• Title/Summary/Keyword: 교과교사인식

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Junior High School Teachers' and Students' Perceptions on The Science Textbooks (과학 교과서에 대한 중학교 교사와 학생들의 인식)

  • Sohn, Young-Ok;Park, Yune-Bae
    • Journal of The Korean Association For Science Education
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    • v.22 no.4
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    • pp.740-749
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    • 2002
  • The purpose of this study was to survey junior high school teachers' and students' perceptions on the science textbooks. Subjects of this study were 113 science teachers and 715 students from junior high schools in Daegu and Kyungpook area. As statistical method, one-way ANOVA and t-test were used to check differences of the perceptions between teachers and students. Teachers had different perceptions by school location and class size, while students had different perceptions by school location, co-ed, class size, and grade level. Both teachers and students having the relativistic viewpoint on textbook knowledge regarded the knowledge as relativistic one, and preferred the student-centered textbooks. Teachers liked textbooks written by the student-centered view more than students did. Teachers had the more absolutistic viewpoint on textbook knowledge and on teaching, while students liked the electronic textbooks more than teachers did.

Analysis of Preservice Mathematics Teachers' Perceptions on Mathematics Digital Textbook (수학과 디지털교과서에 대한 예비수학교사들의 인식 연구)

  • Heo, Nam Gu
    • The Journal of the Korea Contents Association
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    • v.16 no.10
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    • pp.364-372
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    • 2016
  • The purpose of this study was to investigate preservice mathematics teachers' perceptions for mathematics digital textbook. To do this, we provided a questionnaire to 52 preservice mathematics teachers and analysed the questionnaires. The questionnaire was investigated using 5 point scale. The results of this study can be summarized as follows. First, the preservice mathematics teachers' perception on effectiveness of mathematics digital textbook was positive. Second, the preservice mathematics teachers' perception on interaction of mathematics digital textbook was normal. Third, the preservice mathematics teachers' perception on interest of mathematics digital textbook was positive. Fourth, the preservice mathematics teachers' perception on students' health of mathematics digital textbook was normal. Fifth, the preservice mathematics teachers' perception on class-management of mathematics digital textbook was normal. Sixth, some preservice mathematics responded that mathematics digital textbook was efficient to teach a function or a geometry, others responded that paper textbook was more efficient to teach a mathematics.

Elementary School Teachers' Perception of Digital Textbooks through Analysis of Perception of Digital Competence and Experience in Using Digital Textbooks (초등 교사의 디지털 교과서에 대한 인식 - 디지털 역량에 대한 인식과 디지털 교과서 활용 경험을 중심으로)

  • SooHyun Seo;Hyeseung Chung;Deul Roh
    • Journal of The Korean Association of Information Education
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    • v.26 no.5
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    • pp.427-437
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    • 2022
  • The purpose of this study is to examine elementary school teachers' perceptions of digital textbooks to gain insight into the development of digital textbooks. To this end, first, eight functions of the digital textbook were set, and two to six detailed functions were set for each function. Afterwards, based on this function, 372 elementary school teachers across the country were asked to ask about their perception of digital competence, their experience of using digital textbooks after COVIE-19 and their perception of digital textbooks. A simple regression analysis was used to examine the perception of digital textbooks according to the perception of digital competence and a one-way distribution analysis method was used to analyze the perception of digital textbooks according to the experience of using digital textbooks. The analysis found that elementary school teachers' confidence in their digital competence had a positive effect on all components of digital textbooks. In particular, the teachers' higher confidence in digital competence led to the increased need for 'operation and management' functions. In addition, the teachers who frequently use digital textbooks perceived a higher need for digital textbook components except for 'searching' and 'Authoring Tools Support' than teachers who do not use them. This paper shows that it is necessary to positively induce elementary school teachers' perceptions of digital competence and encourage using digital textbooks to successfully increase the usage of digital textbooks in classes.

Elementary School Teachers' Perception on the Need of Professional Development in Mathematics (수학 교과 전문성 개발 필요에 대한 초등 교사의 인식)

  • Park, Jukyung
    • Education of Primary School Mathematics
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    • v.23 no.4
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    • pp.191-206
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    • 2020
  • The purpose of this study was to find an implication for a direction to improve professional development in mathematics by exploring elementary school teachers' perception of the need for professional development in mathematics. To this end, 4 elementary school teachers were organized into one focus group, and group discussion materials were collected and analyzed based on cases of mathematics professional development needs. As a result of the study, the elementary school teachers' perception that the need for professional development in mathematics is both unnecessary and necessary. The perception of unnecessary was influenced by the easy level of elementary school mathematics content and the ease of teaching. Also, the perception of necessary factors were considering various aspects of mathematics teaching, changing the accumulation of failures in mathematics classes, maintaining authority of students, demand for class improvement due to social change, the impact of school work, the influence of the community of professional development and peers in school, and efforts to grow as teachers. Based on these results, the author discussed ways to promote teachers' participation in mathematics professional development by considering elementary school teachers' perceptions of the need of mathematics professional development.

A Survey on the 3rd and 4th Grade Teachers' Perception and Teaching Practices towards Open-ended Question in the Elementary Mathematics Textbook (초등학교 3, 4학년 수학 교과서의 '열린 질문'에 대한 교사들의 인식 및 지도 실태 조사)

  • Park, Jeong-Ryun;Hong, Gap-Ju
    • School Mathematics
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    • v.13 no.2
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    • pp.245-266
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    • 2011
  • In this study, we surveyed on the 3rd and 4th grade teachers' perception and teaching practices towards open-ended question in the elementary mathematics textbook in the revised 7th curriculum. According to the result, teachers understood the purpose of open-ended question in general, but they recognized some problems in terms of open-ended question itself, difficulties found when they dealt with open-ended question in their classes, teacher's guide and teacher training. This research suggests ways of improvement of open-ended question on the basis of the survey results.

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The Effects of Teachers' Perceptions and Experiences about School Libraries to Collaborative Instruction on the Willingness: Focusing on Seoul High Schools (교과교사의 학교도서관에 대한 인식과 경험이 협력수업 시행의지에 미치는 영향: 서울지역 고등학교를 중심으로)

  • Shin, Yoonjung;Kim, Giyeong
    • Journal of the Korean Society for information Management
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    • v.35 no.4
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    • pp.237-261
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    • 2018
  • The purpose of this study is to provide basic data for implementing library collaborative instruction (LCI) through investigating the effects of high school teachers' perceptions and experiences of school libraries on the recognition of LCI. To accomplish it, a questrionnaire survey of 198 teachers in 14 high schools in Seoul was conducted. As a result, teachers' perceptions of school libraries and school library experience had significant effects on the their willingness to implement LCI, which consisted of educational effect(EE), necessity and implementation plan(IP). In short, teachers' perception of school libraries influenced most variables in EE and did not influence necessity. All independent variables had significant effects on IP. This can be interpreted as that teachers recognize the need of LCI, but the perception of EE is influenced by conveying tool for the knowledge of LCI, such as education, promotion, and experience.

An Analysis of Textbooks and an Investigation of Science Teacher's Views on 'Boiling Point' and 'Melting Point' (끊는점과 녹는점에 대한 교과서 내용 분석 및 과학교사들의 인식조사)

  • Kim, Seong-Su;Baek, Seong-Hui
    • Journal of the Korean Chemical Society
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    • v.46 no.3
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    • pp.252-264
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    • 2002
  • In this study, the experimental apparatus for boiling point and melting point in science textbooks of various curriculums were analyzed. Science teachers' views on the difference between the experimental value and the value written in textbooks were inquired, too. Their views on the experimental apparatus, nd results of freezing point,melting point, boiling point, fractional distillation, and thermometer calibration were also investigated. The results of this study showed that the types of experimental apparatus for boiling point and melting point were somewhat dif-ferent with science textbooks and curriculum. The teachers' views were also various according to their background. In the experiment of the fractional distillat ion, a large number of teachers recognized mismatch between the exper-imental value and the value written in textbooks as mistake of textbook contents or problem of experiment itself. The teachers of chemistry background take higher recognition of the requirement of thermometer calibration than those of non-chemistry background in middle school.

Teacher's Recognition and Needs about STEAM Education in Specialized High Schools for Technical fields (공업계열 특성화고 교사의 STEAM 교육에 대한 인식과 요구도)

  • Sung, Yong-Gu;Kim, Bang-Hee;Kim, Jinsoo
    • 대한공업교육학회지
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    • v.38 no.2
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    • pp.68-88
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    • 2013
  • This study is to analyze teacher's recognition and needs of STEAM education in specialized high schools for technical fields. For this study, survey using questionnaire was applied to teachers in specialized high schools for technical fields. This study includes the recognition and the needs on STEAM education of general and industrial subject teachers in specialized high schools for technical fields. In order to carry on this study, 655 questionnaires were collected from teachers of 16 specialized high schools for technical fields in the whole country. Practically, 611 questionnaires (257 of normal subject teachers and 398 of industrial subject teachers) were used for this study. As a result, it is known that the needs of STEAM education is larger to industrial subject teachers than general subject teachers. But it is disclosed that STEAM education is more difficult to general subject teachers than industrial subject teachers. In requirements of teaching-learning, general subject teachers only required reference materials, but industrial subject teachers needed STEAM lesson under the same subjects and data sharing system as a priority. General and industrial subject teachers also considered education program development for creative thinking skills and problem solving abilities as a priority. Finally, in the administrative and financial requirement, both of them demand to reduce administrative tasks as a priority.

Analysis of teachers' perceptions on elementary mathematics textbooks according to the 2015 revised curriculum (2015 개정 교육과정에 따른 초등 수학교과용 도서에 대한 교사의 인식 분석)

  • Kim, Jeongha
    • Journal of Elementary Mathematics Education in Korea
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    • v.23 no.4
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    • pp.507-527
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    • 2019
  • At the time when textbooks were developed and applied according to the 2015 revised curriculum and At the time of developing new test textbooks, it is necessary to examine the contents of the textbooks based on the 2015 revised curriculum and the responses of field teachers. Therefore, this study conducted a questionnaire survey for elementary school teachers on how teachers perceive and evaluate elementary mathematics textbooks (math textbooks, mathematics learning books, teacher guidebooks) developed and applied based on the 2015 revised curriculum. The results were analyzed.

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A study on Management and Problems in the Instruction of the Subject of Technology and Home Economics under the Implementation of the 7th National Curriculum Guideline (제 7차 교육과정에서 기술ㆍ가정교과 수업의 운영실태와 문제점에 관한 연구 - 제주도지역을 중심으로 -)

  • 고인숙;김혜연
    • Journal of Korean Home Economics Education Association
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    • v.15 no.4
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    • pp.67-86
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    • 2003
  • The purpose of this study was to understand on management and problems in the instruction of the subject of Technology and Home Economics, and to suggest the effective implementation schemes under 7th national curriculum guideline. The major results of this study were as follows. First, the teachers perceived the first reason why the subject of Technology and Home economics is being more unpopular is because the subject becomes not to include in the subjects of the national examinations for the Universities. Second. the teachers regarded the main problem in the present instruction of the subject of Technology and Home economics under 7th curriculum as the incorporation of the subject between Technology and Home economics, namely, no relation and organization with two majors. Third, which the teachers regarded as important tasks for effective management of the subject of Technology and Home economics were to lesser the extra charges except instruction related work of the teachers, and to increase the supply of the teachers itself.

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