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

• The Journal of Korean Association of Computer Education
• /
• v.20 no.1
• /
• pp.63-73
• /
• 2017

Software education of 17 hours is essential in the elementary school in the 2015 revised curriculum. Unplugged is recommended as a teaching-learning method. Teachers should have a high level of PCK about Informatics Subject in order to utilize Unplugged. The purpose of this study was to clarify the relationship between PCK and possibility of teaching about Informatics Subject of elementary school teachers. For this purpose, 172 elementary school teachers were surveyed. The results of this study are as follows. First, elementary school teachers confirmed that the PCK level of informatics subject is low. Second, it was confirmed that there is a high correlation between PCK and possible of teaching. This study is meaningful that it suggested a method to increase the level of PCK about informatics subject of elementary school teachers.

• Communications of Mathematical Education
• /
• v.10
• /
• pp.43-58
• /
• 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 Korean Society of Forest Science
• /
• v.110 no.4
• /
• pp.689-710
• /
• 2021

The purpose of this study was to analyze contents of the elementary school textbooks on 'Forest Education' based on the 2015 revised curriculum. This study is designed to determine the status of forest educationrelated content in the curriculum. Thetypesofforesteducationintextbooksweredividedintoanalysis. In addition, the standards of achievement of the curriculum were analyzed into the areas of forest education curriculum to determine the similarities between the curriculum and the achievement of forest education. This study shows that, first, the field of knowledge in forest education was included in all subjects and grades except mathematics. It noted that the curriculum includes areas of knowledge that directly convey knowledge related to forest education. This showed that the forest education knowledge area is linked to various courses. Second, the types of forest education included in the curriculum appeared differently depending on age. In the lower grades, there was the most information on the tools and sensibilities of forest education, and in the higher grades, the more knowledge and value-related areas were addressed. As the school year increases, so do forest education levels. Third, when analyzing the achievement criteria in the curriculum, the curriculum achievement criteria included key points in forest education. Thus, this study confirmed the link between the curriculum and forest education.

• Journal of The Korean Association of Information Education
• /
• v.16 no.1
• /
• pp.71-80
• /
• 2012

This study aimed to investigate technological pedagogical and content knowledge(TPACK) model, and to apply this model to preservice education. To perform this study, TPACK survey instrument was distributed to 142 preservice teachers who took technology integration course. The result showed that technology and content knowledge improved significantly, and pedagogical and pedagogical content knowledge did not show meaningful differences among 7 sub-categories. Based on the result of this study, we discussed the improvement of technological and content knowledge, and pedagogical knowledge. Also, we suggested that (preservice) teacher education should consider the combination of technological, pedagogical, and content knowledge in Korea.

• Journal of The Korean Association For Science Education
• /
• v.29 no.6
• /
• pp.611-625
• /
• 2009

The purpose of this research is to investigate the characteristics of beginning science teachers' subject matter knowledge (SMK) as revealed in their classroom teaching methods. In this research, we explored six beginning teachers' classroom teaching episodes on the 'work and energy' unit. Using open-ended interviews with the teachers and group discussions taking place on a regular basis to analyze and compare the classes of six beginning teachers, we extracted the features of beginning science teachers' SMK. Using grounded theory methods, the characteristics of beginning science teachers' SMK drawn from this research are: (1) beginning teachers' positivistic epistemology on science, (2) claiming the teacher's authority based on rich subject content knowledge, and (3) beginning teachers' science elitism. These epistemological characteristics are realized such PCK as (1) representational errors caused by the teacher's own science misconception, (2) doing harm to students with too much content knowledge, (3) sporadic content presentation lacking a focus, and (4) surplus class hours with lack of effective science teaching explanations. Suggestions for alternative perspectives on science SMK are presented by experienced teachers. In conclusion, science teachers' SMK is necessary, but not sufficient, for effective teaching. Science teachers' SMK does have an effect on science teaching, mediated by other types of teacher knowledge. The beginning teachers need a systematic support to transform their SMK into a viable PCK.

• The Journal of Korean Association of Computer Education
• /
• v.13 no.6
• /
• pp.23-34
• /
• 2010

The PCK of teachers about informatics subject, which is viewed as one of required subjects in today's information society, is linked to what and how to teach, and that is very significant in terms of academic education. However, there are currently no efforts to develop items geared toward evaluating the PCK of teachers about informatics subject or to make a factor analysis of those items, though the importance of that subject in information society has been discussed. The purpose of this study was to develop and validate an instrument to size up the PCK of preservice elementary teachers about informatics subject. The finalized instrument consisted of 39 items regarding five factors that involved knowledge of curriculum, knowledge of expression, knowledge of content, knowledge of evaluation and knowledge of teaching methods.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2016.01a
• /
• pp.263-264
• /
• 2016

본 연구에서는 국내 정보 교사가 가지고 있는 교사 전문성의 특성에 대해 고찰하였다. 교사가 가져야 하는 전문성의 여러 종류 중 인지적 영역의 전문성은 학생 성취에 중요한 역할을 담당하기 때문에 가장 중요한 부분으로 볼 수 있다. 교사가 가지고 있는 인지적 영역의 전문성을 교과에 대한 지식, 일반적 교육학 지식, 교수 내용 지식으로 나누어 생각할 때 정보 교사는 세 가지의 전문성을 가지고 있다. 먼저 교과의 내용이 빠르게 변하기 때문의 지식의 개정이 빠르고, 교수내용지식의 많은 부분이 컴퓨팅 도구의 활용과 이에서 발생하는 오류에 대한 내용으로 구성된다는 점이다. 또한 이러한 이유 때문에 정보 교사의 교수내용지식 또한 꾸준히 변화하게 된다.

• The Journal of Korean Association of Computer Education
• /
• v.4 no.2
• /
• pp.135-143
• /
• 2001

Teachers' cognitive understanding of subject matter content have direct impact on the quality of students learning. In order to understand this, we need to investigate the relationships between the teachers' level of knowledge about the content and the instruction teacher provide for students. Professional development programs for computer education teachers include courses in computer science, curriculum studies, and the application of computers in the classroom. Effective teachers, however, have expertise in the subject matter content, know curriculum, and understand contextual knowledge for teaching computers in the classrooms. Although computer education have evolved for last 20 years, we have not yet made significant progress on researching "what" is the professional knowledge of computer teachers, and "how" they could be trained. Teacher's knowledge includes pedagogical and contextual knowledge of teaching the specific subject. The purpose of this paper is to understand the professional knowledge of computer teachers, and the adoption of PCK (pedagogical content knowledge). As a result of this paper, I hope to initiate further discussions and researches on PCK and its' implication for computer teachers and teacher preparation programs in Korea.

• Journal of the Korean School Mathematics Society
• /
• v.13 no.1
• /
• pp.45-67
• /
• 2010

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out several research as follows : 1) establishment of observation elements for selecting examples of good instruction between 2001 and 2002, 2) development of the standards on teaching evaluation between 2004 and 2006, and 3) investigation on the elements of Pedagogical Content Knowledge including Subject Matter Knowledge between 2007 and 2008. The purpose of development of mathematics teaching evaluation standards through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. Especially, the standards on mathematics teaching evaluation were developed based on the standards on general teaching evaluation. In this study, the standards were revised and modified by analyzing the results of those studies (namely, evaluation standards) focused on SMK. For this purpose, four domains such as the knowledge of curriculum reconstruction, knowledge of mathematical contents, methodological knowledge, mathematical value were new established based on the theories relevant to SMK and on the base of these four domains, standards or elements on teaching evaluation focused on SMK were reconstructed.