• Title, Summary, Keyword: preservice teachers

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A Qualitative Study of Preservice Teachers화 Change of Season (초등예비교사들의 계절변화 원인에 대한 질적 연구)

  • 채동현;변원섭;손연아
    • Journal of Korean Elementary Science Education
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    • v.22 no.1
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    • pp.109-120
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    • 2003
  • The purpose of this study is to observe, to analyze of the preservice teachers' naive theories about the change of season. And it is to find a instruction strategy which can solve problem about this. The general idea about the change of season is observed by the 3 methods which are simply explaining with words, explaining with pictures and models. The author is to find the similarity. difference and relationship which the preservice teachers have about the general idea about the change of season. The important changable primary factors, which can effect to the general Idea formation, are naturally dragged out through the observation of preservice teachers participation. For this study, 4 first year preservice teachers of one of national university of education are used. Before the interview. the author tries to form rapport with the preservice teachers. Experiment materials, pencil. paper, camcorder, digital recorder and interview note were used for the study with reflection of them just way they are. As the result of the interview. all of 4 preservice teachers had not being understand the concept about the change of season and the three ways of explanation methods were not matched each other, so it is revealed that the general Idea of the change of season, which the preservice teachers have, is not strongly formed. In spite of the repeated study of the change of season from elementary school to university, it has many problem about recognition of the general idea about the change of season which pre-elementary teachers have. Therefore it is needed to improve the experiment in elementary science text book and naive theories by the activity which is explaining the change of season in three dimension space. to prevent the naive theories which the preservice teachers may have.

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A Multiple-Case Study of Preservice Secondary Mathematics Teachers' Teaching Demonstrations with Geometer's Sketchpad (예비 고등 수학교사들의 Geometer's Sketchpad 를 이용한 수업 시연에 관한 다중 사례 연구)

  • Kim, Somin
    • Journal of the Korean School Mathematics Society
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    • v.20 no.3
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    • pp.303-323
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    • 2017
  • This is a multiple-case study of how preservice secondary mathematics teachers teach a particular mathematics using a technological tool. In a performance interview, the preservice teachers demonstrated how they would teach a specific mathematical topic using Geometer's Sketchpad. The results of this study showed that the preservice teachers designed diverse types of lesson plans and implemented different pedagogical and technological techniques in their teaching demonstrations. The findings suggest that preservice teachers' pedagogical content knowledge is an important factor in the integration of technology into their mathematics teaching. Thus, mathematics teacher educators should help preservice teachers gain a robust pedagogical content knowledge in order to effectively teach mathematics with technological tools.

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The Relation between Preservice Teachers' Philosophical Views on Science and Types of Responses to Alternative Hypotheses (예비교사들의 과학철학적 관점과 대안적 가설에 반응하는 유형과의 관계)

  • Jung, Jae-Gu;Yang, Il-Ho;Jeong, Jin-Woo;Wee, Soo-Meen;Lee, Hea-Jung
    • Journal of The Korean Association For Science Education
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    • v.25 no.2
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    • pp.133-145
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    • 2005
  • The purpose of this study was to identify the relation between preservice teachers' philosophical views on science and types of responses to alternative hypotheses. To identify preservice teachers' philosophical views on science, the extraterrestrial impact theory and the volcano-greenhouse theory, alternative hypotheses related to dinosaur extinction were administered to 37 elementary preservice teachers and 52 secondary preservice teachers. Subjects were required to write down their ideas before and after reading the alternative hypotheses, and then the dimensions of responses to initial ideas were analyzed. To analyze, Soh's Philosophical Perspectives Prove(PPP) was used. The results of this study were as follows: (a) elementary and secondary preservice teachers' philosophical views on science corresponds to eclecticism, (b) the main types of responses were partial theory change in elementary preservice teachers and rejection in secondary preservice teachers, (c) preservice teachers' philosophical views on science and types of responses were eclecticism-partial theory change in elementary preservice teachers and eclecticism-rejection in secondary preservice teachers.

Analysis on the Belief about Mathematics Teaching of Elementary Preservice Teachers and Mathematics Teachers (초등교사와 예비교사의 수학 수업에 대한 신념 분석)

  • Lee, Dae Hyun
    • School Mathematics
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    • v.15 no.1
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    • pp.201-219
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    • 2013
  • The purpose of this study was to analyse the belief about mathematics teaching of elementary preservice teachers and mathematics teachers. This study involved 100 respondents from the preservice teachers and 114 respondents from the mathematics teachers. The instruments used in this study consist 15 items of mathematical knowledges and 19 items of mathematical activities. The finding showed that preservice teachers emphasized the conceptual knowledge, whereas mathematics teachers emphasized the procedural knowledge in the mathematical knowledges. And preservice teachers emphasized the knowledge representation, knowledge generation, knowledge deliberation, knowledge communication, whereas mathematics teachers emphasized the use of knowledge(syntax) in the mathematical activities. Finally, even though two groups showed the significant difference in some items, preservice teachers and mathematics teachers emphasized the various mathematical knowledges and mathematical activities.

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Preservice Elementary School Teachers' Awareness of Students' Misconceptions about Science Topics (학생의 과학 오개념에 대한 초등 예비 교사의 지식)

  • Han, Su-Jin;Kang, Suk-Jin;Noh, Tae-Hee
    • Journal of Korean Elementary Science Education
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    • v.29 no.4
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    • pp.474-483
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    • 2010
  • In this study, we investigated preservice elementary school teachers' awareness of students' misconceptions about several science topics, and the variables influencing their awareness. Seniors (N=106) from an university of education were asked to predict elementary school students' misconceptions on science topics such as phase changes and dissolution. Their conceptions about teaching and learning were also measured. The results indicated that the preservice teachers' predictions about the kinds and/or the ratios of students' misconceptions were different from those reported in previous studies. The low level preservice teachers in terms of the degrees of possessing traditional conception about teaching and learning predicted more students' common misconceptions. The degrees of preservice teachers' constructivist conception about teaching and learning and their major, however, did not significantly influence the numbers of common misconceptions predicted.

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Elementary Preservice Teachers' Conceptions about 'Plastics' - Focusing on Non-Polar Property - ('플라스틱'에 대한 초등 예비교사들의 인식 조사 - 플라스틱의 비극성 성질 중심으로 -)

  • Kim, Han-Je;Jang, Myoung-Duk;Joung, Yong Jae
    • Journal of Korean Elementary Science Education
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    • v.33 no.2
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    • pp.401-414
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    • 2014
  • The purpose of this study is to investigate the elementary preservice teachers' conceptions about 'plastics' focusing on non-polar property from a National University of Education. For the study, the views about plastics, relative shapes of a water droplet on plastic or glass material, and relative shapes of water surface in the plastic or glass measuring cylinder were surveyed from the preservice teachers. And the responses were analyzed based on the patterns. The results from the study are as follows: First, most preservice teachers were well aware of the plastic products which are used in daily life. Second, the responses concerning the reason why plastics can be used commonly were divided into 2 categories with 14 sub-level groups. However relatively few preservice teachers mentioned regarding 'chemical stability' and 'conductivity', which are associated with the plastics' non-polar property. Third, it was found that 50 participants (30.1%) had 'Scientific conception (Sc)', 38 (22.9%) had 'Partial-scientific conception (Ps)', 66 (39.8%) had 'Misconception (Mc)', and 12 (7.2%) had 'No conception (Nc)' on the subject of the relative shapes of a water droplet. Fourth, the distribution patterns and the ratio of the preservice teachers' conception on the survey question 3 concerning the relative shapes of water surface were quite similar to those of the survey question 2. So it was concluded that overall understanding level of the preservice teachers was pretty low on the subjects of the relative polarities of the plastic, glass, and water as well as their interactions. Fifth, the distribution percentile of 'Sc'/'Ps'/'Mc'/'Nc' was not related with the gender but highly correlated with preservice teachers' academic field and their science subjects taken in high school. Based on the results from the study, some educational guidelines were suggested.

An Analysis on the Elementary Preservice Teachers' Problem Solving Process in Intuitive Stages (직관적 수준에서 초등 예비교사들의 문제해결 과정 분석)

  • Lee, Dae Hyun
    • School Mathematics
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    • v.16 no.4
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    • pp.691-708
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    • 2014
  • In general, the intuitive knowledge that can use in mathematics problem solving is one of the important knowledge to teachers as well as students. So, this study is aimed to analyze the elementary preservice teachers' intuitive knowledge in relation to intuitive and counter-intuitive problem solving. For this, I performed survey to use questionnaire consisting of problems that can solve in intuitive methods and cause the errors by counter-intuitive methods. 161 preservice teachers participated in this study. I got the conclusion as follows. preservice teachers' intuitive problem solving ability is very low. I special, many preservice teachers preferred algorithmic problem solving to intuitive problem solving. So, it's needed to try to improve preservice teachers' problem solving ability via ensuring both the quality and quantity of problem solving education during preservice training courses. Many preservice teachers showed errors with incomplete knowledges or intuitive judges in counter-intuitive problem solving process. For improving preservice teachers' intuitive problem solving ability, we have to develop the teacher education curriculum and materials for preservice teachers to go through intuitive mathematical problem solving. Add to this, we will strive to improve preservice teachers' interest about mathematics itself and value of mathematics.

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A Comparison of Preservice and Inservice Elementary Teachers' and Children's Scientific Knowledge, Scientific Inquiry Skills and Cognitive Abilities (아동, 예비교사, 중견교사의 과학지식, 과학적 탐구능력, 인지 수준의 비교)

  • Kim, Hyo-Nam
    • Journal of The Korean Association For Science Education
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    • v.15 no.1
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    • pp.68-72
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    • 1995
  • This is very important to know teachers' and children's scientific knowledge, scientific inquiry skills and cognitive abilities for better education of children. The subjects of this study are about 60-150 in each group. There are instruments used ; To test scientific knowledge a test is developed by the author. To test scientific inquiry skills, the test developed by Eun Kyung Yong is used. To test cognitive abilities, GALT, short version is used. There are results; Firstly, inservice teachers' scientific knowledge is better than preservice teachers', which is better than children'. Secondly, inservice teachers' scientific inquiry skills nearly equal preservice teachers', which are better than children'. Thirdly, preservice teachers' cognitive abilities nearly equal inservice teachers', which are better than children'. Fourthly, teachers' (special area-science) cognitive abilities are better than teachers' (special area-vidual art, music, physical education). Elementary teachers in Korea have fundamental abilities to teach elementary children.

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Preservice Elementary Teachers' Perceptions on Models Used in Science and Science Education (과학과 과학 교육에서 사용되는 모델에 관한 예비 초등 교사들의 인식)

  • Oh, Phil-Seok
    • Journal of Korean Elementary Science Education
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    • v.28 no.4
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    • pp.450-466
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    • 2009
  • The purpose of this study was to explore preservice elementary teachers' perceptions on models used in science and science education. Participants were sixty-one undergraduate students who were enrolled in a science education course offered at a university of education located in a mid-sized city, Korea. Data were obtained from the participants at the beginning of the course when they provided their answers to a questionnaire about models. The analysis revealed that a large number of the preservice teachers perceived models as representative of physical realities. By contrast, a relatively small number of them viewed models as representations of ideas or things like theories or hypotheses. Lots of the participants were apt to define a model from the perspective of its functions and considered the purposes of models communication, teaching, and understanding as well as visualization, simplification, and clarification. Most of the preservice teachers believed that there could be multiple models for a single target, and all of them answered that models could be changed in science. It was therefore concluded that the preservice teachers perceived properly the multiplicity and variability of models. Nevertheless, they could not elaborate how a model is used and evaluated in the process of scientific inquiry, and just a few of them mentioned the detailed nature of models. The preservice teachers possessed teacher-centered views of using models in the science classroom, and a small number of them remarked that they were going to use models for students to develop their own models and perform scientific inquiry.

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Examinations on Preservice Elementary Teachers' Science PCK and Perceptions through Mentoring Program (멘토링을 통한 초등 예비교사의 과학 PCK의 특징 및 멘토링에 대한 인식 고찰)

  • Yoon, Ji-Hyun;Lim, Hee-Jun;Park, Ji-Ae;Noh, Tae-Hee
    • Journal of Korean Elementary Science Education
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    • v.31 no.1
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    • pp.99-108
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    • 2012
  • This study investigated the characteristics of preservice elementary teachers' science PCK through a mentoring program. Their perceptions of the mentoring program were also examined. The participants of this study were 33 preservice elementary teachers who prepared science lessons in small groups. A mentoring program was implemented in the processes of science lessons planning and evaluation to support their professional development. The characteristics of the preservice elementary teachers' science PCK exhibited through the mentoring program were as follows: They showed poor understanding of instructional models and logical connections of each instructional step. They also had problem in setting a clear learning goal for their science lessons. This was related with their poor understanding of the curriculum. They seldom considered students' misconceptions, and their perceptions of assessment were quite restricted. The analyses on their perceptions of the mentoring program revealed that the preservice teachers thought it was helpful for their professional development in several aspects. Mentoring could play an important role to examine and improve preservice elementary teachers' science PCK.