• Title, Summary, Keyword: 과학교사들의 인식

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Comparison of Perception on Science Teacher Preparation Courses by Beginner and Experienced Science Teachers (과학교사양성과정에 대한 심층면담을 통한 경력과학교사들과 초임과학교사들의 인식 비교)

  • Kim, Young-Min;Mun, Ji-Seon;Park, Jung-Suk;Lim, Gil-Sun
    • Journal of The Korean Association For Science Education
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    • v.30 no.8
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    • pp.1002-1016
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    • 2010
  • The purpose of this study is to investigate beginner and experienced Korean science teachers' perceptions about the science teacher preparation courses from which they graduated, and to compare them. The study was conducted as a qualitative study using in-depth interviews. For the study, interview questions were developed by the authors based on the questionnaire of 'The IMPPACT project' that was being conducted in America. The interview tool includes questions about their experience of science subject matter content knowledge, science pedagogical content knowledge, and general pedagogical content knowledge in their preparation courses. For the interview, seven beginning science teachers, less than five years of teaching experience, and five experienced science teachers, more than five years of teaching experience, were sampled from secondary schools in Korea. The research results are as follows: First, most of the beginner and experienced science teachers perceived that the teaching methods in the classes of science subject matter were not good model for teaching science in their secondary school, because they were not diverse enough and entailed mostly knowledge transfer just through lecture without teacher-student interaction. Second, most of the beginner science teachers perceived that they were affected positively by the teaching strategies and evaluation methods in the classes for science pedagogical subject matter and they could apply those strategies and methods in their current science teaching. Lastly, most of the beginner and experienced science teachers perceived that general pedagogical subject matter is important and prerequisite for science teaching in their schools, but the courses that they experienced at their university were not appropriate for their current teaching.

예비교사들의 과학을 잘하는 모습에 대한 인식

  • Jeong, Jin-U;Ryu, Chun-Ryeol
    • 한국지구과학회:학술대회논문집
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    • pp.18-18
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    • 2010
  • 교사들의 생각하는 과학학습의 목표는 학생들이 생각하는 과학학습의 목표와 다를 수 있다. 과학을 잘 하는 모습은 교사의 입장에서 볼 때 과학교수 목표를 의미한다. 그러한 의미에서 과학교사들은 학생들이 과학을 잘 하게 하기 위해 과학 수업을 하고 있다고 볼 수 있다. 그러나 과학을 잘하는 모습은 교사마다 다를 수 있기 때문에 교사마다 다른 지향점을 가지고 과학교수활동을 하게 된다. 본 연구의 목적은 예비 교사들의 과학을 잘하는 모습에 대한 인식을 탐색하는데 있다. 연구를 위해 과학을 전공하고 있는 1학년에서 4학년 사이의 예비교사 30명을 대상으로 개방형 질문으로 구성된 설문을 실시하였다. 연구결과 예비교사들이 지닌 과학을 잘 하는 모습에 대한 인식의 유형과 과학을 잘 하는 모습을 결정짓는 상황의 유형을 분류할 수 있었으며, 예비교사들의 과학을 잘하는 모습에 대한 인식과 과학교수목표의 차이를 확인할 수 있었다.

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Comparison between Secondary School Science Teachers' and Students' Perceptions about the Important Aims of Laboratory Activities in Science Instructions (중·고등학교 과학실험활동의 목적에 대한 교사와 학생의 인식 비교)

  • Cho, Hyunjun;Yang, Il-Ho;Lee, Hyonyong
    • Journal of Science Education
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    • v.32 no.2
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    • pp.103-120
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    • 2008
  • The purpose of this study was to compare science teachers' perceptions with students' perceptions about the important aims of laboratory activities in science instructions, to identify whether there was a difference between them. For the purpose, the two questionnaires were designed; for secondary science teacher and secondary student. The samples selected in each group were 108 middle school teachers, 109 middle school students, 104 high school teachers, and 110 high school students. The survey responses from each group were analyzed through multiple response method. The results indicated that science teachers selected the science process skills as important aim of laboratory activity whereas students selected the ability for creative problem-solving and the central tendency of teachers' responses about certain item-science process skill was relatively higher than students' responses about certain item-the ability for creative problem-solving. From these results, we found there was the difference between teachers' perception and students perception about the important aims of laboratory activities in science instructions.

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Elementary Teachers' Conceptions of Science Inquiry Teaching: Cases of South Korea, Singapore and the United States (과학 탐구 지도에 대한 초등교사의 인식: 한국, 싱가포르, 미국의 초등교사를 대상으로)

  • Yoon, Hye-Gyoung;Kang, Nam-Hwa;Kim, Mi-Jung
    • Journal of Korean Elementary Science Education
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    • v.30 no.4
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    • pp.574-588
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    • 2011
  • 교사의 과학 탐구 지도에 대한 인식은 실제 수업에서 탐구 지도를 수행하는데 중요한 역할을 할 수 있다. 따라서 교사들이 과학 탐구를 어떻게 인식하는지 이해할 필요가 있다. 이 연구에서는 한국, 싱가포르, 미국 세 국가의 초등교사를 대상으로 과학 탐구 지도에 대한 인식을 조사하였다. 세 국가는 과학교육과정에서 탐구를 강조해 온 역사와 설명 방식이 다르며 전반적인 교육적 상황 또한 상이하다. 총 100명의 초등교사(한국 34, 싱가포르 35, 미국31)를 대상으로 설문을 실시하였으며 설문은 구체적인 교수 상황을 서술하는 교수 시나리오, 이상적인 탐구 수업에 대한 내러티브 쓰기로 구성되었다. 데이터는 외적 기준과 내적 관점 모두에서 분석되었다. 연구 결과 교사들의 과학 탐구 지도에 대한 인식은 전반적으로 전통적 견해에 머무르고 있는 특징을 보였다. 그러나 각 국가의 교육과정에서 탐구가 서술되고 강조된 방식에 따라 차이가 나타나기도 하였다. 이러한 결과가 교사교육에 주는 시사점을 논의하였다.

Preservice and Inservice Science Teachers' Perception on the Coherence and Balance of their Teacher Preparation Programs (과학 교사 양성 프로그램의 정합성 및 균형성에 대한 예비 교사 및 현직 교사의 인식)

  • Lee, Ki-Young
    • Journal of Science Education
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    • v.37 no.1
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    • pp.23-39
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    • 2013
  • Science teachers' perception on their preparation program can help in conceptualizing how science teachers could be prepared. Based on this premise, this study aims to investigate preservice and inservice science teachers' perception on their teacher preparation programs with a focus on the coherence and balance of program. For this purpose, 20 preservice and 39 inservice science teachers were participated. Selection form and open-ended form questionnaires were developed to survey science teachers' perception on their program. The results of study are as follows: Firstly, participating preservice and inservice science teachers perceived the coherence of their program as moderate. The most and least coherent category of program was 'planning & preparation' and 'professional responsibilities' respectively. Inservice teachers perceived the program less coherent than preservice teachers in all four categories. Secondly, participating preservice and inservice science teachers perceived that practical elements were deficient compare to theoretical elements in light of balance of the program. Lastly, participating preservice and inservice science teachers perceived that current science teacher preparation program was biased to test-driven curriculum, and four domains of the program (subject matter knowledge, pedagogical content knowledge, general pedagogical knowledge, and teaching practicum) need to be more strongly connected to secondary school context. Alternative ways to be more coherent and balanced science teacher preparation program were also discussed based on the research.

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The perceptions on the professionalism of teaching profession and science teaching of pre-service and inservice elementary teachers (초등 예비교사와 교사의 교직 전문성과 과학교수 전문성에 대한 인식)

  • Lim, Heejun
    • Journal of Science Education
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    • v.37 no.3
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    • pp.538-549
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    • 2013
  • This study investigated the preservice and inservice elementary teachers' perceptions on professionalism of teaching profession, professionalism of science teaching, and their self-efficacy on science teaching. For this study, 64 sophomore, 53 senior preservice teachers and 23 elementary teachers who were also graduate students were participated. The questionnaires consisted of 5 Likert scaled and descriptive items about the professionalism of teaching profession, professionalism of science teaching, and self-efficacy on science teaching. The results showed that some areas of the professionalism of teaching profession had significant differences between the grades in preservice teachers and/or inservice teachers. Most preservice teachers and teachers thought that they need to have professional ability, but not a few teachers thought it was not necessary to have professionalism of science teaching as a elementary teacher, even though their major was science education. The teachers who had higher perceptions on the needs of the professionalism of science teaching showed high self-efficacy on science teaching.

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Differences between students' and teachers' perceptions of psychological learning environments in science instruction (과학수업의 심리적 학습 환경에 대한 교사와 학생의 인식 비교)

  • Park, Hyun-Ju;Suh, Ho-Nam
    • Journal of The Korean Association For Science Education
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    • v.29 no.5
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    • pp.492-500
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    • 2009
  • The purpose of the study was to investigate middle school students' and teachers' perception of psychological learning environments as well as the differences between them. This study sampled 503 middle school students and the 16 teachers who taught them. 'Psychological Learning Environment Instrument by Science Teacher' was implemented to collect data. Frequency analysis and descriptive statistics, as well as t-test, ANOVA were used for basic analysis of data. There were statistically meaningful differences in students' perception of psychological learning environments by gender, science achievement, science preference and self-efficacy in science. However, there are no differences in teachers' perceptions of psychological learning environments by gender, age, career year and major. The difference between teachers' and students' perception of psychological learning environments was not large, showing no statistical significance. However, teachers' perceptions of psychological learning environments was a little higher than that of students.

Science Teachers' Perception and Attitudes toward Nanotechnology (과학교사의 나노기술에 대한 인식과 태도)

  • Kim, Hyun-Jung;Hong, Hun-Gi
    • Journal of the Korean Chemical Society
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    • v.54 no.5
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    • pp.633-642
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    • 2010
  • In this study, science teachers' perception and attitude toward nanotechnology are examined through questionnaires gathered from 134 secondary science teachers. As a result, the study shows that science teachers have high perceptiveness. However, they do not understand specific information on nanotechnology correctly. Science teachers have positive attitudes toward nanotechnology and they have perceived risks of nanotechnology as well as benefits of nanotechnology. Science teachers show positive attitudes toward the application of nanotechnology, whereas they show negative attitudes toward personal information chip and nano-taste enhancer. Science teachers are exposed to nanotechnology via various sources such as TV and internet, whereas teachers rarely get information on nanotechnology-related concepts in textbooks and teaching resources. Science teachers have perceived many textbooks do not introduce enough nanotechnology-related concepts. Many teachers try to explain the nanotechnology when textbooks include nanotechnology-related concepts, whereas quite a few of teachers do not introduce the nanotechnology-related concepts in class.

Secondary Beginning Teachers' Views of Scientific Inquiry: With the View of Hands-on, Minds-on, and Hearts-on (과학탐구에 대한 중등 초임교사의 인식: Hands-on, Minds-on, Hearts-on의 관점으로)

  • Park, Young-Shin
    • Journal of the Korean earth science society
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    • v.31 no.7
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    • pp.798-812
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    • 2010
  • The purpose of this study was to investigate beginning teachers' views of scientific inquiry envisioned in science education reform, which is the main goal of science education at schools. Teachers' views about scientific inquiry influence their students' learning in the classroom, so it is significant to investigate teachers' views about the scientific inquiry. 126 beginning science teachers participated in this study. The survey asking teachers' view of general scientific inquiry, nature of science (NOS) and the relationship of science, technology, and society (STS), was developed and implemented for 30 minutes. Alternative views of scientific inquiry including NOS and STS were emerged through data analysis with open coding system. The reliability and validity of data collection and data analysis were constructed through the discussion with experts in science education. The results of this study were as follows. Participants defined scientific inquiry as opportunities of 'Hands-On' and 'Minds-On' or its combination rather than 'Hearts-On'. However, teachers demonstrated the view of 'Hands-On' for the purpose of scientific inquiry and for teachers' roles in its implementation. The view of 'Hearts-On' about scientific inquiry was not identified. The naive view of NOS were identified more than informative one. More positive attitude about the relationship of STS was released. The implication was made in teacher education, especially structured induction program for beginning teachers.

The Perception of Middle School Teachers about the Environmental Problem (환경문제에 대한 중학교 교사들의 인식)

  • Park, Jaemoon;Lee, Sujin;Moon, Seongbae
    • Journal of the Korean Chemical Society
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    • v.58 no.6
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    • pp.590-599
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    • 2014
  • Environmental education, effectively performed at school, is very important to solve the environmental problems. Moreover the survey for teacher's perception is essential. The purpose of the study was to investigate the perception of environmental problems of middle school teachers in Pusan. The survey was done twice in 2007 and 2012, and based on the time intervals, careers, and major of the teachers. 200 teachers were chosen in 2007 and 300 teachers in 2012. How many environmental problems occurred during this time period affected the 471 teachers' perception was investigated and analyzed. The results are as follows. First, the perception difference of environmental problems was meaningful between two time intervals (p<.01). Especially, the perception of modern environmental problems and carbon emission showed considerable increase in both science and non-science major teachers. This may be caused by the climate change and the severity of lifestyles of indiscriminate consumerism. Second, the perception difference of environmental problems by careers was also meaningful (p<.01). Overall, the perception was obvious on the aspects of modern environmental problems, carbon emission, destruction of ozone layers, nuclear wastes, environmental hormones, and red tides. Teachers, having more careers irrespective of their teaching subjects, showed higher perception on the seriousness of environmental pollution, the necessity of environmental conservation, and the importance of health. Third, the perception of environmental problems between science and non-science major teachers was meaningful (p<.01). Particularly, the perception in the broad environmental problems was distinctive between them.