Children’s Typically‐Perceived‐Situations of Force and No Force in the Context of Australia and Korea

Joung, Yong Jae; Gunstone, Richard

doi:10.1080/09500690903159352

Cited by 3 publications

(3 citation statements)

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“…학생들은 동일한 대상을 맥락에 따라 다 르게 해석하기도 하고 (Driver et al, 1985), 과학적 상황인 지 일상생활 상황인지에 따라 논리적 사고력의 변화를 보여 주기도 한다 (Dreyfus & Jungwirth, 1980). 또, 사회문화적 맥락이 학생들의 개념에 영향을 미친다는 연구 결과도 보고 된 바 있다(e.g., Mori et al, 1974 (강태욱 등, 2008;노소영, 2005;정용재, 2004;Joung, 2009;Joung & Gunstone, 2010…”

Section: 전형적 인식상황의 이론적 배경unclassified

Investigation of Pre-service Elementary Teachers’ Recognition of Teaching Practicum: Focused on Typically-Perceived-Situation

Joung¹

2019

The Center for Global Teacher Education, Gongju National Univer

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This study was an exploratory study to investigate pre-service elementary teachers` views on teaching practicum. This study investigated pre-service elementary teachers` Typically-Perceived-Situations of teaching practicum and how practicum had been helpful for them and needed to be improved. TPS used in the study refers to the situation rising spontaneously and immediately in an individual`s mind when he/she faces a thing, a concept, and a situation, and so on. In order to investigate the perception of pre-service elementary teachers, 32 second-grade pre-service teachers at an university of education in the central region were selected. The results of analyzing these data showed: First, the pre-service elementary teachers had Typically-Perceived-Situations of teaching practicum such as 'a situation that they are teaching students in the classroom', 'a situation that they are observing as a student teacher', and 'a situation that they are communicating and playing with students'. Second, the pre-service elementary teachers replied that the teaching practicum helped them to learn 'how to teach', 'how to manage students and class', 'understanding the overall atmosphere and trends of school field', and 'recognition of teaching and myself'. Third, pre-service elementary teachers responded that 'adjustment of the period/time of education', 'expansion of meeting/communication opportunities with students' and 'improving the environment of education practice' were required for more meaningful teaching practicum. Based on these results, several implications for the teaching practicum were discussed.

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Section: 전형적 인식상황의 이론적 배경unclassified

Investigation of Pre-service Elementary Teachers’ Recognition of Teaching Practicum: Focused on Typically-Perceived-Situation

Joung¹

2019

The Center for Global Teacher Education, Gongju National Univer

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“…Conceptual learning is an important part of science education (Joung & Gunstone, 2010). Biology, one of the branches of science, has a comprehensive content including abstract concepts.…”

Section: Introductionmentioning

confidence: 99%

Investigation of the Pre-service Science Teachers’ Perceptions of Protists

Kirmizigül

Kızılay

2020

PEDAGOGICAL RES

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This study aims to investigate the pre-service science teachers' perceptions of protists. Within this scope, case study design was conducted. The data was collected from purposively chosen 60 third-grade pre-service science teachers from a university in Kayseri, Turkey during the spring semester of 2018-2019. The drawing-writing technique was used for data collection in the study. In the drawing test pre-service teachers were asked to choose three examples for the protists and draw them on the paper given. Moreover, they were asked to write the common features of the protists. The participants' drawings and writings that reveal their conceptual structures regarding the protists were analyzed through content analysis method. The participants' drawings and writings were analyzed based on the rubrics and grouped based on their levels. The percentages of the agreement between two experts regarding the assessment of drawings and writings were measured as 0.92 and 0.90, respectively, indicating a high reliability. In addition, Chi-square test was applied to the data in order to see whether there is a significant relationship between drawing and writing levels of the pre-service teachers. According to the findings, 11.7% of the participants had no/ irrelevant drawings and writings, 83.4% of them had partially correct drawings, and 5% of them had comprehensive drawings regarding protists. While only one participant wrote all six features for protists, 86.6% of them had partially correct writings including one to five features for protists. The findings revealed that pre-service teachers' perceptions about the protists were identified as moderate, and there is a significant relationship between the pre-service teachers' drawing and writing levels of protists. According to the (7x7) crosstabulation table, students with a high level of writing also have a high level of drawing and vice versa.

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“…. 또, 반작용은 작용 후에 발생하며 (Hellingman, 1989), 줄다리 기와 같이 서로 잡아당기고 있는 상황에서는 이기고 있는 사람이 더 큰 힘을 작용한다고 생각하고 (Terry & Jones, 1986), 일반적으로 작용 이 더 크면 그 방향으로 물체가 움직이게 된다고 생각 (Driver, 1983)하 는 등, 작용과 반작용에 의해 힘이 상쇄되거나 합산된다고 생각하는 경향이 있었다 (Kim, 1995;Cha, Seo, & Kwon, 2001 (Song et al, 2004 (Lee et al, 2014 (Kang, Joung, & Song, 2009;Joung, 2009;Joung & Gunstone, 2010 (Hellingman, 1989;Song et al, 2004) 4(2.3) 3(5.9) 1(0.8) 3(2.1) 1(2.9) - (Hellingman, 1989;Kim, 1995;Song et al, 2004) (Terry & Jones, 1986;Oh & Kwon, 1988;Kim, 1995)…”

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Pre-Service Elementary Teachers' Views on 'Action and Reaction': Focused on their Understandings and Typically-Perceived-Situations (TPS)

정용재¹

2016

Journal of The Korean Association For Science Education

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Children’s Typically‐Perceived‐Situations of Force and No Force in the Context of Australia and Korea

Cited by 3 publications

References 27 publications

Investigation of Pre-service Elementary Teachers’ Recognition of Teaching Practicum: Focused on Typically-Perceived-Situation

Investigation of Pre-service Elementary Teachers’ Recognition of Teaching Practicum: Focused on Typically-Perceived-Situation

Investigation of the Pre-service Science Teachers’ Perceptions of Protists

Pre-Service Elementary Teachers' Views on 'Action and Reaction': Focused on their Understandings and Typically-Perceived-Situations (TPS)

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