• Communications of Mathematical Education
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• v.22 no.4
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• pp.505-514
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• 2008

In this paper we study on derivation of formulas for roots of quadratic equation, cubic equation, and quartic equation through method analogy. Our argument is based on the norm form of polynomial. We also present some mathematical content knowledge related with main discussion of this article.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.31-46
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• 2019

Objective: This research draws synthesized and objected results regarding the factors that influence burnout of child care teachers. The purpose for this is to understand in-depth of the burnout child care teachers experience at site through understanding their experience in depth. Methods: A mix research method including meta-analysis and in-depth interview was proceeded. Results: The main factor of burnout of the child care teacher is structural characteristics factor. Also through in-depth interview 13 main subjects and 28 detailed subject were found in the factors that affect burnout of child care teachers. Most factors which were meaningful results from the meta-analysis were re-confirmed through the in-depth interview. Out of those, the most effective sub-factor showed psychological factor of self-esteem. Conclusion/Implications: Based on these results, we have suggested child care environment unification, training education process for child care teachers, reinforcement of qualification standard, and accreditation system in order to enhance qualitative child care service and reduce exhaustion of child care teachers.

• Journal of Science Education
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• v.44 no.1
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• pp.1-14
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• 2020

In this study, we analyzed the written and drawn explanations of thirty elementary school pre-service teachers in order to examine their perception on the seasonal length of day and night. The main findings are as follows: First, pre-service teachers used the most common term in the description of the texts, such as meridian altitude, axis of rotation, and revolution, and there were more misconceptions in the drawn explanation than in the written explanation. Second, by analyzing the pre-service teachers' perceptions by combining written and drawn explanations, it is possible to detect scientific errors that the distance between the Earth and the Sun is closer when the axis of rotation is tilted in relation to the revolution and seasonal changes due to changes in the orbital radius of the Earth. In addition, there have been types of explanations such as seasonally changing meridian altitudes related to the rotation of the Earth but no change in the location of the Sun. Based on the results of the analysis, we discussed the lack of experience in constructing an explanatory system of specific phenomena using scientific knowledge, lack of observational experiences about natural phenomena, and lack of exposure to other explanatory systems that cause cognitive conflicts. We hope that it will be concrete and practical help to improve the understanding of pre-service teachers in the science domain of primary teacher training program.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.211-225
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• 2020

The purpose of this study was to investigate and analyze pre-service teachers' eye-movement in science textbooks in the learning process, whether they perceived "arrow" presented in textbooks, and changes in eye-movement by arrows. For the study, an eye-tracker, a eye-movement tracking device, was used, and 10 pre-service teachers attending a teacher training college were selected and conducted. The science textbook unit used in the research was the "Weather and Our Life" unit, one of the areas of earth science. As a result of the study, first, it was investigated that pre-service teachers devote more time to texts rather than illustrations in the learning process of science textbooks. Second, it was analyzed that pre-service teachers did not pay attention to the "arrow" presented in science textbooks. Third, it was confirmed that in order for "affordance of the eye-movement by arrow" to occur, sufficient concentration on "arrow" should be made. These findings suggest the importance of the learner's visual attention to learning elements in science textbooks such as "arrow". In addition, it suggests the importance of developing a textbook editing design that can induce visual attention to learning elements in textbooks through eye-movement research data for effective learning.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.421-428
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• 2021

This study intended to identify the differences of pre-service elementary school teachers' perceptions on instructional design between face-to-face and online instruction. Lesson plans for face-to-face and online instruction were analyzed by 84 participants who were seniors at C university of education. Results of content analysis indicate that 'Providing Learning Guidance' domain is the biggest domain in terms of the frequency gap between face-to-face and online instruction. Frequency differences by domains between face-to-face and online instruction were found to be significant as a result of Chi-square test. Frequency differences by instructional elements in the 'Providing Learning Guidance' domain between face-to-face and online instruction were found to be statistically significant as well. In conclusion, this study indicates the differences of pre-service elementary school teachers' perceptions on instructional design between face-to-face and online instruction, which implies the necessity for the development and implementation of professional development programs focusing on the perceptions on instructional design of online instruction for pre-service elementary school teachers.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.2
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• pp.181-193
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• 2024

Summative assessment provides information on how well students have achieved learning objectives, making the development of high-quality assessment items essential for accurate evaluation. This is one of the competencies that teachers must possess. This study aims to analyze summative assessment items created by pre-service elementary teachers, examining their intentions and the difficulties encountered in the item development process. The study involved 45 second-year students enrolled in an elementary teacher training university. They were grouped into teams of three and tasked with developing ten items, documenting the purpose of each item, the answer key, and the challenges faced during item creation. The collected summative assessment items were analyzed using a two-dimensional purpose classification table that includes Klopfer's taxonomy of educational objectives. The intentions behind the summative assessments and the difficulties faced during item development were inductively organized and analyzed through qualitative data analysis. The results revealed that pre-service elementary teachers adequately reflected scientific content elements but did not evenly cover assessment domains. The most challenging aspect for them was adjusting the difficulty level. Although they considered most factors that should be taken into account during item development, these considerations were not reflected in the actual items. These findings suggest that knowledge and experience are crucial in developing summative assessment items, and systematic lectures are necessary for pre-service elementary teachers.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.302-314
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• 2019

This study is a hermeneutic phenomenological study on the experiences of 10 beginning science teachers who have been building positive or negative identity as teachers for the first 3 months. This study was conducted by four steps of the phenomenological qualitative research process suggested by Yeu (2015) based on the study of hermeneutic phenomenology suggested by van Manen (1990). The main data of this study is the transcription data of the telephone interviews collected in consideration of the working area of the research subjects. The main theme is found by categorizing and conceptualizing the meaning of the phenomenon revealed in the data and the process of confirming the legitimacy of the main theme. The results of this study show that the experiences of beginning science teachers that could affect their positive identity as teachers have common moments when they realize that 'I am a necessary person for someone'. On the other hand, the teachers create negative teacher identity when they doubt their teaching competency, particularly when they are not confident about their attitudes toward students or when they are unable to engage students actively in lessons. The results of this study provide important implications for pre-service science teacher preparation program in Korea.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.540-548
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• 2017

This study analyzed the relationship between the achievement motivation and social intelligence in pre-service early childhood teachers and their achievement motivation and social intelligence. The achievement motivation Inventory for pre-service early childhood teachers (Song, 2004), the social intelligence questionnaire (Han, 2011) and the Children's social problem solving ability scale (Huh, 1999) were administered to 193 pre-service early childhood teachers. The data underwent Pearson correlation analysis using the SPSS 21.0 program. The results of this study were as follows. First, there were significant positive relationships among the achievement motivation, social intelligence, and social problem solving ability. Second, the achievement motivation and social intelligence was an important factor for predicting the social problem solving ability of pre-service early childhood teachers.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.281-286
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• 2023

We aimed to find out how teaching ethics and empathy affect the perception of children's rights with 297 pre-service early childhood teachers enrolled in the Department of Early Childhood Education at universities located in Busan. Through this, the purpose of this study was to present basic data for the development of a character development program for a high-quality early childhood teacher training institution. We derived the following research results. First, as a result of examining the degree of recognition of pre-service early childhood teachers' teaching ethics, empathy, and awareness of children's rights, the average value was high in the order of teaching ethics, awareness of children's rights, and empathy. Second, there was a positive correlation between pre-service early childhood teachers' empathy ability, teaching ethics and awareness of children's rights, and empathy ability and awareness of children's rights. Third, as a result of examining the relative effects of teaching ethics and empathy of pre-service early childhood teachers on the recognition of children's rights, social ethics was found to be the strongest predictor among teaching ethics. In this study, we identified that teaching ethics and empathy are effective in various approaches to promote awareness of children's rights in pre-service early childhood teachers. And the results of this study provides the basic data for the character development of desirable teachers that pre-service early childhood teachers should have.

• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.23-33
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• 2008

The computer education has not to remain literacy education but to change with object of training a member of real society which is logic in thinking, initiativeness in suit with the knowledge information-oriented society by teaching the theory of computer science. This study examined effects and applied by means of developing project- based programming teaching model for elementary students in a classroom when teachers instruct programming education This study is expected to contribute to make computer teaching methods better, by providing teachers with teaching models of computer programming education for elementary students.