Abstract
The purpose of this study is to compare and analyze the perceptions of in-service teachers on the use of advanced science and technology in education by school, grade, major, and teaching career, and to provide implications for future policies related to advanced science and technology education. 409 elementary and secondary school teachers responded to a survey asking about their perception of the use of advanced science and technology in the education field, and the results of the analysis are as follows. First, it was found that elementary school teachers have a higher understanding of advanced science and technology than secondary school teachers and are using advanced science and technology more in the educational field. Second, as for the perception of secondary school teachers according to their major, engineering teachers had the most positive perception, and liberal art teachers had the lowest perception and the lowest frequency of use. Third, the perception of advanced science and technology by teaching career showed a generally positive as the teaching experience increased, and the awareness and frequency of use of low-experienced teachers was the lowest. In particular, the liberal art and low-career teachers had low current usage frequency and knowledge of cutting-edge science and technology, but perceived positively their belief in the educational effect of advanced science and technology and their intention to use it in the future. In order for the Ministry of Education to properly implement the policy to utilize advanced science and technology in education, we propose policies and support for various subjects, and the necessity of advanced science and technology education for pre-service teachers of teacher training institutions.
