최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.42 no.1, 2022년, pp.127 - 147
Pre-service science teacher education is important to elaborate the quality of science teaching and learning in schools. Therefore, many pre-service science teacher education researches have been done in Korea. However, almost no research has comprehensively reviewed those literatures including seco...
Abell, S. K. & Lederman, N. G. (eds.) (2007). Handbook of Research in Science Education. Routledge.
Ahn, S -S., Lee, S -K., Ha, M. -K., & Kim, U. -H. (1997). Examination of preservice and in-service science teachers' beliefs about STS. Journal of the Korean Association for Science Education, 17(4), 359-371.
American Association for the Advancement of Science [AAAS]. (1990). Science for All Americans. New York: Oxford University Press.
An, B. G. (2014). The effect of a science lesson analysis program on self-efficacy in teaching science of pre-service early childhood teachers. Journal of Early Childhood Education, 34(6), 29-54.
Baek, J., Choi, C. I. & Jeong, D. H. (2015). An investigation on pre-service chemistry teachers' difficulties in practice of inquiry-based experiment. Journal of the Korean Chemical Society, 59(5).
Barnett, J., & Hodson, D. (2001). Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know. Science Education, 85(4), 426-453.
Bencze, J. L., Halwany, S. E., & Zouda, M. (2020). Critical and active public engagement in addressing socioscientific problems through science teacher education. In Evagorous, M., Nielson, J. A., Dillon, J. (eds.) Science Teacher Education for Responsible Citizenship (pp. 63-83). Springer.
Byun, T., & Ha, S. (2021). Analysis of secondary school pre-service teachers' perception on the science subject competencies using semantic network analysis. Journal of Learner-Centered Curriculum and Instruction, 21(7), 239-257.
Chae, D. H. (2004). The changes of preservice and inservice elementary school teachers' concepts of the solar system based upon their exposure to the earth motion centric solar system model. Journal of the Korean Association for Science Education, 24(5), 886-901.
Chang, H. S., & Lee, H. J. (2008). Discourse analysis of pre-service science teachers and students in science museums and its implication for teacher education. Journal of Korean Elementary Science Education, 27(3), 211-220.
Chi, S. A. & Kim, C. G. (2011). The study of the relationships among pre-service early childhood teachers' science teaching efficacy, science attitudes and education belief in constructivism. Early Childhood Education Research & Review, 15(1), 277-300.
Cho, H. S. (1999). The effect of an inquiry-based science method course on the attitudes of preservice early childhood teachers. Journal of Early Childhood Education, 19(2), 227-245.
Cho, J. H. & Woo, A. J. (2017). A study of pre-service science teacher satisfaction and perception of open 'inquiry-based chemistry laboratory'. Journal of Research in Curriculum & Instruction, 21(5), 524-536
Cho, Y. (1997). Socialization and Education. Seoul: Kyoyookbook.
Choi J. (2006). The change of preservice teachers' arguments about the role of school science laboratories through a practicum. New Physics: Sae Mulli, 53(4), 290-295.
Choi, J. H., (2006). The change of preservice teachers' arguments about the role of school science laboratories through a practicum. New Physics: Sae Mulli, 53(4), 290-295.
Choi, S. H., & Lee, E. A. (2003). Pre-service elementary teachers' conceptions of environmental issues. The Journal of The Korean Earth Science Society, 24(3), 135-140.
Chu & Lee. (2005). Pre-service teachers' conceptions about brightness of bulbs in simple electrical circuits and suggestions of physics concept development programme for the pre-service science teacher. New Physics: Sae Mulli, 51(5), 448-457.
Chung, A. R., Maeng, S. H., Lee, S. K., & Kim, C. J. (2007). Pre-service science teachers' areas of practice concern and reflections on the science classes in student-teaching. Journal of the Korean Association for Science Education, 27(9), 893-906.
Embrain Public (2020). Report of Results of 「Survey for Exploration of Future Education System」
Erduran, S., & Kaya, E. (2019). Transforming Teacher Education Through the Epistemic Core of Chemistry. Springer.
Go, Y. (2013). Pre-service early childhood teachers' images of science teaching and the factors influencing changes in those images during a course on early childhood science education. Journal of Early Childhood Education, 33(4), 337-361.
Ha, M. (2016). Exploring development of pre-service science teachers' natural selection concepts according to ecology and genetics concepts. Biology Education, 44(2), 300-311.
Ha, M. (2017). Korean pre-service science teachers' perception of practical value of evolution and evolution acceptance compared with american college students. Biology Education, 45(3), 427-436.
Ha, M., Shin, S., & Lee, J. K. (2019). Developing the questionnaire to measure the perception of the norms of science and applying to pre-service science teachers. Journal of the Korean Association for Science Education, 39(4), 489-498.
Han, K. -H. (2014). Interdisciplinary cooperation between engineering education and science and technology studies (STS). Journal of Engineering Education Research, 17(2), 50-58.
Han, S. J., Kang, S. J., & Noh, T. H. (2010). Preservice elementary school teachers' awareness of students' misconceptions about science topics. Journal of Korean Elementary Science Education, 29(4), 474-483.
Im, S., Yoon, H. G., & Cha, J. (2016). Pre-service science teacher education system in South Korea: prospects and challenges. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1863-1880.
Im, S. M., Kim, J. K. & Kim, T. Y., (2008). Pre-service physics teachers' views on the nature of science before and after an inquiry-based introductory physics experiment course. New Physics: Sae Mulli, 57(2), 105-113
Jang, H. J. (2021). An action research of early childhood science education for pre-service teachers during COVID-19 pandemic. Journal of Learner-Centered Curriculum and Instruction, 21(7), 123-138.
Jang, H. S., Koh, E., & Choi, B. (2014). The influence of the curriculum in advance of practicum of the practicum-affiliated course on preservice chemistry teacher's practice teaching, Korean Journal of Teacher Education, 30(3), 21-48.
Jang, M. -D. (2006). Analysis of pre-service teachers' lesson planing strategies in elementary school science. Journal of Korean Elementary Science Education, 25(2), 191-205.
Jang, W., & Hong, H. -G.. (2020). Students in the department of science education who wish to pursue a career in the field of non-teaching. Journal of Learner-Centered Curriculum and Instruction, 20(24), 43-66.
Jang, W., You, I., Min, S., Jeong, M., & Hong, H. -G. (2020). Science education in the perspective of 'the stranger' - An autobiographics narrative iqnuiry of pre-service science teacher who entered graduate school in order to complete the course of teaching -. School Science Journal, 14(2), 209-226.
Jeon, K. M. (2006). The perceptions of pre-service elementary teachers in regards to the learning environment in science education courses and their science teaching efficacy belief. Journal of Korean Elementary Science Education, 25(1), 8-14.
Jeong, J. W., Koh, Y. K., Youn, S. T., Kim, H. G., Oh, K. H., & Moon, B. C. (2004). Related conception s to earth system and applying of systems thinking about carbon cycle of the preservice teachers. The Journal of The Korean Earth Science Society, 25(8), 684-696.
Jeong, J. -W., Kwon, J. -H., & Kim, Y. -J. (2008). Earth science pre service teachers' ideas about the earth on the ontological categories. Journal of the Korean Society of Earth Science Education, 1(1), 111-118.
Joo, J. -Y., Kim, S. -Y., & Pail, S. -H. (2004). Analysis of secondary pre-service science teachers' conceptions about motion of objects based on the viewpoints of science history. Journal of the Korean Association for Science Education, 24(6), 1049-1062.
Kang, H. S., Park, J. K., & Noh, S. G. (2009). A Study on the basic scientific knowledge of in-service and pre-service elementary school teachers. Journal of Korean Elementary Science Education, 28(1), 67-78.
Kim J. G., Im, S., & Kim, T. Y. (2008) Pre-service physics teachers' views on the nature of science before and after an inquiry-based introductory physics experiment course. New Physics: Sae Mulli, 57(2), 105-113.
Kim K., Kim J., Kim K., & Han B. (2007) Analysis of misconceptions about sound waves of pre-service teachers. New Physics: Sae Mulli. 55(6), 397-408.
Kim, C. -G., Yun, K. -K., Oh, S. -K., Bak, J. -S., Kim, M. -S., & Shin. M. -S. (2012). An analysis of research trends in early childhood science education program. Early Childhood Education Research & Review, 16(6), 49-72.
Kim, C. H., Nam, K. W., Woo, Y. S., & Choi, S. D. (2011). An analysis of research trends in teacher training for early childhood science education. Early Childhood Education Research & Review, 15(5), 569-597.
Kim, D. R. (2012). Analysis of in-service and pre-service elementary school teachers' awareness of science teaching. Biology Education, 40(1), 47-60.
Kim, D. -R. (2018). An inquiry into the trend of elementary pre-service teachers' science education research through keyword network analysis. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 8(7), 159-175.
Kim, H., & Lee, N. (2014). Exploring pre-service science teacher's professional identity focusing student teaching. Korean Journal of Teacher Education, 30(2), 171-201.
Kim, H. -J. & Kang, S. (2006). The development of experimental strategy stressing process and skill based on the learning cycle - for the growth of hypothetical thinking skill -. Journal of Research in Curriculum Instruction, 10, 105-125.
Kim, H. J., & Shin, E. S. (2008). Preservice and inservice early childhood teacher' pedagogical content knowledge. Early Childhood Education Research & Review, 12(3), 239-263.
Kim, H. K., Kim, Y. R., Kim, S. H., Youn, H. S. (2018). Possibilities and limitations of secondary pre-service teacher education program for interdisciplinary teaching proficiency: Focusing on fusion of Korean language, mathematics, and science. Journal of Learner-Centered Curriculum and Instruction, 18(24), 929-955.
Kim, H. -S. (2003). Teacher expertise and quality: exploration of concepts and improvement strategies. Korean Journal of Educational Research, 41(2), 93-114
Kim, J. (2005). The change of preservice early childhood teachers' beliefs about science education through teacher education based on constructivism -Focused on their science teaching efficacy, goals and methods-. Korean Journal of Early Childhood Education, 25(4), 133-151.
Kim, M., Kim, S., & Noh, T. (2020). The characteristics of lessons using student-centered analogies by pre-service science teachers. Journal of the Korean Chemical Society, 64(2), 99-110
Kim, N. H., & Shim, K. C. (2015a). Educational implications for pre-service science teacher training through the comparative analysis between 'Integrated Science' based on the 2015 Revised Science Curriculum and educational contents presented in the pre-service science teachers' textbooks of the college of education. Journal of the Korean Association for Science Education, 35(6), 1039-1048.
Kim, N. H., & Shim, K. C. (2015b). Educational implications of pre-service science teachers' education by analysis of connection between learning contents presented in the high school 'Science' and in the pre-service science textbooks of college of education. Journal of the Korean Association for Science Education, 35(3), 363-374.
Kim, S. J., Lee, S. J., Shin, J. C., Kim, J. G., Yoo, J., ..., & Jeong, T. S. (2015). A study on site suitability of the secondary school teacher education curriculum focusing on science and math subject. Asian Journal of Education, 16(4), 1-30.
Kim, S. Y. (2014). Changes of preservice biology teachers' epistemological beliefs and worldviews through teaching practice focused on constructivism. Korean Journal of Teacher Education, 30(4), 235-254.
Kim, Y., & Ryu, S. (2018). Interaction of pre-service teachers in the inquiry chemistry labs: Combining discourse analysis and social network analysis. Journal of Learner-Centered Curriculum and Instruction, 18(4), 95-116.
Ko, K. J., Kim, D. Y., Lee, Y. J., Kwon, S. H., & Kwon, Y. J. (2017). A study on the characteristics of empathy through the gaze of expert teachers and pre-service teachers in science experiment class. Journal of Learner-Centered Curriculum and Instruction, 17(8), 1-19.
Korea Ministry of Education [KMOE] (2015). Science Curriculum.
Korea Ministry of Education [KMOE] (2021a) Handbook for Qualification of Teacher's License.
Korea Ministry of Education [KMOE] (2021b). Plans for developing elementary and secondary teacher education for field-orientation and elaborating powers to future response.
Korea Ministry of Education [KMOE] (2021c). Plans for proceeding future curriculum with peoples.
Kwak, B. S. (2001). Reformation of classroom education and the teacher's instructional expertise. The Journal of Korean Teacher Education, 18, 5-13.
Kwak, H. Y. (2006). A study on the implication of practical intelligence on the preservice teacher education change. Theory and Research in Citizenship Education, 38(1), 1-18.
Kwak, Y. S. (2002). Preservice teachers' belief change represented as constructivist profile change. The Journal of The Korean Earth Science Society, 23(3), 242-258.
Kwak, Y. S. (2003). Exemplary science teachers' suggestions for how to improve science teacher education. The Journal of The Korean Earth Science Society, 24(3), 117-127.
Kwon, C. S., Kim, J. Y., Kim, N. I., Yeo, S. I., Lim, C. S., Lim, C. H., Jhun, Y. S., Shin, M. K. & Jang, S. H. (2007). A survey of university professors' as well as pre-service and in-service teachers' perceptions of the specialized science education courses in the national universities of education in Korea. Journal of Korean Elementary Science Education, 26(1), 117-130.
Kwon, Y. -J., Yang, I. -H., & Chung, W. -W. (2000). An explorative analysis of hypothesis-generation by pre-service science teachers. Journal of the Korean Association for Science Education, 20(1), 29-42.
Lee, B. (2021). Analysis of the pre-service teachers' strategies in an inquiry theme finding activity through a change of prior inquiry. New Physics: Sae Mulli, 71(5), 490-499.
Lee, B., Paik, K., Lee, J., Park, C., Oh, S., & Park, S. (2018). Direction of Curriculum Governance to Strengthening Educational Autonomy. KICE Research Report RRC 2018-6.
Lee, B., Shim, K. -C., Shin, M. -K., Kim, J., Choi, J., Park, E., Yoon, J., Kown, Y., & Kim, Y. -J. (2013). Relationship between science education researchers' views on science educational theories for pre-service teachers and the examination for appointing secondary school science teachers. Journal of the Korean Association for Science Education, 33(4), 826-839.
Lee, G. -D. (2020). Science education of children: Research trends between 2014 and 2018. Korea Journal of Child Care and Education, 122, 125-144.
Lee, G. -G. & Ha, M. (2020). The present and future of AI-based automated evaluation: A literature review on descriptive assessment and other side. Journal of Educational Technology, 36(2), 353-382.
Lee, H. (2008). Decision-making patterns of pre-service science teachers on socioscientific issues. Journal of Research in Curriculum Instruction, 12(2), 377-396.
Lee H., & Chang H. (2012) Patterns of pre-service science teachers' use of evidence in web-based discussions of the nuclear power generation issue. New Physics: Sae Mulli, 62(4), 364-373.
Lee, H., & Jang, H. S. (2011). Enlargement of pre-service science teachers' understanding of SSI teaching through a teacher education program. Journal of Research in Curriculum Instruction, 15(4), 911-930.
Lee, H. J., Jeong, J. S., Park, K. T., Kwon, Y. J. (2004). Types of scientific questions generated in observational activity by elementary students and preservice teachers. Journal of the Korean Association for Science Education, 24(5), 1018-1027.
Lee, I. S., Choi, K. H., Hahn, I. S., Kim, S. H., & Lee, H. J. (2009). The effect of pre-service science teachers' experiences in nuclear physics research on their understanding of scientific inquiry process and career planning. Journal of the Korean Association for Science Education, 29(5), 541-551.
Lee, J. -K., & Shin, S. (2021). Narrative inquiry of pre-service science teachers' identity: Focused on the two cultures of science and the humanities. Korean Journal of Teacher Education, 37(1), 69-99.
Lee, J., Ryu, G., Kang, S., Noh, T., & Kang, H. (2018). The characteristics of PCK components and their integrations in developing performance assessment tasks of pre-service chemistry teachers participating in constructive performance assessment workshop. Journal of the Korean Association for Science Education, 38(4), 505-518.
Lee, K. (2016). A study on pre-service early childhood teachers' & early childhood teachers' awareness of science through their autobiographies of science. Korean Association For Learner-Centered Curriculum And Instruction, 16(8), 549-572.
Lee, K. M. (2006). Preservice and kindergarten teachers' conceptions of the nature of science. journal of early childhood education, 26(1), 25-42.
Lee, S. -H., & Lim, C. -H. (1997). Preservice elementary teachers' understanding on the basic science concepts. Journal of Korean Elementary Science Education, 16(2), 325-339.
Lee, S., Park, J., & Jeon, M. (2007). Analyzing the research works published in the filed of Korean science education in relation to theory of 'J. Piaget', 'D. P. Bruner or'J. S. Ausubel'. Journal of the Korean Association for Science Education, 27(5), 447-455.
Lee, Y. -H. (2013). Sociological studies on science and technology in Korea - A review and appraisal -. Economy and Soceity, 100, 251-272.
Lee, Y. H. (2016). A case study of the award winning science methods course for elementary preservice teachers in the us teacher education program based on the components of pedagogical content knowledge (PCK). Journal of Research in Curriculum & Instruction, 20(1), 35-49.
Levinson, R. (2006). Towards a theoretical framework for teaching controversial socio-scientific issues. International Journal of Science Education, 28(10), 1201-1224.
Lim, C. H. (2003). Nature and development of pedagogical content knowledge in science teaching. Journal of the Korean earth science society, 24(4), 235-249.
Lim, H. J. (2007). Comparison of general teaching efficacy and science teaching efficacy of preservice elementary teachers. Elementary Science Education, 26(1), 131-139.
Lim, M. Y. (2014). Making pedagogical sense of preservice science teachers experience of teaching North Korean Defector students. Journal of Learner-Centered Curriculum and Instruction, 14(5), 373-396.
Loughran, J. J. (2007). Science teacher as learner. In Abell, S. K., & Lederman, N. G. (eds.). Handbook of Research on Science Education (pp. 1043-1065). Routledge.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. London: Pearson..
Maarschalk, J. (1988). Scientific literacy and informal science teaching. Journal of Research in Science Teaching, 25(2), 135-146.
Moon, B. -C. (2021). A study on the knowledge of elementary school textbooks related to strata from the perspective of core competency-based education and the concept of preservice elementary teachers. The Journal of The Korean Earth Science Society, 14(1), 48-58.
Na, J. (2021a). Analysis of pre-service elementary teachers' questions and lesson plans in planning science class utilizing smart technology. Korean Journal of Early Childhood Education, 40(2), 162-174.
Nam, J. H., Choi, J. H., Lim, J. H. & Mayer V. J. (2007). Pre-service science teachers' understanding of the nature of science. Journal of the Korean Association for Science Education, 27(3), 253-262.
Noh, T. H., Yoon, J. H., Kim, J. Y., & Lim, H. J. (2010). Pedagogical content knowledge factors considered by pre-service elementary teachers in planning and implementing of science teaching demonstration. Journal of Korean Elementary Science Education, 29(3), 350-363.
Oh, P. S., Lee, S. K., Lee, G. H., Kim, C. J., & Kim, H. B. (2008). Narrative inquiry on student-teachers' teaching experiences with extra curricular science classes of a high school: Types and characteristics of the knowledge constructed by the pre-service science teachers. Journal of the Korean Association for Science Education, 28(6), 546-564.
Organisation for Economic Co-operation and Development [OECD] (2019). OECD Future of Education and Skills 2030: OECD Learning Compass 2030 - A Series of Concept Notes. Paris: OECD.
Park, C. Y., Min, H., & Paik, S. H. (2008). An analysis of pre-service science teachers' pedagogical content knowledge through the student-teacher practice. Journal of the Korean Association for Science Education, 28(6), 641-648.
Park, E. J. & Park, S. M. (2010). A study on the change of scientific attitudes and science teaching attitudes of pre-service early childhood teachers through the constructivism science course. Early Childhood Education Research & Review, 14(5), 207-233.
Park, J. H., Kim, D. U., & Paik, S. H. (2004). An analysis of conception types of high school students, chemistry teachers, and pre-service science teachers about salt bridge of daniel electronic cell. Journal of the Korean Association for Science Education, 24(3), 544-555.
Park, J., & Lee, I. (2021). Perception of relativity and quantum physics by pre-physics teachers and physics teachers. New Physics: Sae Mulli, 71(5), 476-489.
Park, S. (1996). Development and validation of the Korean science teaching efficacy beliefs instrument (K-STEBI) for prospective elementary school teachers. Unpublished Doctoral Dissertation, Pennsylvania State University.
Park, S. -H. (1998). Impact of preparatory science methods courses on korean prospective elementary school teachers science teaching self-efficacy beliefs. Journal of Korean Elementary Science Education, 17(2), 33-44.
Roth, W. M., & McGinn, M. K. (1998). Knowing, researching, and reporting science education: Lessons from science and technology studies. Journal of Research in Science Teaching, 35(2), 213-235.
Roth, W. M., McGinn, M. K., & Bowen, G. M. (1996). Applications of science and technology studies: Effecting change in science education. Science, Technology, & Human Values, 21(4), 454-484.
Shin Y. (2021). The process of competence-fostering science curricular restructuring and ways of elementary-secondary science curricular content. In Proceedings of the Public Hearing for Competence-fostering Science Curricular Restructuring Research (pp. 2-14).
Shin, A. K. (2007). The effects of reflective thinking on verbal interaction of the pre-service teachers in elementary science classes. Journal of Korean Elementary Science Education, 26(4), 428-439.
So, K., & Choi, Y. (2018). Understanding teachers' practices in the context of school-based educational reform: Focusing on the concept of 'teacher agency'. The Journal of Curriculum Studies, 36(1), 91-112.
Song, S. C., & Shim, K. C. (2017). A study on the awareness of pre-service science teachers about secondary education in future intelligence information society. Biology Education, 45(3), 404-417.
Song, Y. S. & Hwang, H. I., (2004). A study of changes in preservice early childhood teachers' scientific knowledge. Korean Journal of Early Childhood Education, 24(2) 87-105.
Song, Y. S. (2006). The effect of reflective teaching application on pre-service early childhood teacher's science teaching self-efficacy and young children's scientific activity participation. The Journal of Korea Open Association for Early Childhood Education, 11(6), 45-63.
Sung, S. Y., & Shim, H. B. (2015). Exploring the pre-service early childhood teachers' reflections on lesson plan and practices through journal writing: Focusing on science education for young children. Journal of Early Childhood Education, 35(5), 515-542.
Um, S. J. (2020). Curriculum (re)construction and teacher agency: Butler, Bhabha, and perfomativity. The Journal of Curriculum Studies, 38(3), 57-77.
van Driel, J. H., Berry, A., & Meirink, J. (2014). Research on science teacher knowledge. in Lederman, N. G., & Abell, S. S. (eds.) Handbook of Research on Science Education: Volume II (pp. 848-870). Routledge.
Won, J. -A., Gwak, J. -R., Park, Y. -N., & Paik, S. -H. (2010). A research of chemistry education major pre-service teachers' conceptions related to acid-base & neutralization reaction. Korean Journal of Teacher Education. 26(2), 65-87.
Yang, C., Kwak, Y., Han, J., & Noh, T. (2013). Current status of teacher education curriculum and recruitment of general science teachers and ways to improve then as suggested by professors from the department of science education. Journal of the Korean Association for Science Education, 33(3)m 345-358.
Yoon, H., & Kim, J. -M. (2013). Analysis of textbook and pre-service teachers' understanding on color change of BTB solution in photosynthesis experiment. Korean Journal of Teacher Education, 29(3), 345-361.
Yoon, J., Kim, Y., Hwang, Y., Kang, S. -J. (2021). Developing a maker education-based experiment design program and exploring its effectiveness for cultivating the experiment design competency of pre-secondary science teachers. Journal of Learner-Centered Curriculum and Instruction, 21(2), 1385-1416.
Yoon, J., Song, G., Cho, D., & Kim, B. (2002). Issues in Korean Educational Policy. Seoul. Kyoyookbook.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
Free Access. 출판사/학술단체 등이 허락한 무료 공개 사이트를 통해 자유로운 이용이 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.