• Journal of Korean Library and Information Science Society
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• v.41 no.4
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• pp.5-33
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• 2010

This study is intended to present methods improving the classification system of KDC education fields after comparing and analyzing the academic system of education, classification system of KDC, NDC, DDC and LCC, and that of the research field classification system of National Research Foundation of Korea. The results of the analysis have revealed that it is required to improve and correct the KDC 5th edition of education including the addition of classification items that reflect the trend of academic development, proper development in the rank classification terms of education detailed fields, addition of detailed subjects, errors of classification symbols and omission of correlative indexes in the classification items. This study has proposed improved methods to solve those problems.

• Journal of the Korean earth science society
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• v.24 no.4
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• pp.258-272
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• 2003

This study explored the effectiveness of science teaching practice and science teaching efficacy beliefs by development of elementary school teachers' pedagogical content knowledge. Three research questions are formulated: 1) Is there any relationship between the development of teachers' pedagogical content knowledge and the science teaching efficacy beliefs? 2) How does the development of teachers' pedagogical content knowledge affect the science teaching practice? 3) How do the science teaching efficacy beliefs affect the science teaching practice? 120 subjects were chosen in 53 public elementary schools. Quantitative and qualitative data were collected and analyzed to triangulate the results. Results indicate that the development of teachers' pedagogical content knowledge and science teaching efficacy beliefs are more developed in accordance with teachers' teaching career and academic career are increased. There are significant relationships between teachers' science pedagogical content knowledge and science teaching efficacy beliefs. The more the teachers' pedagogical content knowledge, the more confident in science teaching practice. The more the science teaching efficacy beliefs, the more confident in science teaching practice. Also these teachers tried to present teaching objectives and learning problems in the beginning stages of science lessons, and they tried to review each learning stage.

• Journal of the Korean earth science society
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• v.24 no.4
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• pp.235-249
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• 2003

The purpose of this study is to analyze and evaluate the nature, role and development of pedagogical content knowledge in science teaching. Two research questions were considered: 1) What are the nature and the components of the pedagogical content knowledge in science teaching? 2) What is the value of pedagogical content knowledge and are there any routes and paths to developing pedagogical content knowledge for science teachers? In order to answer these questions instead of analyzing empirical data, former research literatures are reviewed. The results indicate that science pedagogical content knowledge is a special amalgam of science content knowledge and science method knowledge in a special context of science teaching that is uniquely the province of teacher based on their own special form of professional understanding. As a part of one's own distinctive bodies of knowledge, science teachers' pedagogical content knowledge is an important basis for professional development and competent teachers. It is knowledge of how to teach specific content in specific contexts, also it depends on each teachers' distinctive knowledge structure. Pedagogical content knowledge for science teaching is composed of five components: orientations toward science teaching, knowledge and beliefs about science curriculum, knowledge and beliefs about students' understanding of specific topics, knowledge and beliefs about assessment for teaching science, knowledge and beliefs about instructional strategies for teaching science. The development of science pedagogical content knowledge does not start until teachers have acquired a deeply principled conceptual knowledge of content, also it is promoted by the constant use of subject matter knowledge in teaching situations.

• School Mathematics
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• v.1 no.2
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• pp.391-400
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• 1999

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.423-448
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• 2013

The journals provide an academic arena for researchers in specific academic field, and play a crucial role in the process of formation and development of the academic field. The main purpose of this research was to investigate the familiarity, reputation, applicability, and preference of mathematics education journals. For this purpose, a survey was conducted for mathematics educators. As a result, the three journals , , and were notably preferred by mathematics educators, and the scores of familiarity, reputation, applicability, and preference were almost synchronized. On the other hand, mutual preference of mathematics education, mathematics, and education journals is an indicator of the communication among related academic fields. However, mathematics education researchers showed little preference toward mathematics and education journals, and vice versa.

• Journal of the Korean School Mathematics Society
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• v.8 no.4
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• pp.509-523
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• 2005

This study empirically examines motivations of entering college of education and academic problems that pre-service teachers encounter under the curricular activities. We analyze the phenomena of professional development under the four categories: motivation toward entering college of education, pedagogical content knowledge, subject matter knowledge and future vision. We conducted survey for the S university students first and interviewed 3 selected participants. Almost 50 students from college of education participated answering to the surveys. Using SPSS package, there was no significant difference between freshmen, sophomore and junior students in any category Male students responded more positively than female students in all the categories. To explore survey results deeply, we selected 3 students from sophomore and junior levels and 2 extra senior students to conduct interviews. The interpretation of the data described how their academic problems unfold partly because they seek another major and how their professional development take place carrying out practicum activities. Most of the interviewees felt that their academic lives were affected motivations of entering college of education and difficulties of studying subject matter knowledge. At the end, several suggestions are added for future research.

• 대한공업교육학회지
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• v.34 no.2
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• pp.20-41
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• 2009

The purpose of this study was to propose conceptual Structure of the study of industrial education based on the concepts and characteristics of industrial education. Therefore, the study was conducted through literature research. 1) The characteristic of industrial education in the study was proposed as 'subject for occupational competence in the industrial technology' on the educational purpose. 2) The characteristic of industrial education in the study was proposed as 'subject for practical knowledge in the industrial/engineering technology' on the structure of knowledge. 3) The characteristic of industrial education in the study as was proposed as 'subject for technological problem solving in the system design and engineering context' on the educational methodology 4) The characteristic of industrial education in the study was proposed as 'design, building, testing and troubleshooting' on the educational process.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.339-347
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• 2021

The purpose was to analyze the trend of sport pedagogy in secondary teacher certification examination based on the secondary teacher qualification criterion in Korea Institute for Curriculum and Evaluation since abolition of multiple-choice questions from 2014 to 2020. The result showed the questions for sport pedagogy were 48 question since 2014, and found 83 sub-questions. The implications are as follows. First, the frequency of sub-questions in sport pedagogy has increased, causing an integrated question. Second, the serious unbalanced issue of questions for examination was presented. Third, dependence on specific domains was excessively high. Fourth, the confusion caused by the overlapped domains with the content knowledge of physical education subject was intensified. Therefore, evaluation factors based on 2016 KICE classification table should be clear and field application questions should be developed.

• Korean Journal of Culture and Social Issue
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• v.26 no.3
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• pp.195-220
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• 2020

The purpose of this study was to validate the Korean version of the post-traumatic growth inventory-expanded(K-PTGI-X), which has been widely used to assess posttraumatic growth. The PTGI-X is a measure of the addition of the items to measure the existential growth as the need for modification to the factors of the 'increase of spiritual interest' in the existing PTGI is suggested. We examined the factor structure, reliability, and validity of a Korean version of the PTGI-X among 625 Korean adults who have experienced trauma events. First, EFA confirmed the appropriate PTGI-X factor structure and found that the 4-factor structure was the most appropriate. Next, as a result of CFA, it was found that the model to which correlation between items was added to the 4-factor model was good. Next, testing internal consistency, CR, and AVE of the K-PTGI-X showed that PTGI-X's items are reliable. Also, we tested the concurrent validity and discriminative validity. All of the K-PTGI-X scales significantly correlated with measures of deliberate rumination and core-belief except for the intrusive rumination. Finally, to add an understanding of K-PTGI-X, t-test according to demographic variables was conducted. Recommendations for future research and implications were discussed.

• Korean Journal of Culture and Social Issue
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• v.24 no.2
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• pp.153-192
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• 2018

The main purpose of this research is to investigate the effect of Korean adults' perception of parent-child relation on their self-efficacy, child rearing practices, elderly parent care practices, and happiness. In this study the parent-child relation is a relationship between the adults' parents and the adults. The participants in the study were adults (2,632; male=1,275, female=1,357) with children in primary, secondary, and/or university, with an average age of 45.44-years-old (male=46.96-years-old, female=44.10-years-old). The results showed a direct influence of the adults' perception of parent-child relation on their self-efficacy and their child rearing practices, and an indirect influence on their happiness. This indicates that a more positive adult's perception of parent-child relation leads to higher self-efficacy and greater devotion to their child rearing practices. And furthermore, an elevated self-efficacy enhanced their happiness. Gender differences were found for the influence of adults' perception of parent-child relation on elderly parent care practices. For Korean male adults, a more positive perception of parent-child relation lead to a more active participation in elderly parent care practices. However, for Korean female adults no direct influence was found. Based on these results, a discussion of the influence of adults' perception of parent-child relation on the adults' psychological characteristics and family-members relationships is provided.