• Journal of the Korean earth science society
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• v.24 no.4
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• pp.258-272
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• 2003

This study explored the effectiveness of science teaching practice and science teaching efficacy beliefs by development of elementary school teachers' pedagogical content knowledge. Three research questions are formulated: 1) Is there any relationship between the development of teachers' pedagogical content knowledge and the science teaching efficacy beliefs? 2) How does the development of teachers' pedagogical content knowledge affect the science teaching practice? 3) How do the science teaching efficacy beliefs affect the science teaching practice? 120 subjects were chosen in 53 public elementary schools. Quantitative and qualitative data were collected and analyzed to triangulate the results. Results indicate that the development of teachers' pedagogical content knowledge and science teaching efficacy beliefs are more developed in accordance with teachers' teaching career and academic career are increased. There are significant relationships between teachers' science pedagogical content knowledge and science teaching efficacy beliefs. The more the teachers' pedagogical content knowledge, the more confident in science teaching practice. The more the science teaching efficacy beliefs, the more confident in science teaching practice. Also these teachers tried to present teaching objectives and learning problems in the beginning stages of science lessons, and they tried to review each learning stage.

• Journal of the Korean earth science society
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• v.24 no.4
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• pp.235-249
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• 2003

The purpose of this study is to analyze and evaluate the nature, role and development of pedagogical content knowledge in science teaching. Two research questions were considered: 1) What are the nature and the components of the pedagogical content knowledge in science teaching? 2) What is the value of pedagogical content knowledge and are there any routes and paths to developing pedagogical content knowledge for science teachers? In order to answer these questions instead of analyzing empirical data, former research literatures are reviewed. The results indicate that science pedagogical content knowledge is a special amalgam of science content knowledge and science method knowledge in a special context of science teaching that is uniquely the province of teacher based on their own special form of professional understanding. As a part of one's own distinctive bodies of knowledge, science teachers' pedagogical content knowledge is an important basis for professional development and competent teachers. It is knowledge of how to teach specific content in specific contexts, also it depends on each teachers' distinctive knowledge structure. Pedagogical content knowledge for science teaching is composed of five components: orientations toward science teaching, knowledge and beliefs about science curriculum, knowledge and beliefs about students' understanding of specific topics, knowledge and beliefs about assessment for teaching science, knowledge and beliefs about instructional strategies for teaching science. The development of science pedagogical content knowledge does not start until teachers have acquired a deeply principled conceptual knowledge of content, also it is promoted by the constant use of subject matter knowledge in teaching situations.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.430-453
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• 2006

The purpose of this study was to explore how an elementary school teacher developed PCK by utilizing her knowledge domains in teaching practice, regarding the specific science topic of 'animals:' A case study approach was adopted with the participation of a 1st grade teacher, in a poor urban neighborhood elementary school in NYC. Data was collected through interview and the participant observation method in order to investigate: a) the teacher's existing knowledge base in terms of subject matter knowledge, pedagogical knowledge and contextual knowledge; b) how she develops PCK during classroom practice, centering on the relationship between knowledge domains. The findings illustrate the ways in which the three knowledge domains are closely related and developed as PCK through the whole teaching process. In particular, the findings indicate that the teacher's contextual knowledge plays a critical role in shaping and developing PCK. Before instruction, her contextual knowledge regarding the administrative policies and the school test system in the district enabled her to make decisions and plans about teaching science. During classroom teaching, her knowledge of students' sociocultural backgrounds and living conditions in the urban setting helped her to identify specific teaching strategies and resources suitable to the students' needs and interests. The study results imply that science instruction can be more feasible in meeting the demands of particular groups of students if teachers make an effort to become knowledgeable about their own teaching context and utilize it in developing their PCK.

• The Journal of Korean Association of Computer Education
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• v.9 no.3
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• pp.13-28
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• 2006

In this study, we analyze the phenomena of professional development under the four categories: motivation toward entering college of education, pedagogical content knowledge, study of subject matter and future vision. We conducted a survey method for almost 60 computer education majors at S university ranging from freshman up to junior levels and interviewed 5 selected participants. According to SPSS analysis, there was no significant level difference in any category while male students responded more positively than female students in all the categories. To explore the survey results deeply, we selected 3 students from sophomore and junior levels and 2 extra senior students to conduct interviews. The interpretation of the data indicated how their academic problems revealed due to heavy curricular loads seeking second major and difficulties of pursuing pedagogical contents knowledge.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.449-475
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• 2022

The purpose of this study is to critically examine science content and science education from the 'essential-holistic' perspective, in particular, among the core disciplines constituting the teacher education curriculum. In this study, we first, analyzed the definition of the 'essential-holistic' perspective, the philosophical background, and the relationship with the practices in-depth, and then, from the 'essential-holistic' perspective, conducted an inquiry into the essence of science content and science education. The results of this study are as follows: first, according to the 'essential-holistic' perspective, science content is a study that explores the science practices and systematizes the results of that inquiry. Major activities of science content include the establishment and implementation of 'science for teachers' and participation in the development of science curriculum (textbook). Second, science education according to the 'essential-holistic' perspective is a study about in-depth exploration of essential problems in science education phenomena rooted in the science practices and the practice of good teaching. More specifically, science education is a field that carries out work related to inviting, participating, and guiding students to grow into science practices (i.e. initiating into practices). The main activities of science education related to this include activities ranging from the development of the science curriculum (textbook) to teaching and evaluation (recording). In this study, we discussed important tasks to be carried out in the future based on the results of the study.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.54-67
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• 2009

This study dealt with two case studies of the development of beginning science teachers' pedagogical content knowledge (PCK). This study was grounded on the idea that teacher thinking and classroom behavior are related to each other in a reciprocal way. Teachers' PCK influences teaching practices, while in a reverse way teaching activities influence teachers' practical knowledge. Two beginning science teachers participated in this study. Data collection consisted of classroom observation, interviews, reflective journals and lesson plans. For data analysis, we conceptualize pedagogical content knowledge for science teaching as consisting of four components: (a) knowledge about science matter, (b) knowledge about students' understanding of science topics, (c) knowledge about instructional strategies for teaching science, (d) knowledge about assessment in science. The outcomes of this study revealed that there was a large gap between beginning science teachers' intentions for teaching science and their practice. To give beginning teachers more opportunities to incorporate their knowledge base for teaching, we propose that they need to be involved in a real teaching situation at schools rather than in the university.

• 대한공업교육학회지
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• v.34 no.2
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• pp.20-41
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• 2009

The purpose of this study was to propose conceptual Structure of the study of industrial education based on the concepts and characteristics of industrial education. Therefore, the study was conducted through literature research. 1) The characteristic of industrial education in the study was proposed as 'subject for occupational competence in the industrial technology' on the educational purpose. 2) The characteristic of industrial education in the study was proposed as 'subject for practical knowledge in the industrial/engineering technology' on the structure of knowledge. 3) The characteristic of industrial education in the study as was proposed as 'subject for technological problem solving in the system design and engineering context' on the educational methodology 4) The characteristic of industrial education in the study was proposed as 'design, building, testing and troubleshooting' on the educational process.

• Journal of The Korean Association of Information Education
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• v.5 no.3
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• pp.337-350
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• 2001

It is very important thing providing basic theoretical structure to research about computer education to establish scientific identity of computer education. In addition, it will be expect to contribute qualitative improvement of computer education. As this viewpoint, I discussed about education in knowledge-information based society and the relation between knowledge, information, and ICT in this study. Through this discussion, I researched necessity and direction of computer education. Also, I researched the concept of computer subject matter education from discussion about the concept of subject matter education. In addition, I surveyed the concept, premises and elements of subject matter education, and I led the structure and direction of the computer subject matter education as subject matter education.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.339-347
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• 2021

The purpose was to analyze the trend of sport pedagogy in secondary teacher certification examination based on the secondary teacher qualification criterion in Korea Institute for Curriculum and Evaluation since abolition of multiple-choice questions from 2014 to 2020. The result showed the questions for sport pedagogy were 48 question since 2014, and found 83 sub-questions. The implications are as follows. First, the frequency of sub-questions in sport pedagogy has increased, causing an integrated question. Second, the serious unbalanced issue of questions for examination was presented. Third, dependence on specific domains was excessively high. Fourth, the confusion caused by the overlapped domains with the content knowledge of physical education subject was intensified. Therefore, evaluation factors based on 2016 KICE classification table should be clear and field application questions should be developed.

• Journal of the Korean School Mathematics Society
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• v.20 no.3
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• pp.255-275
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• 2017

Educating for character was emphasized in 2015 & 2009 reformed Korea natio nal mathematics curriculum. Thus, in this study we basically conducted to reali ze the creativity and character education. The purpose of this study is to succe ssfully lectures in the 'Mathematics Curriculum and Textbook Research' subject that is mathematics education department's major subject in teacher college, and to analyze the results. For the purpose of this study, the following study was carried out. First, we develop a lesson plan, teaching and learning plan, learning materials based on cr eativity and personality. Second, we taught a class based on the creativity and personality. Third, we analyze the effectiveness of the teaching efficacy about p re-service math teacher. Fourth, we conducted a qualitative analysis of the 'Mat hematics Curriculum and Textbook Research' subject lessons through the Classe s observer.