Skip to main content
SpringerLink
Log in

Methods for Physics Teachers

A Case in South Korea

  • Chapter
Designing and Teaching the Secondary Science Methods Course

Abstract

The methods course described in this chapter is situated in the secondary physics teacher licensure process in South Korea. The context of the teacher preparation program is described, followed by features of the course participants. Then descriptions of course design, implementation and assessment are presented.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Aronson, E., & Patnoe, S. (2011). Cooperation in the classroom: The jigsaw method (3rd ed.). London: Pinter & Martin.

    Google Scholar 

  • Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21–32.

    Google Scholar 

  • BSCS. (2006). The BSCS 5E instructional model: Origins and effectiveness, full report. Retrieved from http://bscs.org/bscs-5e-instructional-model

    Google Scholar 

  • Chinn, C. A., & Brewer, W. F. (1998). An empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35(6), 623–654.

    Article  Google Scholar 

  • Choi, K., Lee, H. Shin, N., Kim, S., & Krajcik, J. (2011). Re-conceptualization of scientific literacy in South Korea for the 21st century. Journal of Research in Science Teaching, 48(6), 670–697.

    Article  Google Scholar 

  • Driver, R., & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13(1), 105–122.

    Article  Google Scholar 

  • Eckstein, S. G. (1997). Parallelism in the development of children’s ideas and the historical development of projectile motion theories. International Journal of Science Education, 19(9), 1057–1073. doi:10.1080/0950069970190905

    Article  Google Scholar 

  • Fosnot, C. T. (2005). Constructivism: Theory, perspectives and practice. New York, NY: Teachers College Press.

    Google Scholar 

  • Hashweh, M. S. (1986). Toward an explanation of conceptual change. European Journal of Science Education, 8, 229–249.

    Article  Google Scholar 

  • Hewson, P. E., & Hewson, M. G. A. (1984). The role of conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13, 1–13.

    Article  Google Scholar 

  • IPN. (2009). Bibliography-students’ and teachers’ conceptions and science education. Retrieved from http://archiv.ipn.uni-kiel.de/stcse/download_stcse.html

  • Kang, N., & Lee, E. (2013, September 2–7). Physics teacher quality expectation in South Korea. The 2013 Conference of the European Science Education Research Association, Cyprus.

    Google Scholar 

  • Kang, N.-H. (2004, March). Inservice elementary teachers’ learning through collaborative video reflection. The annual meeting of the Society for Information Technology and Teacher Education, Atlanta, GA.

    Google Scholar 

  • Kang, N.-H. (2007). Elementary teachers’ epistemological and ontological understanding of teaching for conceptual learning. Journal of Research in Science Teaching, 44(9), 1292–1317.

    Article  Google Scholar 

  • Kang, N.-H. (2008). Learning to teach science: Personal epistemologies, teaching goals, and practices of teaching. Teaching and Teacher Education, 24, 478–498.

    Article  Google Scholar 

  • Kang, N.-H. (2014, March 31–April 3). Science teachers’ modelling of teaching based on their own interpretations of student thinking. The annual meeting of the National Association for Research in Science Teaching, Pittsburg, PA.

    Google Scholar 

  • Kang, N.-H. (2015, April 11–14). Preservice and inservice physics teachers’ noticing and teaching modelling. The annual meeting of the National Association for Research in Science Teaching, Chicago, IL.

    Google Scholar 

  • Kang, N.-H., & Hong, M. (2008). Achieving excellence in teacher workforce and equity in learning opportunities in South Korea. Educational Researcher, 37(4), 200–207.

    Article  Google Scholar 

  • Korean Ministry of Education. (2016). 2016 Handbook of teacher license approval. Sejong, Korea: Author.

    Google Scholar 

  • Kuhn, T. S. (1996). The structure of scientific revolutions (3rd ed.). Chicago, IL: University of Chicago Press. doi:10.1086/288565

    Book  Google Scholar 

  • Lakatos, I. (1976). Falsification and the methodology of scientific research programs. In S. Harding (Ed.), Can theories be refuted? Essays on the Duhem-Quine thesis (pp. 205–259). Hingham, MA: Reidel.

    Chapter  Google Scholar 

  • Laudan, L. (1981). Science and hypothesis: Historical essays on scientific methodology. Dordrecht: Reidel.

    Book  Google Scholar 

  • National Curriculum Information Center. (n.d.). Retrieved from http://ncic.re.kr/english.index.do

  • Novak, J. D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10), 937–949. doi:10.1002/tea.3660271003

    Article  Google Scholar 

  • Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York, NY: Cambridge University Press.

    Book  Google Scholar 

  • Padilla, M. J. (1990). The science process skills (National Association of Research in Science Teaching Publication: Research matters – to the Science Teacher, No. 9004). Reston, VA: National Association for Research in Science Teaching (NARST).

    Google Scholar 

  • Popper, K. (2002). Conjectures and refutations: The growth of scientific knowledge. Routledge: Classics.

    Google Scholar 

  • Roberts, D. A. (1982). Developing the concept of “curriculum emphases” in science education. Science Education, 66(2), 243–260. doi:10.1002/sce.3730660209

    Article  Google Scholar 

  • Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.

    Google Scholar 

  • Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson.

    Google Scholar 

  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Boston, MA: Harvard University Press.

    Google Scholar 

  • Wandersee, J. H. (1986). Can the history of science help science educators anticipate students’ misconceptions? Journal of Research in Science Teaching, 23(7), 581–597.

    Article  Google Scholar 

  • White, R. T., & Gunstone, R. (1992). Probing understanding. New York, NY: Falmer.

    Google Scholar 

  • Yager, R. E. (1993). Science-technology-society as reform. School Science and Mathematics, 93(3), 145–151.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Korea National University of Education, South Korea

    Nam-Hwa Kang

Authors
  1. Nam-Hwa Kang
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Western Sydney University, Australia

    Aaron J. Sickel

  2. University of Massachusetts Dartmouth, USA

    Stephen B. Witzig

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Kang, NH. (2017). Methods for Physics Teachers. In: Sickel, A.J., Witzig, S.B. (eds) Designing and Teaching the Secondary Science Methods Course. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-881-5_11

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-881-5_11

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-881-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation