• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.3-11
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• 2004

본 연구는 변화하는 시대에 맞는 교육과정 개편에서 초등학교 컴퓨터 교육이 교과로서 이루어져야 할 것인가에 대한 초등학교 교사들의 의견을 조사하기 위한 것이다. 설문을 통해 조사해 본 결과 초등학교 교사들은 학생들이 미래사회에 잘 적응하기 위한 능력을 기르는데 초등학교에서 컴퓨터 교육이 매우 중요하다고 생각하고 있었으며, 이에 따라 컴퓨터 교과를 독립적으로 또는 재량활동의 형태로서 학생들에게 가르쳐야 한다고 보았다. 그러나 컴퓨터 교과가 독립교과로서 자리를 잡기 위해서는 너무 많은 과목으로 구성되어 있는 현재의 교육과정이 축소되어야 하며, 컴퓨터 교과서를 국가적으로 개발하고 보급하여 현장에 투입되는 노력을 보여야 한다고 생각하고 있었다. 또한 컴퓨터 교과는 그 내용의 특수성 때문에 담임교사들이 지도하기를 꺼려하였고, 컴퓨터 전담 교사가 필요하다는 의견이 지배적이었다.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.97-115
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• 2010

The purpose of this study was to analyze the frequency, level, and location of Bloom's cognitive domain questions in the middle school home economics(HE) text books applied to the 7th curriculum. Analyzed textbooks were selected 15 textbooks per a grade produced from 5 publishing firms. The result of this study followed: First, the biggest number of questions belonged to Bloom's cognitive domain in HE: text was in 1st grade (36.9%), following 2nd(33.6%) and 3th(29.5%). Most questions the HE textbooks according to Bloom's cognitive domain consisted of those about the understanding(28.9%), application(28.3%) and knowledge(21.8%). Second, in case of the location of questions, the subcategory of Questions after Reading occupied 49.2% of all in Bloom's cognitive questions, the case of Questions During Reading was 36.7%, and the subcategory of Questions Before Reading was 14.1%. The rate of understanding questions was the highest as 43.2% in the Bloom's cognitive domain, and the application questions' rate were 28.4%. Analyzed the questions located in questions, the result showed that application-level questions in textbooks were the highest with 36.7%, Regarding to the questions located after Reading, the knowledge question occupied the highest with 33.4%, and next was the understanding questions(26.8%), following the application questions(21,7%).

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.505-518
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• 2018

In this study, we investigated the characteristics of the pedagogical content knowledge (PCK) components and their integrations in the processes of developing performance assessment tasks of pre-service chemistry teachers who participated in the constructive performance assessment workshop. Eight pre-service teachers participated in this study. After three weeks of the constructivist performance assessment workshop, they developed their own performance assessment tasks. The think-aloud method was used to investigate their developing processes. Their activities were recorded and videotaped, and semi-structured interviews were also conducted. The analysis of the results revealed that the PCK component considered in the planning step showed similar frequencies for assessment, instructional strategies, students, and subject matter components. In the embodying step, assessment component was most frequent. In the discussion step, the frequencies for assessment, instructional strategies, and students components were similar. However, curriculum component and the subcomponent of science process skill were rarely used. The integrations among the PCK components were found to be centered on the instructional strategies component in the planning step and the students component in the embodying and discussion step. However, curriculum and subject matter components were rarely integrated with other PCK components. On the basis of the results, educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.769-781
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• 2016

This study investigated the interactions among the PCK components of pre-service secondary chemistry teachers considered in the processes of making written test items individually and in small groups. The processes of making written test items individually for 8 pre-service teachers was studied through the think-aloud method. The analysis of the results revealed that the 'assessment in science education' of the five PCK components was most frequently used in making test items. 'Curriculum for science education,' 'subject matter knowledge,' and 'students' were also frequently used although fewer than the previous component. However, 'instructional strategies and instruction for science education' was hardly used. The integrations between two or three components with various types were frequently found. However, integrations among four to five components were not found. The processes of making written test items in two small groups consisting of four pre-service teachers were observed. The analysis of the results revealed that the PCK components used in small groups were similar to those in the individual processes. However, 'curriculum for science education' was less frequently used, and the numbers of subcategories used at a relatively high frequency increased from other four components in small groups. In the aspects of integration, the proportion of the integrations between two components decreased and that for three components increased compared with those in the individual processes. The integrations among four or five components were also newly 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 still hardly found.

• Journal of Science Education
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• v.36 no.1
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• pp.49-55
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• 2012

The purpose of this study is to examine how online knowledge-based search service is being used by students in science education. Reviewing information and summarizing data are important parts in scientific inquiry. As more and more information is available online, how to review and summarize online information for scientific inquiry also becomes an issue. In this study, we examined one of the popular online knowledge-based search services to see what kinds of information in secondary school chemistry are mostly sought and how reliable those information could be. The result indicated that users mostly seek scientific explanations and problem solving but about 30% of provided information appeared to be incorrect. It implicates that it is necessary to pay attention for teaching students how to obtain, evaluate, and communicate online information in science education to enhance students' ability for scientific inquiry.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.297-308
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• 2004

본 연구에서는 먼저, 수학교사에게 필요한 지식으로 교과, 학생, 교수학적 내용 지식이 필요함을 문헌을 통해 정리하였다. 교사의 지식과 수업 실제에 관한 세 편의 논문을 분석한 결과 교사의 수학에 대한 충분한 이해가 학생의 학습과 효과적인 교수에 절대적인 영향을 미친다고 주장할 수 없음을 알 수 있었다. 그러나 수학에 대한 바른 이해는 학생의 질문에 적절한 반응을 할 수 있도록 하며, 수업을 계획하고 교실에서 이루어지는 담화를 수학적으로 원활하게 조절할 수 있도록 도움을 줄 수도 있었다. 따라서 수학을 잘 아는 것이 효과적인 교수·학습을 보장하지는 못하지만, 교사가 잘 알지 못하는 것을 가르칠 수는 없다는 결론을 얻었다.

• 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.

• Journal of Digital Convergence
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• v.11 no.2
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• pp.33-42
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• 2013

The study looks for keys to provide development direction of digital textbooks based on educational meaning and roles for increasing satisfaction of teacher and student uses in educational activities. In the paradigm shift toward learner-centered pedagogy, digital textbooks have been actively discussed in exploiting the pedagogical ideas, such as multimedia learning, self-regulated learning, deeper learning, and collaborative learning, offered by the technology. In the study, we discuss the concept and historical background of digital textbooks based on the changes of pedagogical paradigm, and then we discuss fundamental functionality, effectiveness, physical and psychological impact, and cognitive aspects to empower the use of digital textbooks in public education system.

• Education of Primary School Mathematics
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• v.19 no.4
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• pp.277-289
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• 2016

Fraction is one of the concepts which are difficult to elementary school students. So, many researches about fraction were performed in mathematics education research. In special, fraction has so many subordinative concepts-proper fraction, improper fraction, mixed number. We have to concentrate on the conceptual understanding in teaching of fraction. In this case, a mixed number and improper fraction are concepts which can convert respectively. And there are methods that a mixed number and improper fraction can be converted. So, it's needed to analyze the converting methods in textbooks for getting the implication of teaching in this areas. In this study, I analyzed the Korean and foreign's textbooks. I certified the methods-using addition expression, using part-whole model in the textbooks. For the conceptual understanding, I suggested to use the fusion of the various part-whole fraction models and addition expression more than the algorithm in converting between a mixed number and improper fraction. It's reason that the use of models in converting between a mixed number and improper fraction is important for the relational understanding.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.311-319
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• 1999

수학 교사의 지식은 교과내용 지식, 일반 교육학 지식, 교육학 내용 지식, 교육과정 지식, 학습자에 대한 지식, 교육적 내용에 관한 지식, 수학 교육 목표, 목적, 가치에 대한 지식으로 분류될 수 있다. 지금까지 이러한 수학 교사에 대한 지식 종류에 대한 학문적 연구는 뚜렷하게 체계적으로 연구되어지지 못하고 주로 저학년 학생 및 학습자 위주로 산발적인 연구가 진행되어 왔다. 수학교사가 지녀야할 지식은 수학 학습자인 학생들을 어떻게 효과적으로 가르치느냐에 가장 직접적인 영향을 미치는 것이므로 이에 따른 구체적인 조사 연구가 필요할 뿐만 아니라 교사교육 프로그램에 반영되어 효과적으로 능력있는 교사를 양성할 수 있도록 하여야겠다.