• Journal of Environmental Science International
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• v.23 no.8
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• pp.1507-1512
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• 2014

Recognition of Korean pre-service elementary school teachers concerning the factor for the environmental class was investigated and analyzed by the factorial analysis. Korean pre-service elementary school teachers are aware of the factor of 'participation in environment' as well as the factor of 'environmental knowledge' for the environmental class. Furthermore, they had a very positive attitude about the factor of 'participation in environment'.

• The Journal of Korean Association of Computer Education
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• v.15 no.3
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• pp.49-59
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• 2012

This study focuses on a comprehensive set of potential determinants of teachers' attitude and efforts for preventing students' piracy of digital contents. The proposed model is based on the theory of reasoned action, developed by Ajzen and Fishbein. The model was tested using responses from 177 teachers. Partial least square method was used to analyze the results. The hypothesized model was largely supported by this analysis, and the overall results indicate that intention for preventing students' piracy of digital contents is mostly influenced by the attitude and the social influence. The perceived level of recognition as well as the punishment for digital contents piracy has also been found to have some direct and indirect impact on the intention. But, on the contrary to our expectation, the teachers' efficacy has no influence on either the attitude or intention. As a conclusion, the academic and practical implications of these findings are discussed.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.135-158
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• 2013

The purpose of this study was to investigate the relationships between the pedagogical content knowledge in science teaching of pre-service early childhood teachers and their attitude toward science and science teaching efficacy belief. A total of 294 pre-service early childhood teachers responded to a questionnaire that examined their pedagogical content knowledge in science teaching, attitude toward science, and science teaching efficacy belief. The results of this study were as follows: First, teachers had average pedagogical content knowledge in science teaching. The groups of 3rd and 4th grades were significantly higher than the 2nd grade group. Second, the teachers' recognition was below average in attitude toward science and science teaching efficacy belief. The groups of 3rd and 4th grades were significantly higher than the 2nd grade group. Third, a meaningful statistical relationship was found between the pedagogical content knowledge in science teaching of pre-service early childhood teachers and their attitude toward science and science teaching efficacy belief. As the score of pre-service early childhood teachers in pedagogical content knowledge in science teaching became higher, the score in attitude toward science and science teaching efficacy belief became higher.

• East Asian mathematical journal
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• v.28 no.4
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• pp.363-381
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• 2012

The purpose of this study to analyze correlation for the tendency of mathematics anxiety, traits according to the factors of mathematics anxiety and mathematics attitude depending on the teacher variable through a survey of mathematics anxiety and attitude toward mathematics on teaching mathematics of elementary school teachers. To solve the questions above, sampled 250 elementary school teachers in Daegu province. As a result of the study, mathematics anxiety on teaching is not actually formed a lot. However, the more training experience with mathematics, previous academic career, education career were, the lower mathematics anxiety was. The results showed that mathematics anxiety is affected by previous academic career, training experience with mathematics in particular. In addition, we found that mathematics anxiety is affected by mathematics anxiety in their school, recognition of the ability to explain mathematics contents and attitudes toward mathematics.

• The Journal of Korean Association of Computer Education
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• v.12 no.1
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• pp.1-13
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• 2009

In spite of the revisions of guideline for ICT curriculum and Informatics curriculum a lot of people have yet a negative sight and indifferent attitude about their changes. In this research, we used programming course to correct their wrong recognition on Informatics Education. Our experiment study is based on the hypothesis that pre-teachers recognize spontaneously an effect of programming. There are 3 steps that a preliminary questionnaire, a programming course, a post-questionnaire are conducted to 130 pre-teachers to see how recognition changes. There were several findings made in this study. It revealed that pre-teachers's understanding of programming and the need of programming education was extremely poor. However, after programming course, it was found that recognition of pre-teachers change statistically regarding concept of programming and a need of programming education.

• Journal of The Korean Association For Science Education
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• v.30 no.3
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• pp.337-352
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• 2010

The purpose of this study was to compare the differences between science teachers' preference and their students' awareness for teaching and learning methods according to classroom circumstance, with a focus on the 'Stimulus and Reaction' subject unit in middle school. A survey was given to teachers and students that concentrated mainly on the 8 grade 'stimulus and reaction' unit, it was followed by interviews with 5 students to and in the interpretation of the findings. The questionnaire participants consisted of 192 science teachers and 331 $8^{th}$ grade students. Lecturing was the teaching method which was most favored by teachers and mainly recognized by students followed by questioning, educational software and film/video. We could see difference of recognition between teachers and students from this result in application, review and attitude area. The teaching methods applied by teachers and recognized by students depended on the instructional situation. In addition, it was revealed that teachers were applying various teaching methods to classroom situations.

• The Korean Journal of Health Service Management
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• v.8 no.4
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• pp.141-147
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• 2014

Dental clinic programs for elementary school children to live healthy life by promote healthy lives by oral health self-management skills. This study on schools with and without dental clinics compared and analyze teacher's knowledge of and attitudes toward oral care and determines whether or not to recommend the school dental clinic program. The subjects of the study were 239 teachers in schools with dental clinics and 201 teachers in schools without dental clinics. In total, the study included 20 schools and 440 teachers. Teachers from schools with dental clinics had a higher recognition rate of the purpose of tooth brushing and the fluoride caries preventive effect than teachers from schools without dental clinics. However, there was no significant difference between schools with and without dental clinics when we compared the daily tooth brushing frequency and oral health attitude. There is also need of a school dental clinic program for teachers because if teachers lack knowledge and professionalism of oral health it will affect the student's oral health attitudes.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.102-116
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• 2008

In their teaching practice, teachers encounter multi-dimensions of pedagogical challenges. The recognition and reflection on these challenges is crucial to advance our science teaching. This study looked into science teachers' dilemmas of their teaching practical work through their written cases. Dilemma cases are teachers' narratives organized around important events of teaching and learning. It can reveal teachers' situated cognition and be used as lens to investigate complex realities of science teaching and learning. 26 pre- and in-service elementary teachers' dilemma cases of science practical work were carefully collected and analysed to interpret what constitute tensions in elementary science practical works. They were largely grouped into three: Curriculum and Institutional Relevance, Students Relevance, Nature of School Experiments Relevance and divided into 7 subheadings: 'Authority of Curriculum(textbook)', 'Disappointment at external support', 'Students' interests and safety', 'Students' unscientific and inert attitude', 'Difficulty of showing expected results', 'Generalization through experiment', 'Knowledge acquisition and authentic inquiry'. Each dilemma was interpreted in terms of the tensions which constitute contradictory beliefs, values, expectation and realities. These dilemmas enabled to expose actual conditions of elementary science practical work and teachers' challenges otherwise can not be seen easily. Science teacher educators also can get some implications to overcome the gap between theory and practice in their teacher education.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.327-334
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• 2011

In this paper, we investigated the information gifted teachers' recognition about the copyright and developed a copyright education. Firstly, we compared the copyright-related knowledge, affective, and attitude with the information gifted teachers and regular classroom teachers. As a result of survey, we found that a copyright education in the teacher training for the information gifted was needed, because it was not different between two groups. Accordingly, we developed the copyright education program in the teacher training for the information gifted. We also verified an effectiveness of proposed copyright education program by expert group testing. We expect that this study will contribute the spread of copyright cognition in the information gifted education.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.261-277
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• 2015

The purposes of this study were to find out what attitude teachers have toward adopting ICT education to educational programs for gifted students, and how ready they are for carrying out ICT education for gifted students. For these purposes, this study surveyed 191 teachers that are currently working for gifted students in various school levels, from elementary schools to junior high and high schools. The major results of this study were as follow: (1) most teachers recognized that enhancing ICT-related capabilites of gifted students is very important, and (2) ICT-related activities in current education programs for gifted students are limited to the basic level, such as web searching for collecting information and making visual presentations using well-known commercial software. Based on the common recognition on the importance of ICT-related capabilites for gifted students, this study suggests that training teachers, as well as employing well-trained teachers, should be the first and most important step for ICT education for gifted students.