• Journal of The Korean Association of Information Education
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• v.11 no.4
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• pp.425-432
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• 2007

Each university runs curriculum for pre-service teachers to improve teaching skills and designing classes and realizing them. Pre-service teachers can have opportunities of designing and realizing charming classes in the course of practice teaching. We can say that if pre-service teachers can practice simulation for effective teaching skills, there can be some advantages: improvement of class environment, consolidation of instructors' abilities, and thus a ripple effect of for those within the whole community. The purpose of this study is to introduce and indicate the direction of simulation for pre-service teachers and beginners alike, thus training and expecting them to improve effective questioning skills through systematic education courses.

• The Mathematical Education
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• v.59 no.3
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• pp.271-294
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• 2020

The purpose of this study was to explore the possibility of digital simulation by which pre-service teachers (PSTs) can approximate the core teaching practice of eliciting student thinking. This study examined PSTs' questions to elicit student thinking, their use of "pause" session and peer feedback, and their reflections on doing a digital simulation. We analyzed a two-hour digital simulation session with 13 PSTs who enrolled in the elementary mathematics methods course. The results showed that PSTs shifted their general questions to more content-specific questions throughout the simulation and made a quick transition to comparing students' strategies. The number of lead PST-initiated "pause" ranged one to four times for various reasons. Their peer-coaches did not voluntarily "pause" the simulation session but actively shared what they noticed from the student work samples and suggested the next teaching moves. Without utilizing the pause session, the dramatic improvement of questioning was not observed. Even though the PSTs felt overwhelmed with interacting with the student-avatars in real-time, they highlighted the benefits of simulations, appreciated the opportunity to learn the core teaching practice, and viewed this digital simulation as "real" and "authentic" experience. The findings of this study provide implications for re-designing a practice-based teacher education program.

• Journal of the Korea Convergence Society
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• v.13 no.5
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• pp.155-164
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• 2022

Considerable interest has been directed toward utilizing virtual environment-based simulations for teacher education which provide authentic experience of classroom environment and repetitive training. Emotional Interaction should be considered for more advanced simulation learning performance. Since emotion is important factors in creative thinking, inspiration, concentration, and learning motivation, identifying learners' emotional interactions and applying these results to teaching simulation is essential activities. In this context, this study aims to identify the objective data for the empathetic response through the movement of the learner's EEG (Electroencephalogram) and eye-tracking, and to provide clues for designing emotional teaching simulation. The results of this study indicated that intended empathetic response was provided and in terms of valence (positive and negative) states and situational interest played an important role in determining areas of interest. The results of this study are expected to provide guidelines for the design of emotional interactions in simulations for teacher education as follow; (a) the development of avatars capable of expressing sophisticated emotions and (b) the development of scenarios suitable for situations that cause emotional reactions.

• The Journal of Korean Association of Computer Education
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• v.12 no.3
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• pp.63-74
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• 2009

The purpose of this study was to design and develop the simulator for practicing pre-service teachers' classroom discipline skills to control and prevent misbehaviors of students. In order to accomplish this purpose, the followings were researched. First, the examination of related literature and previous studies was performed to find out whether teaching simulation can be significant for pre-service teacher' teaching experience. Second, self-esteem, self-confidence, and self-control were selected as key variables of students' misbehaviors from the examination of literature and previous studies. Third, students' misbehaviors were designed and their information in the student records was developed based on the variables. Forth, teacher's treats were developed and classified with verbal and nonverbal treats. Lastly, simulated students' misbehaviors were designed to be aggravated or prevented according to the teachers' treats. Further research for a teaching simulation was projected based on the pre-service teachers' evaluation.

• School Mathematics
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• v.17 no.2
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• pp.241-255
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• 2015

The purpose of this study is to analyze teachers' understanding on generating random number in Monte Carlo simulation and to provide educational implications in school practice. The results showed that the 70% of the teachers selected wrong ideas from three types for random-number as strategies for problem solving a probability problem and also they make some errors to justify their opinion. The first kind of the errors was that the probability of a point or boundary was equal to the value of the probability density function in the continuous probability distribution. The second kind of the errors was that the teachers failed to recognize that the sample space has been changed by conditional probability. The third kind of the errors was that when two random variables X, Y are independence of each other, then only, joint probability distribution is satisfied $P(X=x,\;Y=y)=p(X=x){\times}P(Y=y{\mid}X=x)$.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.162-174
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• 2021

The purpose of this study was to investigate the types of questions raised by pre-service elementary teachers when planning a science class utilizing smart technology and the characteristics of their lesson plans. For this purpose, lesson plans and questions written by the 96 pre-service teachers were collected. The results of this study can be summarized as follows: (1) Pre-service teachers used simulation apps, information offering apps, clicker evaluation apps, astronomical observation apps. Simulation apps and clicker evaluation apps were used the most in the introduction stage of the class, simulation apps in the development stage, and clicker evaluation apps in the finishing stage. (2) In the lesson plans, the activities that elementary school students use smart technology showed more than those used by teachers, and its characteristics were more prominent in the development stage of the class. (3) As for the content type of smart technology, experience type was the highest, followed by tool type and resource type. In comparison, there were relatively few interaction support types and learning opportunity extensions. (4) There were many cases in which pre-service teachers replaced elementary school students with virtual experiences using experience type instead of providing opportunities to experiment or experience directly. (5) Pre-service teachers asked various questions while planning science class utilizing smart technology, and a total of 25 question types appeared in 7 categories.

• Journal of vocational education research
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• v.37 no.1
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• pp.1-29
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• 2018

The purpose of this study is to examine how the nursing teacher in vocational high school operates the class and examine various perceptions about the operation education. Moreover, This is to comparing the difference between nursing experience and education major about the operation the class. Based on the above findings, First, the nursing teacher should be recognized as a professional subject teacher and should have a qualification system that is appropriate as a professional subject teacher. Second, a formal education program should be established so that those who worked in the nursing field can become teachers of nursing education. It is recommended that nursing education within the graduate school of education be newly established and operated only for nursing graduates who are majored in the same country as developed countries. Third, if the establishment of qualifications and qualifications system can not be realized in a short time, it is necessary to systematically prepare the training for specialization nursing teachers only.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.538-552
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• 2022

This study attempted to understand the characteristics of pedagogic activities performed by pre-service elementary school teachers. To this end, it applied Algodoo simulations to analyze the actions of students and obtain educational implications for optical learning. The study's participants comprised 79 first-year students enrolled in a teacher training college. Their activities could be classified as representation reproductions, verification experiments, and inquiry experiments. Students who performed representation reproduction exercises replicated renowned and authoritative exemplars, apprehending and demonstrating their principal features through simulations. Students performing verification experiments attempted to validate previously learned optical concepts by reviewing the relevant theoretical contexts. Such students primarily conducted simple experiments. Students accomplishing inquiry experiments used simulations to explore phenomena they did not know. Some of them even investigated optical phenomena beyond the domain of general physics. The above results confirmed that free optical experiments performed using Algodoo can effectively denote starting points for learners to engage in activities at varying levels. Additionally, students require assistance from instructors in addressing queries about the application of the principles and models related to optics. This study suggests ways in which instructors should help students at each level of activity. Additionally, the paper presents examples of varying levels of inquiry-related activities available on Algodoo. It also discusses the advantages and disadvantages of performing inquiry-based activities on Algodoo and suggests ways of enhancing the learning achieved through this platform.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.653-664
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• 1999

This study was designed to develope an in-service training programme using Interactive $Physics^{TM}$ simulation for science teachers and to evaluate the effect of programme. The purposes of training programme are the improvement of scientific inquiry teaching ability as well as enhancement of the understanding of scientific concepts, inquiry skills, and the computer manipulation skills. The developed programme was implemented four times with 15 hours for each courses. The questionnaire for evaluating the programme after the last course showed that many teachers (1) voluntarily participated in this programme with internal motivation, (2) were satisfied with the level of programme difficulty, professionality of lecturer, and classroom environment, (3) gave positive responses about the achievement of the purposes of this programme, (4) showed strong intention for applying simulation to their school teaching. And future studies were proposed.

• Journal of Digital Contents Society
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• v.13 no.3
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• pp.359-371
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• 2012

The coffee market has been rapidly growing up recently as well as the coffee industry which makes the number of educational institutions increasing in Korea. On the other hand, the classes lean too much on the practical exercise so the coffee education is urgently needed to define precisely and systematize academically. This study is accomplished on the basis of the teachers and students requirement analysis. The features that sets this study apart from the existing educational digital media is that the definite teaching-learning methods and teaching strategies were developed first. Furthermore, the physical and chemical phenomenon of coffee brewing were simulated by 3D animation software based on the visual languages. The general process of this media production was composed by the mutual relationship of the teacher's needs, educationist's strategies and media producer. After applying the digital media to students in the lesson of coffee science theory it was effective to increase their concentrativeness, interesting and learning motive. This media is also receiving the positive evaluation by the teachers to help the students in understanding the coffee science.