• The Mathematical Education
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• v.60 no.3
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• pp.363-386
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• 2021

To learn statistics meaningfully, we must provide an opportunity to experience the process of solving statistical problems with actual data. In particular, exploration questions at the problem setting stage are important for students to successfully guide them from the beginning to the conclusion of the statistical problem solving process. Therefore, in this study, a mixed research method was carried out for the exploration questions of pre-service mathematics teachers during the problem setting stage. As a result, some pre-service mathematics teachers categorized incorrect statistical questions because they did not clearly define the meaning or variables of the questions in the process of categorizing them from possible questions. In addition, questions that cannot be solved statistically were categorized due to misconceptions about statistical knowledge. Second, only 50% of the pre-service mathematics teachers met all 6 conditions suitable for solving statistical problems, while there maining they met only a few conditions. Therefore, the conclusion of this study is as follows. First of all, they should be given the opportunity to experience all the statistical problem solving processes through teacher education because they do not have enough experience in statistical problem solving. Secondly, since the problem setting stage is very important in the statistical problem solving process, a series of subdivided processes are also required in the problem setting stage.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.429-436
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• 2010

In this study, the difficulties experienced by secondary preservice science teachers in studying the theory of science education for teacher selection test were studied. At first, questions of the internet cafe for preparing the teacher selection test from January 2008 to June 2009 were analyzed in terms of content area. A survey was also administered to 39 preservice science teachers who took the teacher selection test. The rubric used in this study was developed by the Korea Institute for Curriculum and Evaluation and the Korean Association for Science Education. As a result, the most frequent question areas were 'philosophy and history of science' and 'theories and models of teaching and learning science'. In the survey with the preservice science teachers, the most difficult content area was the philosophy of science. The application of teaching and learning model was also one of the most difficult areas. Based on these results, educational implications were discussed.

• 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 The Korean Association For Science Education
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• v.26 no.2
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• pp.212-221
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• 2006

The purposes of this study were to examine the characteristics of teacher help in small group Thinking Science(TS) activities and analyze the way students respond to teacher help. For this study, twenty-four 5th grade and twenty-four 7th grade students were selected, to undertake TS activities. Out of the 8 activities students participated in, the verbal interactions in activity 4 and 6, by students in four small groups, which incorporated relatively active argumentation was analyzed. Students' cognitive level was identified through a science reasoning task and the students were grouped heterogeneously according to their cognitive level. This study showed that teachers predominately used simple confirmation questions in preference to metacognitive question. Also, teacher help varied according to one's personal traits, work experience and degree of activity recognition. It was discovered that when the teacher provided student appropriate metacognitive questions and sufficient feedback, students actively engaged in argumentation. On the other hand, when the teacher asked simple confirmation questions and interfered in the activity, students did not participate in argumentation actively.

• Journal of the Korean earth science society
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• v.35 no.4
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• pp.277-289
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• 2014

The purpose of this study was to analyze the questions of earth science knowledge presented in elementary science textbooks. In group activities, The questions were created by preservice elementary teachers assuming that they were teaching the earth science knowledge in science education classes at university of education. Types, frequencies, and sources of the cognitive background knowledge of the questions were analyzed. The results demonstrated the followings. First, types, concentrations, and sources of the cognitive background knowledge of the questions were different depending on the domains of earth science. Specifically, in astronomy domain, the frequencies and concentrations of the questions showed different trends compared with other domains in its individual lessons. It suggests that instructional strategies that reflected the difference found in each lessons be appropriately designed and used. Second, it was found that 'schools' was the most dominant sources of the cognitive background. 'Friends' were also found to be very important sources, thus promoting students' interaction with their peers would become an important strategy in science teaching. It was also found that mass media such as 'internet' and 'TV' were roughly rated the same as 'schools' which illustrated that mass media could be utilized in science instruction. Third, since types, concentrations, and frequencies of the questions were diverse in the lessons of units, it is suggested that diverse instruction strategies also be taken into account as an educational approach in teaching the subjects in teacher education.

• Communications of Mathematical Education
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• v.17
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• pp.191-208
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• 2003

영재 교육이 공교육 차원에서 확대됨에 따라 영재 지도 교사의 범위도 확대되고 있다. 이전에는 대학의 수학과 또는 수학교육과의 교원이나 대학원에서 수학 교육을 전공하는 교사들이 수학 영재를 지도하였으나, 점차로 영재 교육 연수를 받은 현장 교사들이 영재 지도를 맡고 있다. 이러한 현상은 역설적으로 수학 영재 교육에 대한 기본적인 사항에 대한 논의를 더욱 심각하게 제기한다. 특히 '수학 영재아란 누구인가'와 '수학 영재 교육은 무엇이며 어떻게 시켜야하는가' 하는 질문은 가장 근본적인 질문이면서도 영재 교육을 담당하는 교사들에게는 풀기 힘든 과제가 아닐 수 없다. 본 고에서는 수학 영재의 교수-학습 방법으로 일반적인 교수-학습 방법 중 창의력을 개발하여 주는 수학 학습 방법을 영재들에게 적합하게 적용할 것을 제안하며, 그 일례로 개방형 교수법의 발전적 적용 방법을 전개하여 보았다.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.877-893
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• 2016

The purpose of this study was to investigate a mentor-teacher qualification standard to support professional development for beginning secondary science teachers. The participants were four mentee teachers and four mentor-teachers. The relationship between the development of beginning science teachers teaching practice and characteristics of the mentoring and interactions was investigated by analyzing conversations between mentor and mentee teachers during the collaborative mentoring. Three mentoring conversation records and transcripts during mentoring program were collected. An analytical framework of mentoring conversations was used in the analysis of mentoring conversations and RTOP was used for lesson analysis to determine the development of teaching practice. The results show that the types of interactions during mentoring varied according to the mentoring teams. Mentors who encouraged reflective thinking induced a higher level of teaching in their mentees. The mentor qualification standard was determined from the relationship between the characteristics of the interaction and the improvement in beginning teacher's teaching practice. To be an effective mentor, the mentor should be able to 1) lead the interaction in a manner that encourages the exchange of opinions, 2) induce reflective thinking and ability to achieve reflective practice following reflective thinking, 3) provide clear explanations and suggest detailed methods, 4) lead conversations that encourage reflective thinking with questions about teaching supported techniques.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.78-90
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• 1999

This study investigated the high school students' and science teachers' understanding of idealization involved in the physics experiment. Major research questions are as follows: (1) what kind of ideal conditions do subjects identify from the presented experimental context? (2) do subjects think how well ideal conditions are satisfied with the experiment? (3) how well do subjects expect the effect of idealization on the experimental result? (3) what kind of view point do science teachers have about the ideal condition involved in the experiment? A total of 85 subjects were given 6 questions related with the research questions I. 2. and 3. with simple experiment about the brightness of the bulbs connected with parallel to the battery. And another 4 questions for the forth research question were given to 42 science teachers. Subjects' responses were summarized and used to draw the implications for the teaching of physics experiment.

• Communications of Mathematical Education
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• v.12
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• pp.331-347
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• 2001

수학교육 개혁에서 강조되고 있는 교실 문화의 변화는 교사가 그 개혁 방향을 이해하고 자신들이 지향하는 가치와 우선 순위를 수업에 어떻게 적용하느냐에 달려 있다고 볼 수 있다. 이와 관련하여, 본 논문에서는 문헌을 통하여 교수 방법에 영향을 미치는 교사 변인 (교사의 학습 및 교수 경험, 지식, 신념, 개별인성특징) 및 사회문화적 변인 (문화적 ${\cdot}$ 교육적 규준, 교육과정 개발과 운영, 교사교육, 전문적 모델과 교사공동체)을 찾아내고 이를 기초로 하여 수학 교사의 교수 방법에 영향을 미치는 요소를 질적으로 분석하기 위한 구체적인 개발면담 질문을 제시한다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2018.07a
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• pp.181-182
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• 2018

주입식 강의로는 미래형 인재를 키우기 어렵기 때문에 e-러닝의 진화로 주입식 교육의 반대인 플립러닝이 이슈화되고 있다. 주입식 교육에서는 교사의 일방적인 주도성을 가지며 학생의 생동감, 흥미, 능력, 필요를 전혀 무시하는 단점이 있다. 이를 해소하기 위해 본 논문에서는 그룹 스터디 활동에 플립 러닝 방식을 적용함으로써 스스로 학습을 유도하는 시스템을 제시한다. 대표 학생은 활동 기간 동안 교사 역할과 함께 책임자가 되고, 수업 할 자료를 공유할 수 있는데 학생들은 자료마다 질문을 남길 수 있다. 대표 학생이 질문 확인을 함으로써 학생 진도를 확인할 수 있다.