• Journal of the Korean School Mathematics Society
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• v.8 no.4
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• pp.509-523
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• 2005

This study empirically examines motivations of entering college of education and academic problems that pre-service teachers encounter under the curricular activities. We analyze the phenomena of professional development under the four categories: motivation toward entering college of education, pedagogical content knowledge, subject matter knowledge and future vision. We conducted survey for the S university students first and interviewed 3 selected participants. Almost 50 students from college of education participated answering to the surveys. Using SPSS package, there was no significant difference between freshmen, sophomore and junior students in any category Male students responded more positively than female students in all the categories. To explore 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 described how their academic problems unfold partly because they seek another major and how their professional development take place carrying out practicum activities. Most of the interviewees felt that their academic lives were affected motivations of entering college of education and difficulties of studying subject matter knowledge. At the end, several suggestions are added for future research.

• Communications of Mathematical Education
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• v.10
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• pp.43-58
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• 2000

교육의 질은 교사의 질에 의하여 크게 영향을 받는다고 볼 때, 수학교육의 질적 개선을 성공적으로 이끌기 위해서는 전문가로써의 자질을 갖춘 유능한 교사의 역할이 뒷받침되어야 할 것이다. 일반적으로 교사들이 갖추어야 할 지식을 크게 3가지로 나눈다면 교과의 내용에 관한 지식, 교수 방법에 관한 지식, 학생에 관한 지식으로 나누고 있다. 본고에서는 초등학교 수학 학습지도와 관련된 교과 교육학 및 교과 내용학에 관한 지식과 교사의 전문성을 개발할 수 있는 방안에 대해 개괄적으로 살펴본다.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.532-543
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• 2004

The teacher appointment examination is consisted of a written test, an interview, a demonstration of teaching practices, one's academic record etc. The primary written test(full credit of 100) consists of multiple-choice test of general pedagogy(30%) and constructed response test of science(70%). The science test consists of science education($20{\sim}30%$) and science content($70{\sim}80%$). Five science exams were implemented for appointing general science, physics, chemistry, biology and earth science teachers in 2002 and 2003. The credits alloted to science education domain decreased from $25.7{\sim}30%$ in 2002 to $24.3{\sim}25.7%$ in 2003. The percentage of correct answer was similar between science education and science content domain in 2002, but the percentage of correct answer in science education domain(70.2%) was 29.8% higher than that of science content domain in 2003. Earth science exam almost reached the target mean score of 60 but the other four exams showed the mean scores ranging from 45.0 to 52.7 in 2002 and from 40.1 to 49.6 in 2003. The percentage of high difficulty items(p<40%) was 41.2% in physics and chemistry in 2002, 50% in physics and chemistry, and 45% in biology in 2003. Seventy eight percent of the items showed fairly high discrimination index(r>.30). In addition, the reliabilities of 5 tests were from .79 to .88. In conclusion, it is recommended that the credits alloted to science education domain should be increased up to 30%, and exam difficulties should be lowered to a proper level by making science content items easier.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.94-101
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• 2004

교과목표가 설정되면 교과목표를 달성하기 위해 교육내용을 선정하고 조직해야 한다. 초등학교 컴퓨터 교육내용을 선정하고 조직하기 위해 먼저 교과목표가 설정되어야 하나 현재 컴퓨터 교과가 정식 교과로 인정받지 못해 교과목표는 재량활동 2시간 중 1시간을 의무적으로 실시하는 정보통신 기술교육의 목표를 교과의 목표로 참고하고 본 연구를 실시하였다. 현재 정보통신 기술교육 시간에 사용하는 교재에는 교육내용 선정과 조직에 관한 이론이 아주 짧게 언급되어 있다. 본 연구는 초등학교 컴퓨터 교육내용 선정과 조직의 방법을 교육학 이론을 바탕으로 정리하고 4가지 기준을 이용 컴퓨터 교육과정 계열화 도표를 제시해 보고자 한다.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.493-506
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• 2014

This study is to seek access to a way of learning of the discipline of mathematics education, one of several knowledge is required to pre-service mathematics teachers. First, by selecting the key topics and researchers in mathematics education learning materials were produced by the relevant classification information by keyword. This applies to pre-service teachers in the curriculum, and looked to clarify the theoretically connectivity among the researchers and concepts and principles of the discipline of mathematics education. And as a result, investigate whether there is any effect to the pre-service teacher education.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.826-839
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• 2013

The purpose of this study is to examine science education researchers' views on what and how much science educational theories would be needed for pre-service science teachers, and to investigate the relationship between their views and the Examination for Appointing Secondary School Science Teachers(EASST). For this study, the views of science education professors on science education theories have been analyzed in terms of their priorities for contributing to the improvement of science teacher competency and literacy. Their views have been compared with proportions of questions related to science education theories of the EASST in terms of what kinds of science education theories have been used for solving each item. As results of this study show, they have perceived that more essential things are needed for the improvement of science teacher competency and literacy including science inquiry process, methods of experimental equipments and tools, laboratory safety, misconception of students, discussion, writing, evaluation of scientific knowledges, and evaluation of scientific inquiry ability other than science philosophy, changes of science curricula, science curricula of foreign countries, Bruner's instructional theory, Karplus's Learning Cycle model, generative learning model, discovery learning model, and Klopfer's taxonomy of educational objectives. There is a higher proportion of questions related to science curriculum and Ausubel's learning theory in the EASST. They are hardly correlated with science education professors' selections of science educational theories for EASST questions. This study advocates the needs of exploring a new method of narrowing down the gap between science educators' opinions and questions of ESSAT in terms of science educaiton theories.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.20 no.4
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• pp.51-65
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• 2009

This study attempted to investigate users' information needs in an educational research library, which delivers web-based digital reference services to library users, by analyzing reference questions asked by remote users. A total of 242 questions from two electronic bulletin boards was examined in terms of 6 types of questions asked and 23 subareas of education. The study found that 56.1% of reference questions on the library bulletin board were pure reference questions in curriculum, textbooks and teaching & instruction. Suggestions for effective use of digital reference services were made: easy access to menu services, use of web forms, development of digital reference systems providing search functions and response functions.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.690-700
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• 2022

This study aimed to compare academic passion for science pedagogical content knowledge (PCK) between pre-service and in-service elementary teachers. In addition, a comparison between passion for science subject matter knowledge and passion for science pedagogical knowledge was made for each group of teachers. Participants comprised 182 students from colleges of education and 161 in-service teachers. We analyzed between- and within-subject comparisons for each component of academic passion for science PCK. The results of this study are as follows: First, between-subject comparison demonstrated that, in academic passion for science subject matter knowledge, in-service teachers had a higher passion for "liking" and "importance" than pre-service teachers, whereas pre-service teachers had a higher passion for "time/energy investment" than in-service teachers. In academic passion for science pedagogical knowledge, pre-service teachers had a higher passion for "time/energy investment" than in-service teachers. Second, the within-subject comparison showed that only "harmonious passion" was higher for science pedagogical knowledge than science subject matter knowledge in pre-service teachers. However, "liking", "importance", "time/energy investment", and "obsessive passion" were higher for science subject matter knowledge than science pedagogical knowledge in in-service teachers. The educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.291-299
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• 2017

In this study, we investigated the characteristics of the PCK components of pre-service chemistry teachers considered in the processes of developing performance assessment. Eight pre-service teachers participated in this study. After the workshop for performance assessment, they developed performance assessment through the planning, embodying and small group discussion step. Their activities were recorded and videotaped. Semi-structured interviews were also conducted. It was found that the PCK component considered in developing performance assessment individually was mainly the knowledge of assessment in science. The proportions of knowledge of curriculum, instructional strategies and students were found to be relatively low. The feedback on students' performance was not considered at all. The orientation to traditional assessment which emphasized on the objectivity of assessment, was stronger in the embodying step rather than in the planning step. During the planning step, the integrations among the PCK components mainly appeared with the knowledge of instructional strategies. However, they hardly appeared in the embodying and discussion steps. The main characteristics of the PCK in small group discussion were similar with those in the embodying step. Some PCK components were considered more in small group discussion, but most discussions were in the traditional perspectives.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.429-440
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• 2017

This study investigated the influence of paired think-aloud problem solving on interactions among the pedagogical content knowledge (PCK) components considered in the processes of making written test items by pre-service chemistry teachers. The processes of making written test items using paired think-aloud problem solving in four small groups consisting of two pre-service chemistry teachers were recorded and transcribed. The analysis of the results revealed that the 'assessment in science education' of the five PCK components, regardless of the roles (solver or listener), was most frequently used in making written test items. 'Subject matter knowledge' and 'students' were also frequently used although less than the previous component. However, 'curriculum for science education' and 'instructional strategies and instruction for science education' was a little used. In the aspects of integration, the integrations between two or three components of various types were frequently found. The integrations among four or five components were also slightly found. However, the integrations of 'curriculum for science education' with the other components were less frequently found. The integrations of 'instructional strategies and instruction for science education' with other components were hardly found. The usefulness, limitations, and effective use of paired think-aloud problem solving as a strategy improving competency to make written test items and the PCK of pre-service teachers were discussed on the basis of the results.