• Title/Summary/Keyword: 교수실행

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A Case Study on Reflection-in-practice in Science Teachers' Teaching Changes (반성적 실천을 통한 과학교사의 교수실행변화에 관한 사례 연구)

  • Choi, Jong-Rim;Lee, Sun-Kyung;Kim, Chan-Jong;Yu, Eun-Jeong;Kim, Je-Heung;Oh, Hyun-Seok
    • Journal of The Korean Association For Science Education
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    • v.29 no.8
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    • pp.793-811
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    • 2009
  • The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

Social Dimensions of Bio-technology: Focusing on HGP's Shaping Process (생물공학의 사회적 차원들: HGP의 형성과정을 중심으로)

  • Kim Dong-Kwang
    • Journal of Science and Technology Studies
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    • v.1 no.1 s.1
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    • pp.105-122
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    • 2001
  • The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

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Human Genome Research and ELSI Program (인간유전체 연구와 인문사회과학적 접근 : ELSI 연구의 현황과 과제)

  • Yoon Jeong-Ro
    • Journal of Science and Technology Studies
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    • v.1 no.2 s.2
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    • pp.423-438
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    • 2001
  • The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

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A Case Study on Changes in Science Teachers' Teaching Practices using the Biographical Approach (생애사적 접근을 통한 과학교사의 교수실행 변화과정에 관한 사례연구)

  • Han, Hye-Jin;Lee, Sun-Kyung;Kim, Chan-Jong;Lee, Gyoung-Ho;Kim, Heui-Baik;Oh, Phil-Seok;Maeng, Seung-Ho
    • Journal of The Korean Association For Science Education
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    • v.29 no.1
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    • pp.22-42
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    • 2009
  • The purpose of the case study is to understand changes in the teaching practices of two secondary science teachers during the span of their careers. To investigate changes in teaching practices, this study focuses on changes in the science teachers' practical principles based on Elbaz's practical knowledge. The biographical approach was adopted because teachers' voices are a valuable source to understand their professional development. In-depth interviews and classroom observations were conducted for two science teachers with seven years' and ten years' teaching experience. The major findings are as follows: First, participants' teaching practices changed through interaction with three factors, critical experiences that have stirred changes in teaching practice, teacher's reflection on teaching, and various experiences to make specific teaching practice changes. Second, three different change aspects of practical principles were revealed; reinforcement of existing practical principles, replacing old practical principles with new one, and generation of new practical principles.

The Effect of Mentoring on Beginning Science Teacher's Perception Change in Their Teaching Performance (멘토링이 초임 중등과학교사의 교수실행에서 나타나는 인식변화에 미치는 영향)

  • Jung, Minkyung;Lee, Sunduk;Nam, Jeonghee
    • Journal of the Korean Chemical Society
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    • v.57 no.6
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    • pp.778-788
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    • 2013
  • The purpose of this study was to examine the change of the beginning science teachers' perception change through the mentoring program. Participants in this study were four mento-teachers, one university professor, two teachers in doctor, two teacher in doctor's or master's course, and four mentee-teachers who had less than three years teaching experience. We performed five times one to one mentoring for a year. We collected data such as video recordings of mentee-teacher's classes, lesson plans, recording of one to one mentoring and transcription, mento and mentee journals, preliminary-interim-post interview and transcription, and RTOP class observation report. Based on the result of this study, five times mentoring over a year changed mentee-teacher's perception and their teaching practice.

Faculties' Perceptions on the Importance and Performance of Effective Teaching Behaviors (대학교수의 효과적인 교수행동에 대한 중요도 인식과 실천 역량 분석)

  • Lee, Soon-Deok
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.11
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    • pp.469-478
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    • 2017
  • This study analyzed faculties' perceptions on the importance and performance of effective teaching behaviors. The effective teaching behaviors scale consisted of 40 items belonging to 8 factors. A survey was conducted with 86 faculties from 2 universities. It was found that the differences between the importance and performance levels of all items except for 'applying emphasis on important contents' were statistically significant. The scores of importance were higher than those of performance. The results of the IPA showed that 'keep up the good work' area included 19 items that those were high the scores of importance and performance. The 'concentrate here' area included 5 items that need to be improved for effective teaching. The first priority items needing to be improved were 1) Establishing instructional methods and strategies suitable for the objectives, 2) establishing clear objectives, appropriate examples and systematic classes, 3) providing questions, opportunities and appropriate feedback. We suggested that a faculty development program needs to be developed for effective teaching.

Pre-service Teachers' Perceptions of the Importance and Performance of Effective Teaching Behaviors (효과적인 교수행동에 대한 예비교사들의 중요도와 실행도 인식)

  • Kang, Sook-Hi
    • The Journal of the Korea Contents Association
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    • v.15 no.2
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    • pp.520-528
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    • 2015
  • This study is intended to find out pre-service teachers' perceptions of effective teaching behaviors. 89 pre-service teachers observed teaching demonstrations of each other and rated the degree of importance of teaching behaviors and their own performance level. It was found that Class Operations received the highest score in both the importance and performance levels, followed by Lesson Organizations and Verbal Expressions. However, they considered Gesture and Clothing as well as Facial Expressions and Gaze less important. The results of t-tests showed that the differences between the importance and performance levels for all five areas were statistically significant. The results of importance-performance analysis indicated that Verbal Expressions, Eye Contacts, Time Control, and Emphasis on Important Contents are the factors which need to be improved for effective teaching.

The Change in Beginning Science Teachers' Inquiry-Oriented Teaching Practice through Mentoring Program (멘토링을 통한 초임중등과학교사의 탐구지향적 교수실행 변화)

  • Nam, Jeong-Hee;Kim, Hyun-Ok;Go, Mun-Suk;Ko, Mi-Re
    • Journal of The Korean Association For Science Education
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    • v.30 no.5
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    • pp.544-556
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    • 2010
  • The purpose of this study was to investigate the change in beginning science teachers' inquiry-oriented teaching practice through mentoring program. Participants in this study are three mentor teachers and three beginning teachers. The three beginning teachers are middle school science teachers who have less than four years teaching experience. Also three science teachers participated in the program as mentors, who have more than twelve years teaching experience. We collected data such as video recordings of beginning teachers' classes, lesson plans, recordings of one to one mentoring and RTOP class observation reports. Mentor teachers observed and analyzed five classes of each beginning teacher. Before the mentoring program, beginning teachers' teaching methods were more concept-oriented and teacheroriented. They rarely used inquiry-elements including prediction, reasoning, hypothesizing and students were not actively engaged in communicative interactions in a classroom. But during the mentoring program, these teachers recognized and responded to student diversity and encouraged all students to participate in science learning. Beginning teachers' teaching methods have changed to become student-oriented, teachers and students collaborated in pursuit of ideas, and students often initiated new activities relevant to an inquiry. As a result, this mentoring program provided beginning teachers the opportunities to reflect on their own teaching and reform their classes. The results show that school-centered mentoring program is helpful to enhance beginning science teachers' inquiry-oriented teaching ability.

An Analysis on Beginning Secondary Science Teachers' Problems in their Teaching Practice through Collaborative Mentoring (협력적 멘토링 과정에서 나타나는 초임중등과학교사의 교수실행 문제점)

  • Park, Jihun;Nam, Jeonghee;Kwon, Jeongin
    • Journal of The Korean Association For Science Education
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    • v.35 no.4
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    • pp.557-564
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    • 2015
  • The purpose of this study is to examine the problems in the teaching practice of beginning science teachers who participated in the collaborative mentoring program to improve their teaching expertise. The participants were six beginning science teachers and six mentors at middle and high school levels. From each beginning science teacher and mentor teacher, journals, one-to-one mentoring records and transcripts, interviews and questionnaires, and transcripts conducted at the beginning, middle and the end of the mentoring program were collected. Seven aspects of the beginning science teachers' problems in their teaching practice were identified. The result showed that mentee teachers didn't set up specific learning objectives and they organized and presented lesson contents without considering students' proficiency level. Also, they found it hard to prepare for the lessons irrelevant to their major field of study and they tended to use convergent questions more than divergent questions. Mentee teachers tend to give teacher-centered rather than student-centered teaching. Beginning teachers' recognition of their problems in their teaching practice tends to lead changes in their teaching practice. Some of the problems that mentee teachers showed could be overcome if they recognized the problem through the collaborative mentoring program, but if not, it tends to remain throughout mentoring program.This study also highlighted the importance of reflection on beginning science teachers' practice.

Case Study on Teaching Practice for Biological Adaptation of Elementary School Teachers: Focus on the Influence of Teacher's Guide and Teachers' Understanding and Belief of Biological Evolution (초등교사의 생물의 적응에 관한 수업에서 나타난 교수실행 사례 연구 -교사용 지도서와 교사의 진화 개념 이해 및 신념의 영향을 중심으로-)

  • Mili, Lim;Heeyoung, Cha;Gill Woo, Shin
    • Journal of The Korean Association For Science Education
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    • v.42 no.6
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    • pp.567-578
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    • 2022
  • In this study, we examine whether the description of the elementary science curriculum guide, the concept of evolution, and the beliefs of teachers affect the teaching practice in classes related to adaptation of elementary school teachers. First, we examined the alternative concept among the sentences described in the bio-adaptation-related unit of the 2009 Elementary Science Curriculum Teacher's Guide and identified the effects of this description on the teaching practice of elementary school teachers. Next, six elementary school teachers were classified according to the results of the evolutionary concept test paper and the evolutionary belief test paper, and based on the class recording data and interview data, whether there is a difference in teaching execution. As a result, it was confirmed that there were a total of 18 descriptions corresponding to the concept of evolutionary alternatives in the analysis of instruction descriptions, and that these descriptions influenced elementary school teachers' adaptation concepts and teaching practice. Next, the group with high and low levels of evolution differ in the areas of "recognition of importance in the unit, distinction between adaptation concepts in the general sense and adaptation concepts in the biological sense, errors in the class," and "recognition of evolutionary education needs in the elementary curriculum." This study is meaningful in that it qualitatively confirms the research on the evolution concept of elementary school teachers, which has been approached quantitatively, and in-depth, confirms how the description, evolution concepts, and evolutionary beliefs affect elementary school teachers' biological adaptation concepts.