science teachers and to make an outline of preservice teacher education curriculum for cultivating the characteristics from inserivce secondary science teachers. A questionnaire was developed for this study and distributed to 176 inservice teachers. It had three parts: 1) characteristics of good science teachers, 2) weights of preservice curriclum areas, and 3) weights of college courses. The means and standard deviations of teachers' responses were calculated. To test the differences between teacher variables, t-tests were executed. The inservice teachers perceived that the junior-high school teacher's characteristics should be different from the senior-high school teacher's. Characteristics, such as enthusiasm toward teaching or students, subject knowledge, content selection and organizing skill, teaching techniques, and scientific worldview were ranked within top five of good science teacher's chracteristics. The teachers' perception about preservice curriculum were as follows: 1) present weight of liberal arts area should be reduced: 2) weight of content area for junior-high school teachers should be different from that for senior-high school teachers: 3) present weight of pedagogy area should be increased: 4) present weight of science education area should be increased: and 5) many courses in pedagogy and sciencd education areas need to be changed, Based on the data and disussion, a conceptual model for preservice teacher education curriculum was proposed.

• Human Ecology Research
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• v.55 no.1
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• pp.93-103
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• 2017

This study investigated the difference of perception and needs among director, teacher, and parent for an open-childcare center focused on parent participation. The subjects of this study consisted of 56 directors, 231 teachers, and 299 parents in childcare centers in Seoul, Gyeonggi, Incheon, Chungcheong, and Gyeongsang province. They completed a questionnaire about the perception and needs of an open-childcare center, which was later analyzed by SPSS ver. 23.0. The findings were as follows. First, five areas of open-childcare center were 'participating activities as various roles,' 'willingness of parent participation,' 'reflection of parent needs,' 'concern about CCTV,' and 'sharing outdoor spaces.' Second, the perception of directors concerning open-childcare centers were higher than the ones for teachers or parents; however, there were differences in perception depending on their perspective position. The biggest perception of directors was 'participating activities as various roles,' and parents' one was 'concerned about CCTV.' However, the perceptions of teachers were a lower level than the other two groups'. Third, the directors showed a higher level of needs to promote an open-childcare center (except for one concerned about CCTV). Parents also showed their needs 'increasing awareness of open-childcare program,' 'promoting to parent's participation,' 'communication with on-line,' and 'concerning CCTV.' The implication of these results were discussed as action plans to promote an open-childcare center.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.336-345
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• 2019

To extend the potential benefits of error, the current study examined factors that affect students' error perception in classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total 316 fourth, fifth, and sixth graders attending elementary schools participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, then students were manipulated by classroom goal structure and feedback. Results from multiple regression suggest that students' perception of learning from error has affected by relationships with peers at the most, then relationships with teacher and the type of feedback. Students' perception of risk taking for error also affected by relationships with peers and teacher, then the classroom goal structure. However, no classroom goal structure and feedback affect on their perception of thinking about error to improve their learning as well as error strain. These results imply how classroom climate should be structured to improve perception of errors to improve student's learning.

• Journal of the Korean Chemical Society
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• v.56 no.5
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• pp.648-657
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• 2012

This study is examined for the effects of question generating strategy and feedback(teacher feedback and student peer reviews) on science achievement, self-efficiency and perception of the class in the middle school. Three classes of middle school 1st grade in a city were sampled for the study. The students in comparative group took traditional lessons and solved questions presented on worksheets distributed by a teacher. On the other hand, the students in the experimental groups 1 and 2 generated and solved questions by themselves after traditional lessons and then participated in the activity with peer's feedback and teacher's feedback, respectively. A self-efficiency test had been conducted before the treatments and the various tests such as achievement, self-efficiency and the perception of the class were carried out after treatments. The statistical results were analysed by ANCOVA, MANCOVA and t-test. The results of this study were as follows: First, there was significant difference between the control and experimental groups in the science achievement test (p<.01). But there was no significant difference between the experimental groups (p>.05). Second, both of the experimental groups showed enhanced self-efficiency compared with comparative group (p<.01). In sub-areas of self-efficiency, there were also meaningful results in the area of self-efficiency for control experimental group 1(p<.01), and in the area of difficulty preferences for experimental group 2 (p<.01). Third, the experimental group 1, given teacher's feedback, showed more positive perception of the class than the experimental group 2 that was given peer's feedback (p<.01).

• Korean Journal of Childcare and Education
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• v.14 no.4
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• pp.1-24
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• 2018

Objective: The purpose of this study was to investigate the differences in early childhood teachers' perceptions of the importance and institutional performance regarding young children's rights. Methods: 171 early childhood teachers responded to the questionnaires. The data were analyzed by using the paired sample t-test and the IPA graph to identify differences in the teachers' perceptions of the importance and performance of each right. Results: First, the teachers perceived the importance of children's rights to be high but low in institutional performance. The main effect of teaching years on the perception appeared significant only regarding performance of the rights of protection and participation. The main effect of teacher education experiences was significant in all areas except the importance of survival rights. The results from Two-Way ANOVA showed the two variables have no interaction. Second, the second quadrant of the IPA matrix displayed the items regarding initiative and autonomy of young children. Both inexperienced- and highly-experiencedteachers, when they had teacher education, recognized that the items related to participation rights should be further improved. Conclusion/Implications: We discussed the various ways in which children's rights should be improved and ways of improving teacher education according to teacher variables in order to promote young children's rights.

• Journal of the Korean Home Economics Association
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• v.40 no.7
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• pp.127-140
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• 2002

The goal of the study is to find the necessary measures to facilitate a desirable Technology and Home Economics curriculum by reflecting the perception and needs of the teachers, principals, educational specialists from the perspective of the curriculum content, professionalism of the teacher, realistic operations of the school, and the administration of the school system. The research was executed through mail surveys to nationwide junior high school technology teachers, home education leachers, principals and to educational specialists. The results obtained from the research are as follows. 1) The integration of Technology and Home Economics was perceived to lessen the burden of students. However the background knowledge and characteristics of the two curriculums are different, and in addition there is a negative perception due to the fact that it is hard to facilitate a class with just one teacher, 2) The issues that were most serious to teachers, principals and education specialists were professionalism of the teacher, qualification of the teachers, and teaching method. 3) In regards to qualifications of the teacher, the teachers requested that teachers should have single qualification in'Technology(or Home Economics)'. The principals were of the similar opinion but the educational professionals wanted dual qualification for both'Technology'and'Home Economics'. As for teaching methodology all 3 groups responded that from the teacher and student perspective the teaching should be divided whereas from the school's perspective the responsibility should be put on a single teacher. 4) Teachers responded that from the perspective of the teacher, parent or student Technology and Home Economics should be separated into taro subjects. On the other hand the principals and educational specialists agreed that from their own perspective Technology and Home Economics should remain an integrated subject and the teaching should be done by one teacher but replied that from the student or parent perspective division of responsibility in teaching would be appropriate.

• Korean Journal of Child Studies
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• v.29 no.4
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• pp.231-248
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• 2008

This research used Q-Methodology to investigate kindergarten teachers' perception style regarding children's creativity. The 30 participants had various teaching experiences and educational backgrounds and were teaching in a variety of types of kindergartens in the cities of Busan and Ulsan. Individual teacher's subjective perspective was the main target for the analysis. Results showed four types of teachers' perceptions of creativity : 1) perceiving creativity as children's creative thinking ability, 2) focusing on creative curriculum development 3) perceiving creativity as children's creative personality, and 4) focusing on either teacher's thorough understanding of children's creativity or teachers' creativity. These results indicate that teachers tend to perceive creativity in narrow and specific domains. These findings are discussed with respect to their educational implications.

• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.54-68
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• 2020

The purpose of this study is to investigate how elementary teachers perceive and practice using Visual Thinking (VT) in science classes. For this, we collected 161 VT teaching materials for science that uploaded on the elementary teacher's online communities, and analyzed the characteristics. Also we interviewed four elementary teachers who have used VT in science class. The results are as follows. First, VT teaching materials shared in teacher's online communities were most often used to review the science concepts that students learned. Most of the materials required 'remember' among the Cognitive Process, and most of them provided layouts for VT activities. Second, the participants were using VT materials to review the science concepts they learned, so that students remember them. Third, the participants were satisfied because of the beliefs of effects as follows: facilitating learning and reviewing what students had learned; increasing students' positive reactions and confidence; learning through the interation among learners; the formation of habits thinking visually; indirect experiences of science class; possibility of class corresponding to learner characteristics. Fourth, the participants had difficulties in preparing for the VT science class, such as the burden of making VT materials, the long preparation time, concerns over overlapping contents, consideration of learners' VT skills, and the themselves' drawing ability. Furthermore, they also had difficulties in proceeding for the class, like different preference among learners about Visualization and loss of objectives in science class using VT. Fifth, the participants needed support as follows: platform to share students' VT results; VT case books and teachers' guidebooks; physical environment.