• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.45-60
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• 2004

수학텍스트의 한 부분인 식은 일상 언어, 시각적 표현, 상징 등의 여러 기호와 함께 학생들에게 다양한 수학을 경험을 제공한다. 그러나 이러한 수학텍스트의 다양성은 수학시험 채점시 4+3인가, 4+3=7인가 혹은 부분점수를 줄 것인가의 이슈로서 변질되어 등장한다. 따라서 본 연구에서는 초등학교에서 다루는 식의 의미, 초등학교 아동에게 지도되는 식의 형태, 초등학교 1학년 아동의 식에 대한 이해, 초등학교 교사들의 식에 대한 이해 형태를 서울시 소재 한 초등학교의 1학년 담임교사 9명과 1학년 1 개 학급에 속한 아동과의 면담 및 설문 조사를 통하여 알아보았다. 아울러 제언에서는 수학텍스트의 한 부분인 식의 실제 교육현장에서 어떻게 반영되고 있는가에 대한 탐색을 통하여 식의 의미를 올바르게 전하기 위한 지도 방법, 교사 인식에 대한 방향을 제시하였다.

• Proceedings of the Korea Contents Association Conference
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• 2012.05a
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• pp.399-400
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• 2012

최근 대학들은 안팎으로 많은 어려움에 직면하고 있다. 내적으로는 학령인구 감소에 따른 입학정원의 부족을 외적으로는 대학시장 개방에 따라 해외 유학생들 급증에 따른 학생유치 등의 어려움이 가중되고 있다. 이 같은 위기를 타개하기 위한 방안 중 하나로 대학들은 홍보활동을 강화하고 있다. 그 동안 대학들은 대학이미지 제고를 위해 각종매체 등을 활용하여 관계집단에게 직, 간접적으로 홍보를 확대하는 등 홍보를 대학존립을 위한 자구책의 일환으로 인식하고 다각적인 노력을 하고 있다. 이 논문은 대학에서 실시하고 있는 홍보활동에 대한 효율적 방안의 하나로서, 고교 입시생들에게 대학지원 및 선택에 직접적인 영향을 주고 있는 교사를 대상으로 하여 비교적 제작경비가 저렴하면서도 장기 누적적 효과를 줄 수 있는 홍보기념품의 하나인 다이어리에 대하여 다이어리기능과 홍보기능을 결합시킨 교사용 다이어리의 디자인 방향연구를 통해 홍보비용 및 효과를 제고시키기 위한 제안이다.

• Education of Primary School Mathematics
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• v.20 no.4
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• pp.253-266
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• 2017

The purpose of the study was to investigate the perceptions of Elementary school teachers on mathematics instruction. To do this, 7 test items were developed to obtain data on teacher's perception of mathematics instruction and 73 teachers who take mathematical lesson analysis lectures were selected and conducted a survey. Since the data obtained are all qualitative data, they were analyzed through coding and similar responses were grouped into the same category. As a result of the survey, several facts were found as follow; First, When teachers thought about 'mathematics', the first words that come to mind were 'calculation', 'difficult', and 'logic'. It is necessary for the teacher to have positive thoughts on mathematics and mathematics learning, and this needs to be stressed enough in teacher education and teacher retraining. Second, the reason why mathematics is an important subject is 'because it is related to the real life', followed by 'because it gives rise to logical thinking ability' and 'because it gives rise to mathematical thinking ability'. These ideas are related to the cultivating mind value and the practical value of mathematics. In order for students to understand the various values of mathematics, teachers must understand the various values of mathematics. Third, the responses for reasons why elementary school students hate mathematics and are hard are because teachers demand 'thinking', 'because they repeat simple calculations', 'children hate complicated things', 'bother', 'Because mathematics itself is difficult', 'the level of curriculum and textbooks is high', and 'the amount of time and activity is too much'. These problems are likely to be improved by the implementation of revised 2015 national curriculum that emphasize core competence and process-based evaluation including mathematical processes. Fourth, the most common reason for failing elementary school mathematics instruction was 'because the process was difficult' and 'because of the results-based evaluation'. In addition, 'Results-oriented evaluation,' 'iterative calculation,' 'infused education,' 'failure to consider the level difference,' 'lack of conceptual and principle-centered education' were mentioned as a failure factor. Most of these factors can be changed by improving and changing teachers' teaching practice. Fifth, the responses for what does a desirable mathematics instruction look like are 'classroom related to real life', 'easy and fun mathematics lessons', 'class emphasizing understanding of principle', etc. Therefore, it is necessary to deeply deal with the related contents in the training courses for the improvement of the teachers' teaching practice, and it is necessary to support not only the one-time training but also the continuous professional development of teachers.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.276-290
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• 2023

The purpose of this study is to analyze the characteristics and specific elements of successful science classes that pre-service elementary school teachers think. For the study, 61 pre-service elementary school teachers (47 females, 14 males) were recruited as research participants. The data used in the study are mutual evaluation papers prepared during class performances by group and individual. The amount of data was a vast amount of qualitative data with a total of 150 pages, and the research results were derived by inductively categorizing this data through qualitative analysis. The summary of the research results is as follows. First, the factors constituting a successful science class were analyzed into 7 categories (14 sub-categories, 33 sub-elements). The elements that make up a successful science class in detail were analyzed as science subject contents, class management, selection of teaching and learning methods and organization of class contents, teaching and learning materials, understanding of students, understanding of teaching situations, and class-related efforts. Second, it was possible to describe the practical classes of pre-service teachers by collecting the details of the elements that make up a successful science class recognized by pre-service teachers. As seen in the above research results, the characteristics and specific elements of successful science classes recognized by pre-service teachers were identified, and based on this, pre-service teachers will be able to develop support for effective science class operation, and continuous analysis should be conducted.

• The Mathematical Education
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• v.58 no.2
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• pp.263-282
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• 2019

The purpose of this study is to analyze the implementation of 2015 revised mathematics curriculum. This study focused on issues raised from the implementation. The teaching-learning methods for enhancing mathematical competencies, the amount and difficulty of mathematics in the 1st and 2nd grade, the level of vocabulary and sentence for students in the textbooks, and the support for successful implementation of the curriculum were collected and analyzed through questionnaires and interviews. As a result of the research, most of the teachers tried to improve the teaching and learning method considering mathematical competencies, but had difficulty in connecting contents and competencies. They also recognized that the amount and difficulty in the 1st and 2nd grade math, and the level of vocabulary and sentences presented in math textbooks were generally appropriate. However, they pointed out that the textbooks were over-emphasized in various ways out of basic calculation methods, and that the long sentences, which are not easy to read and understand by students who are not familiar with reading Korean, are included in the . They recognised that there is a large difference in level of reading Korean and understanding math among students. So we suggest that more active support is needed for the students who are learning slowly and the students who are having difficulty in reading Korean.

• Journal of Science Education
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• v.38 no.3
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• pp.543-554
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• 2014

The purpose of this study is to analysis of the cognitions of Korean science teachers and Timor-Leste's science teachers about the teacher training for the professional development as a science teacher held by Korean science teachers. Most of the Timor-Leste's Science teachers who participated at the teacher training mostly had their 10-year teaching career and were secondary school teachers. The purpose of the teacher training is to provide the science educational support for them and to encourage their own development; to effectively donate their skills and talents as a science teacher in their country. The data was collected from participant observation, interviews, and questionnaires. The results were as follows: many Korean teachers recognized that it is necessary to localize the experimental materials and utilize an appropriate language for the science education of Timor-Leste. Furthermore, until the stable science teacher training system of Timor-Leste is set up, it is necessary to be the precise understandings of the curriculum, the correct data regarding the state of education in Timor-Leste, and the knowledge need to Timor-Leste's science teachers. Meanwhile most of the Timor-Leste's Science teachers mostly had some difficulties in using language due to double translation, paying the participant fee, and travelling long distance from their country in participating the teacher training. What they expected at the teacher training was to enhance their professional ability as a science teacher, and to be able to manage the teacher training for Timor-Leste's science teachers by their own selves.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.107-114
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• 2019

The objective of this study was to understand factors of occupational ethics affecting occupational value and educational belief of preservice childcare teachers. In order to achieve this objective, a questionnaire survey was conducted targeting a total of 270 preservice childcare teachers in A city. Study results found that preservice childcare teachers highly perceived the ethics in young children and family out of the occupational ethics, the intrinsic value out of the occupational value, and the maturism and interactionism out of the educational belief. Second, the occupational ethics, occupational value, and educational belief of preservice childcare teachers showed statistically significant correlations. Third, the occupational ethics of preservice childcare teachers had positive effects on the occupational value and educational beliefs. Based on these results, it is necessary to conduct diverse research studies for the formation of clear and appropriate occupational values and positive educational beliefs, so that childcare providers could perceive the importance of occupational ethics and provide high-quality childcare services.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.292-301
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• 2021

This study is a basic research to apply ESD linked to SDGs to pre-service teachers majoring in earth science education. The purpose of this study is to evaluate carbon literacy by analyzing the awareness, attitude and knowledge, subjective norms, and behavioral control of the carbon footprint internalized by pre-service teachers. Pre-service teachers recognize the carbon footprint as their responsibility, but are not willing to pay the cost and accept inconveniences of the actions to reduce carbon footprint. They also support actions to reduce carbon footprint, but do not demand the actions from others. While they have sufficient knowledge about carbon mitigation actions, their conception of causes and effects of global warming is unstable. Pre-service teachers will go out to school sites and teach millions of students about global warming. It is essential to educate these teachers on the economic cost and social responsibility of reducing their carbon footprints. It is also important to find ways to bridge the gap between their thought and action. It is hoped that this study on pre-service teachers' carbon literacy will lead to realizing ESD.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.10-21
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• 2009

The purpose of this research was to investigate science teachers' thoughts about hypotheses and rules related to the contents of ninth grade 'Construction of Matter' and 'Rules of Matter Change' chapters. The changes of their thoughts through experience of the abduction viewpoint were also analyzed. Twenty-two science teachers in the masters course took lessons and discussions related to the abduction viewpoint in the course of three weeks. The changes in thought of four teachers selected among them were investigated through individual interviews and their reports. From the investigation, it was found that the two teachers who had not recognized the problems of textbook content order could distinguish rules and hypotheses after the lessons and discussions. The two teachers who had recognized the problems before the lessons gained the abduction viewpoint through the lessons. They also recognized new opinions related to teaching styles for students and the meaning of the abduction viewpoint on education.

• Journal of Science Education
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• v.35 no.1
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• pp.23-33
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• 2011

The purposes of this study were to analyze the effects on scientific creativity of the Science Gifted Program, to survey recognition of gifted learners on the Program, and to obtain implications for the development direction of guidance program. The subjects of this study were 20 persons of the class for the gifted in an elementary school science, which belonged to Education Institute for the Gifted, Office of Education in Jeju city. The Science Gifted Program were applied during 28 times. The effects of the program were analyzed using the scientific creativity test, recognition questionnaire and interview of the Science Gifted Program. The results of this study were as follows. First, after applying Science Gifted Program, the scientific creativity of the gifted in science was enhanced. Especially, fluency was enhanced most remarkably. Second, after applying Science Gifted Program, students stated that they had the positive feeling about this program. The suggestions of results of recognition questionnaire of the Science Gifted Program were as follows. First, the Science Gifted Program must include experiment and research of subject. Second, it is necessary to guide concretely of the learning method before beginning of the Science Gifted Program. Third, it is necessary to control content level and quantity of the task for the student's easy comprehension.