• Journal of the Korean earth science society
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• v.32 no.7
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• pp.860-870
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• 2011

This study is to explore the Pedagogical Content Knowledge of beginning earth science teachers about the porphyritic texture of igneous rocks, and to suggest the teaching device that can prevent a trial and error of students in earth science instruction. We developed an interview guideline concerned with basic perception on the porphyritic texture, formation condition and formation process of porphyritic rocks, teaching and learning on porphyritic rocks for it. And data was collected from 5 beginning earth science teachers (3 high schools, 2 middle schools) through a group discussion method. In result, despite the porphyritic texture can be found at hypabyssal rocks as well as volcano rocks and plutonic rocks, most beginning earth science teachers cognized that it could be found at hypabyssal rocks only by focusing the formation depth of hypabyssal rocks. Also, the formation of porphyritic texture should be considered the factors such as cooling rate, nucleation density, growth rate, growth time, etc. However they mainly reflected the formation temperature and growth rate as it's parameter. Participants have wrongly perceived that a phenocryst necessarily differs from a groundmass on chemical composition. And they are inclined to discriminate phenocryst from groundmass through their chemical differences, instead of grain size.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.291-305
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• 2020

The purpose of this study is to examine whether and how the features of performance assessments implemented during integrated science classes are related to teachers' PCK. We observed and video recorded four high school teachers' performance assessment practices, interviewed them, and surveyed their PCK. An analysis of the data shows that the teachers' performance assessment practices differed in terms of assessment of process, diagnosis of student learning progress, feedback, degree of classroom interactions, and use of assessment criteria. In particular, the opportunities for students to participate in assessment actively and use of assessment for learning varied across teachers. Also, relational patterns among science teaching orientations, PCK and performance assessment practices were found. When a teacher aimed at teaching for both academic learning and scientific literacy, sophisticated PCK was shown and assessment practices were complex accordingly. When scientific literacy was emphasized PCK highlighted experiential learning and assessments were not clearly distinguished from learning activities. In contrast, when academic achievement was emphasized traditional teaching strategies and assessments were highlighted. Based on these findings a number of topics for professional development are suggested including strategies for students' active engagement in assessment, use and development of specific assessment criteria, strategies for assessing performance qualities, and intuitive assessment competency development. Further research topics are also suggested.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.284-309
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• 2013

This study aims to explore how to characterize high school science inquiry. For this research, data were collected from fifteen science classes (18 hours), through observation and videotaping, interviews with a few students and their teacher, and documents such as lesson plan or activity sheet in 13 Science Core High Schools. All the data were transcribed and analyzed. Analyses of these transcripts were proceeded in three steps: first, classroom cases showing active interactions between teacher-students and among students were selected; second, according to cognitive process of inquiry (Chinn & Malhotra, 2002), each segment was analyzed and interpreted; lastly, distinctive cases were determined to show essential features of school science inquiry. Based on the analyses, we characterize high school science inquiry in terms of features of variables controlling-device improvement, design studies, evidence-explanation transformation, and reasoning to formulate explanations from evidence. Teachers' role and educational support were discussed as well as the practical characters or features of school science inquiry.

• The Mathematical Education
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• v.58 no.3
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• pp.347-365
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• 2019

It is important to pay attention to how teachers recognize and use curriculum materials in order to link written curriculum and enacted curriculum. In this study, 90 preservice mathematics teachers were surveyed to identify their perspective and reading of curriculum materials. Especially, we focused on the curriculum documents, textbooks, and teachers' guidebooks containing the concept of conditional probability which is addressed in highschool mathematics curriculum. The various misconceptions of conditional probability were reported in the many researches, and there are multiple methods to introduce conditional probability in mathematics classes. As a result, curriculum materials have some limits to be used as they are and considered to be reconstructable by participants, but their curriculum reading were mainly classified to be descriptive and evaluative, not to be interpretive. However, unlike curriculum documents, textbooks and teachers' guidebooks were partially interpreted by participants using their knowledge of conditional probability. The purpose of this study is to investigate the profession of mathematics teachers in terms of curriculum implementation. We expect that this study will provide a basic framework for analyzing mathematics teachers' works and suggest some implications for the professional development of mathematics teachers.

• Journal of Korean Library and Information Science Society
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• v.52 no.3
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• pp.177-196
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• 2021

The purpose of this study is to analyze priorities of competencies and to find the direction of development of teacher librarian training and retraining program. A total of 238 subjects were used for the final analysis. They were analayzed using IPA, Borich's needs analysis and the Locus for Focus model. As a result, First, teacher librarians perceived that the importance and performance of teacher and manager competency were higher than information specialist and cooperative leader. Second, they needed competencies of data-science, coding, Internet of Things in the field of information specialist as changing educational environment. Third, they needed competencies of information ethics, copyright instruction, and digital and media literacy education in the field of teacher. Fourth, they needed competencies of facility designing for future education, online and offline school library marketing skills, and establishment of makerspaces and learning commons in the field of ibrary manager. Fifth, they needed competencies of library based instruction, library cooperative instruction, and building a collection related to subject in the field of cooperative leader. Sixth, the highest required competency for teacher librarians was suggested for teacher librarians' role area.

• Journal of Science Education
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• v.46 no.2
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• pp.195-211
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• 2022

In this study, we explored the meaning of astronomical observation activities of five earth science teachers through in-depth interviews. Semi-structured interviews were conducted after providing a questionnaire based on Seidman's three-step process of interview. By analyzing the interview transcript, the educational implications inherent in astronomical observation activities were extracted. Teachers have constructed systematic basis of observation and astronomy in the observational astronomy and laboratory class during their course in the teacher education institute. After they became in-service teachers, practical know-hows of astronomical observation activities in schools were developed with the help of colleagues. By designing and executing astronomical observation activities for students, teachers notice positive changes in the cognitive domain, affective domain, and career perception of the students. Hence, teachers consider that astronomical observation activities have great educational effects. In addition, astronomical activities appear to be very rewarding and satisfying experiences to teachers, by providing opportunities for having pride as an earth science teacher. However, teachers tend to find difficulties in operating astronomical observation activities in fields, due to both internal and external obstacles. It is found that the removal of internal obstacles is more important for teachers to attempt or to continue astronomical observation activities. In this sense, it is necessary to support teachers by providing timely training courses with related content, as well as opportunities to share their experiences within a peer group such as teachers' research society.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1489-1501
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• 2012

The purpose of this study was to search for effective strategies on teaching open-inquiry by comparing students' and teachers' recognition of its difficulties and helpful strategies. This study focused on the cases of science high school students and their teachers, who carried out open-inquiry to participate in KYPT. This research was conducted through participant observation, questionnaires, and interviews. The research findings were as follows: students stated that planning and doing experiments were the most difficult parts, whereas teachers viewed that their students had difficulties in analyzing data and making a conclusion. With respect to the effective strategy, students stated that they gained many ideas from peer discussions although they have had to carry out their individual tasks. On the contrary, teachers thought that reference materials and the discussions with teachers were most helpful. There were clear differences between students' and their teachers' recognition toward open-inquiry and the gap needs to be closed. Consequently, it would be useful to guide students to form teams and to spend more time in peer discussions especially when doing experiments and to encourage teachers to understand students' actual difficulties and needs.

• Clinical and Experimental Pediatrics
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• v.50 no.4
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• pp.340-347
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• 2007

Purpose : The purpose of this study is to investigate the material in middle school and high school textbooks covering child care and children's health for medically inaccurate content and to make sure that the correct information is given to students. Methods : We have examined 47 kinds of textbooks on the subjects 'Home economics' and 'Technology and home economics' published in 2007 to find out how much importance is placed on children's health and childcare and to search for incorrect definitions, inaccurate facts or insufficient explanations. We have also analyzed the credentials of the writers of these textbooks. Results : Textbooks of middle school cover psychological and physical changes during adolescence and nutrition, and those of high school cover marriage and childcare. These materials covering health made up 27.5%, 11.7% of middle & high school texts. Age definitions of neonate and infant were incorrect. Inaccurate facts were mostly about fontanelles, primitive reflexes, breastfeeding and weaning. There also were wrong informations on the umbilical cord care and developmental milestones during infancy. The childhood immunization schedules and the growth curves were not up to date. Most of the authors major in home economics and the others were school teachers. There was no evidence of any review by a medical society or an expert. Conclusions : When writing about children's health and childcare in textbooks, a board-certified pediatrician or The Korean Pediatric Society should be consulted to provide accurate medical information to middle and high school students.

• Journal of Science Education
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• v.46 no.1
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• pp.93-108
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• 2022

The purpose of this study is to develop a STEAM program that can be used in the high school credit system to be fully implemented in 2025, and to examine its validity and effectiveness. The STEAM program analyzed the 2015 revised curriculum centering on science, technology, and engineering through the 2015 revised curriculum analysis, and then selected the five latest issues: hydrogen fuel, climate crisis, data science, appropriate technology, and barista. In accordance with this self-developed program development format (frame), it was developed for seven months through a process of group deliberation. The draft of the STEAM program for 29 sessions of five types, developed to indirectly experience the career path and occupation of high school students, was verified through consultation with 2 STEAM education experts. It was applied at five different high schools for a pilot implementation. As a result of the pilot application, it was confirmed that the students' STEAM attitude significantly improved in the post-test than the pre-test, and the students' high satisfaction with the program was confirmed. In addition, through an interview with the pilot application teacher, it was positively evaluated that 'the content and level of the program are suitable and through experience solving real-life problems, you can apply the content knowledge of related subjects and have an opportunity to experience careers.' Based on the results of the pilot application, the high school credit system STEAM program for students and teachers was finally completed in 29 lessons of five types. Through this study, the development and operation of the next-generation STEAM program that can be applied in the high school credit system should be actively developed, and a plan to improve teachers' professionalism so that the high school credit system can be established and operated properly for blended classes triggered by COVID-19. The necessity of design was suggested. This study is expected to be used as basic data for the development and operation of STEAM programs in the high school credit system, which will be fully implemented in 2025.

• Journal of vocational education research
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• v.29 no.3
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• pp.41-60
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• 2010

The purpose of this study was to investigate the relationships between teachers' characteristics and schools' peculiarities and to analyze relevant variables which influence the organization and implementation of the curriculum in specialized industry high schools. Subject were 414 teachers in specialized industry high school. The main result of this study are as follows. First, according to teachers' sex distinction, position, teaching experience, career of industry-related companies, subtle stress difference were found in establishment of education programs, relevance of educational activity, propriety of equipment. Second, in case of schools' subject of establishment, dormitory, specialized types, number of class, type of the sex of recruitment, subtle difference were found in connectivity of graders and subjects, relevance of the organization of education activity, substantial curriculum, push ahead with specialized high school. Third, measures to support development of specialized curriculum arrange sub-items in order of frequency. The way we understand things on vocational education must be settled without delay.