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http://dx.doi.org/10.15267/keses.2020.39.1.133

The Case Study of Elementary School Teachers Who Have Experienced Teacher Participation-oriented Education Program (TPEP) for Elementary School Teachers to Improve Class Expertise in Science Classes - Focusing on Visual Attention -  

Kim, Jang-Hwan (Seoul Onsu Elementary School)
Shin, Won-Sub (Seoul National University of Education)
Shin, Dong-Hoon (Seoul National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.39, no.1, 2020 , pp. 133-144 More about this Journal
Abstract
The purpose of this study is to identify the effect of Teacher Participation-oriented Education Program (TPEP) for Elementary School Teachers to Improve Class Expertise in Science Classes with a focus on visual attention. The participants were two elementary school teachers in Seoul and taught science subjects. The lesson topic applied to this study were 'Structure and Function of Our Body' in the second semester of fifth grade and 'Volcano and Earthquake' in the second semester of fourth grade. The mobile eye tracker SMI's ETG 2w, which is a binocular tracking system was used in this study. In this study, the actual practice time, participant's visual attention, visual intake time average, and visual intake time average were analyzed by class phase. The results of the study are as follows. First, as a result of analyzing the actual class execution time, the actual class execution time was almost in line with the lesson plan after the TPEP application. Second, visual attention in the areas related to teaching and learning activities was high after applying TPEP. Factors affecting the progress of the class and cognitive burdens were identified quantitatively and objectively through visual attention. Third, as a result of analyzing the visual intake time average of participants, there was a statistically significant difference in all classes. Fourth, as a result of analyzing the visual intake time average of participants, the results were statistically significant in the introduction(video), activity 1, activity 2, and activity 3 stages in the lecture type class. The Teacher Participation-oriented Education Program (TPEP) for Elementary School Teachers to Improve Class Expertise in Science Classes can extend elementary science class expertise such as self-class analysis, eye tracking, linguistic, gesture, and class design beyond traditional class analysis and consulting.
Keywords
Teacher Participation-oriented Education Program (TPEP); science class expertise; class analysis; actual class execution time; visual attention;
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