• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.663-679
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• 2011

This case study focused on three science teachers who participated in the Research Experience for Teachers (RET) program conducted by the Center for Bridging Advanced Science and Education (CBASE). The RET program provides opportunities for participants to experience experimentations in a science laboratory for six months, enabling teachers develop teaching materials based on their experience from the RET program. The purpose of this study was to explore how the teachers had developed their professionalism through participation in the program and which factors promoted the professional development of science teachers. In this research, we defined pedagogical content knowledge (PCK) as the required knowledge for teachers to develop for their professional development. As a result of the RET program, all three participants showed integration of PCK elements: orientation to teaching science, knowledge of science, knowledge of students, knowledge of teaching, and knowledge of sources. The PCK elements which had been developed by the RET program were applied in school context and the teachers' belief became clear and strong. The teachers were able to understand the process of authentic science as they learned it from 'legitimate peripheral participation' in the authentic research context. They also showed dynamic integration between newly established elements of PCK by reflecting on the school context while developing the teaching materials. The professional development of each teacher was different depending on the purpose and PCK, which participants had already possess. This study will provide meaningful implication for the development of professional development program for science teachers based on research experience.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.94-106
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• 2010

In this study, we investigated the preservice elementary school teachers' self-images of science teaching and the factors influencing their formation by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). One-hundred eighty-two sophomores and 183 seniors were selected from the departments of science and non-science education in three national universities of education. DASTT-C was administered to the sophomores at the beginning of the Spring Semester, and to the seniors at the beginning of the Fall Semester. Analyses of the results revealed that the self-images of science teaching of the seniors were more student-centered than those of the sophomores in the department of science education. However, there was no significant difference between the DASTT-C scores of the sophomores and the seniors in the department of non-science education. Many sophomores answered that the main factors affecting their self-images of science teaching were teaching-learning experiences in elementary, middle and high schools. However, many seniors cited the content and teaching methods in science education courses as well as direct or indirect teaching-learning experiences in teaching practices regardless of the departments. Educational implications of these findings are discussed.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.11-36
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• 2005

Cooperative teaching emerged as one of the interesting topics on curriculum administration and teaching-learning method in BSA(Busan Science Academy). The purpose of this study is to do research on social studies learning with respect to cooperative teaching, and to develop the model of cooperative teaching. The results of this study are as follows: First, We surveyed both the concept of cooperative teaching in all aspects and the methodological application on cooperative teaching. Second, We searched all teaching-learning methods in BSA in terms of cooperative teaching. Third, We studied cooperative teaching system on social studies considering current environmental factors. Forth, We performed seminar class which is constructed as one of the cooperative teaching models. The topic of seminar was 'The distortion and falsification of Koguryeo history in China'. The participants of seminar were volunteer students and social studies teachers whose subjects were geography, history, social studies, and ethics. And the participants conducted the research and cooperative learning based on teacher's subjects and subtopics. Fifth, The interactions between teacher and teacher, student and student, and teacher and student in the process of seminar preparation and publication were conducted very excitedly. Especially we found the possibility of cooperative teaching by the interaction between teachers. Finally, students developed the mind-frame to participate in social studies learning actively, and learned the method to research social affairs for themselves, and extended the eyes to approach social affairs with different opinions.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.267-275
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• 2006

과학교육의 특성상 가장 효과적인 교수 방법은 직접 실험하고, 탐구, 체험 학습을 하는 것이나 시간적, 공간적 제약, 환경 여건, 비용 등을 고려해 볼 때 항상 직접 체험 학습 환경을 제공해 주기는 어렵다. 또한 '지구과학' 영역의 학습은 교실이나 실험실에서 지도하기 어려운 문제점이 있고, 학습 내용들이 본질적으로 가지고 있는 초실험적인 내용이 많아 교수 학습과정에서 많은 어려움을 겪고 있는 실정이다. 이러한 제한점이 많은 초등학교 과학과 '지구과학' 영역에 대하여 직접 탐구하고 체험할 수 있는 환경과 가까운 멀티미디어 웹 기반 코스웨어를 설계 개발하여 이러한 어려움을 보완한다면 과학 교육의 학습 효과를 더욱 높일 수 있을 것이다. 이에 본 연구에서는 과학과의 지구과학 영역 중 기상 교육을 위한 웹 코스웨어를 설계 개발하여 수업현장에 적용해보고자 한다. 본 연구에서 제시한 웹 코스웨어 학습 프로그램은 단지 디스플레이 형식의 자료에서 벗어나 여러 가지 그림, 소리, 동영상 등의 애니메이션 자료를 제시함은 물론 아동들이 직접 컴퓨터를 조작함으로써 학습목표에 보다 쉽고 재미있게 도달할 수 있도록 제작하여 과학과 교수 학습 방법의 개선을 꾀하고, 학습자들의 과학적 사고력 발달을 도모하고자 한다.

• The Science & Technology
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• v.28 no.2 s.309
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• pp.70-71
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• 1995

무한경쟁속 치열한 경쟁에서 이기고 생산성을 높이기 위해서 품질관리의 중요성이 강조되고 있는 가운데 최근 품질관리 전문가시스템에 관한 연구논문을 발표해 주목을 끌고 있는 김성인 교수를 만나보았다.

• The Science & Technology
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• v.31 no.2 s.345
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• pp.40-41
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• 1998

지금 교육당국자나 많은 대학에서는 교수의 강의를 컴퓨터를 통해서 진행하는 사이버대학의 계획을 추진하고 있다. 강의록을 통신망에 올려놓는 사이버교육은 다양하고 창의적인 교수법을 압박할 수 있는 문제점을 안고 있다. 그래서 사이버대학은 대학생들의 수를 늘리는데는 도움을 줄 수 있겠지만 교육수준의 질을 높이는데는 별 도움이 되지 않을 것이다.

• The Science & Technology
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• v.32 no.4 s.359
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• pp.80-81
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• 1999

미국에서 실시하고 있는 대학교의 종신직교수제도는 일부 정치인이나 대학이사들로부터 폐지압력을 받고 있다. 미네소타대학교서도 이사회에서 종신직교수제 폐지를 들고 나왔으나 총장이 사임하겠다고 맞서서 겨우 철회시켰다. 미국의 종신직교수제는 그 수여기준을 높이고 엄선하면서 종신직 취득후에도 계속하여 심사평가하는 방법을 적용하고 있으며, 학문추구의 자유를 보장해주면서 미국을 모든 학문분야에서 최상위로 격상 유지시켜 주고 있다.

• The Science & Technology
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• v.29 no.11 s.330
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• pp.70-74
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• 1996

미국 문화의 교육의 중심지인 뉴 잉글랜드에서 1764년에 문을 연 브라운대학교는 학부 대학원 등 7천여명의 재학생에 5백50명의 교수진으로 구성된 명문교이다. 현재 브라운대학교에는 김경석, 김재권, 조인구박사와 필자 등 한국인 4명이 교수로 재직하고 있다.

• 한국지구과학회:학술대회논문집
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• 2003.09a
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• pp.96-96
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• 2003

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.15-25
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• 2015

This study examined pre-service secondary physics teachers' epistemological beliefs about scientific knowledge, science learning, and science teaching in two different science content topics, Lamarckism and the impetus theory. Two sets of open-ended questionnaires, for each of the topics respectively, were developed in the same format. The pre-service teachers completed the questionnaires at one month intervals. The beliefs were analyzed in two dimensions, knowledge justification and knowledge change for each belief area. The findings show that the majority of pre-service teachers held sophisticated epistemological beliefs about scientific knowledge regardless of content topics. On the other hand, more pre-service teachers exhibited sophisticated beliefs about science learning in the context impetus theory than Lamarckism. In the area of science teaching, the majority of pre-service teachers demonstrated a sophisticated view in knowledge justification but a naive view in knowledge change. When consistency across science topics and belief areas were examined, few pre-service teachers held consistent epistemological beliefs across all topics and areas. The difference in the levels of sophistication in belief areas showed that the pre-service teachers did not connect their epistemological beliefs about science knowledge to their ideas about science teaching and learning. This disconnection seems to make the consistency across topics and areas complicated. The difference in epistemological beliefs about science learning and teaching between two science topics need further inquiry. Implications for teacher education are offered.