• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.555-572
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• 2014

Teacher preparation programs are responsible for preparing teachers to be able to perform their work with professional knowledge and skills. What opportunities to learn such knowledge and skills the programs intentionally develop for prospective teachers can be discerned by looking at the curriculum of teacher education. The purpose of this study is to find implications for the curriculum in elementary teacher education in South Korea, especially as that pertains to opportunities to learn teaching mathematics. This paper compares the curricula of 21 teacher preparation programs for elementary teachers in South Korea and in the United States. It finds that the programs in both countries emphasize teacher preparation to teach subject matter and to help elementary students improve their academic knowledge. The overall structures of the curriculums outlined in the programs of both countries are relatively comparable. In terms of the opportunities to learn teaching mathematics, however, they are quite different in what authentic contents they offer. This paper discusses the need for more emphasis on mathematical knowledge for teaching.

• Communications of Mathematical Education
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• v.12
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• pp.451-461
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• 2001

한국수학교육학회가 유아수학교육에 관심을 갖게 된 것을 기쁘게 생각하며 진심으로 축하의 말씀을 드립니다. 오늘 저는 여러분을 모시고 우리의 수학교육, 특히 정보화 사회 또는 지식 사회라고 불려지는 사회를 대비하는 교육을 생각함에 있어서 변하는 것과 변하지 않아야 하는 것에 대해서 아주 소박하게 논의하여 보려고 합니다.

• Journal of forensic and investigative science
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• v.2 no.2
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• pp.50-66
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• 2007

An Emergency Medical Technician (EMT) is a well-trained emergency responder to provide emergency medical services to the critically ill and injured patient. In various situations, EMT may destroy potential physical evidences associated with the crime scene or determination of real cause of death. This study was aimed to evaluate the educational need of forensic medicine in Korean EMT. Questionnaires were administered to 592 EMTs during March 2007. The response rate was 60.3%(357 EMTs). In questionnaires there were 13 questions regarding the general characteristics, 16 questions about roles of EMTs related with forensic circumstances, 9 questions about the education related to forensic medicine. Questionnaires rated on a 4-point Likert scale or 5-point Likert scale. Most of 119 rescue EMTs had experienced with situations related to crime or unexpected sudden death. EMTs had arrived to the scenes earlier than police and complained of some difficulties related with deficit of forensic knowledge. EMTs wanted to receive continuous educations about forensic medicine. In order to reduce dissatisfaction with EMTs roles and to improve crime scene preservations, Emergency Medical Services policies should provide regular educational curriculum by forensic pathologists and promote legal responsibilities for 119 rescue EMTs.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1219-1236
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• 2013

The purpose of this study was to investigate the association between subject matter knowledge (SMK) and pedagogical content knowledge (PCK) for science teachers. To this end, a total of 26 secondary Earth science teachers participated in this study and a concept diagnostic questionnaire and a lesson planning task of atmospheric pressure were devised to give an indication of participating teachers' SMK and PCK, respectively. The results of this study are summarized as follows: First, participating teachers showed a variety of SMK levels about atmospheric pressure. Second, teachers at high level of SMK focused on 'supplementary' and 'fundamental' curriculum contents for in-depth conceptual understanding, but teachers at low level of SMK, on the contrary, stressed 'applicative' curriculum contents. Third, teachers at high level of SMK grasped students' misconceptions and difficulties in learning atmospheric pressure far more concretely than teachers at low level of SMK. Lastly, teachers at high level of SMK showed a tendency to use learner-centered instructional strategy by utilizing students' prior knowledge, but teachers at low level of SMK were inclined toward teacher-directed concept explanation. Based on this study, some implications for effective science teacher preparation programs were also discussed.

• School Mathematics
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• v.18 no.3
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• pp.571-587
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• 2016

Nam(2008a) suggested that the role of teacher for helping students to learn mathematical structures should be the manifestor of tacit knowledge. But there have been lack of researches on embodying the manifestation of tacit knowledge. This study embodies the manifestation of tacit knowledge by showing that exemplification is one way of manifestation of tacit knowledge in terms of goal, contents, and method. First, the goal of the manifestation of tacit knowledge through exemplification is helping students to learn mathematical structures. Second, the manifestation of tacit knowledge through exemplification intends to teach students mathematical structures in the tacit dimension by perceiving invariance in the midst of change. Third, the manifestation of tacit knowledge through exemplification intends to teach students mathematical structures in the tacit dimension by constructing explicit knowledge creatively, reflection on constructive activity and social interaction. In conclusion, exemplification could be seen one way of embodying the manifestation of tacit knowledge in terms of goal, contents, and method.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.293-300
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• 2021

The aim of this study was to measure preservice teachers' perceptions of Technological Pedagogical Content Knowledge (TPACK). The researcher analyzed responses on the TPACK scale of 307 students in A University located in Chungcheongbuk-do. During the statistical analysis, IBM SPSS 21 program was used to implement Independent Samples T-test, One-way Analysis of Variance, and Multiple Regression Analysis (Enter method). The results are as follows. First, for the mean difference by gender, the mean of female students was higher than that of male students in Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge. Second, for the mean difference by grade level, the mean of the 1^st, 3^rd and 4^th graders was higher than that of the 2^nd graders in the Content Knowledge at a statistically significant level. Third, toward Technological Pedagogical Content Knowledge, Pedagogical Knowledge of .11 beta value, Pedagogical Content Knowledge of .11 beta value, and Technological Pedagogical Knowledge of .715 beta value were found to be statistically significant predictors. Finally, the researcher discussed development of the TPACK implementation manual and workbook and provision of various technology practice opportunities.

• Journal of Science Education
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• v.43 no.3
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• pp.342-362
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• 2019

This study is to explore the applicability of PBL classes in undergraduate education at a School of Dentistry. To do this study, PBL modules were developed and applied to the students with different background knowledge to easily learn Integrated Medicine and Lifescience classes. Participants were 12 students in the first year of Integrated MS program at P University. Four tutors who majored in Dentistry and had PBL teaching experience participated. As a result of the PBL classes, students' concepts and knowledge about gene expression and expression were expanded, and they recognized the importance of self-directed learners and experienced the importance of collaborative learning. PBL tutor presented a positive assessment of attending PBL class experience and the educational need for PBL instruction. The results of this study show the possibility of PBL as a model for Integrated Medicine and Lifescience class in Dentistry education.

• Journal of Convergence for Information Technology
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• v.9 no.9
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• pp.166-174
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• 2019

This study aims to determine factors influencing pre-service early childhood teachers' perception of technology equipment. Online survey is conducted to 289 students majoring in Early Childhood Education and Child Development located in city A, B, and C. SPSS 25 program analyzes 273 answers. The results show that technology education experience in high school influences TPACK and TPACK's sub-factor technology knowledge; and that technology education experience in college (university?) has a positive influence on computational thinking, perception of technology, TPACK, and TPACK's sub-factors-technology knowledge, early childhood education knowledge, and TPACK knowledge. In addition, perception of technology equipment shows high correlation with TPACK and computational thinking. Indeed, computational thinking and TPACK have 42.3% explanatory power on perception of technology equipment. The results imply that education system supporting computational thinking and TPACK should be prioritized for pre-service early childhood teacher to use technology effectively in the field.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.415-427
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• 2020

This study aims to understand science education conducted in North Korea by analyzing the PCK components shown in two science teacher's guidebooks: (1) Guidebook for 1^st grade elementary school and (2) Guidebook for 1^st grade middle school. These were published after 2013, when "the first 12-year Universal Compulsory Curriculum" was implemented in North Korea. The analysis shows that both elementary and middle school guidebooks had the highest percentage of content in "Knowledge of Subject Matter", followed by "Knowledge of Instructional Strategies in Science" and "Knowledge of Science Curriculum". On the other hand, "Knowledge of Assessment in Science" and "Knowledge of Students" were significantly low in content. Within the "Knowledge of Subject Matter", both elementary and middle schools had the highest proportion of content in "Concepts and Theories", along with "Experiments and Inquiries" that was also significantly higher than other PCK components. Science teacher's guidebooks in North Korea advocates constructivist teaching style by using "discussions" as the main activity when conveying scientific concepts and theories to students or conducting scientific inquiry classes. Furthermore, "Knowledge of Instructional Strategies in Science" was mainly focused on guiding the "Instruction sequence and method" from the "Topic-specific Strategies", while only a small part of the "Subject-specific Strategies" was being presented. Also, Science teacher's guide books in North Korea included only a few theoretical elements of science education in both the general outline and the particular sections of guidebooks. "Knowledge of Science Curriculum" was mainly composed of "Lesson Objectives" with some inclusion of "Vertical Articulation" and "Horizontal Articulation". "Knowledge of Assessment in Science" and "Knowledge of Students" accounted for a small portion compared to the science teacher's guidebooks in South Korea.

• Journal of the Korean Society for Library and Information Science
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• v.33 no.3
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• pp.127-144
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• 1999

The purpose of this study is to develop information use curriculum for information literacy development of students. School education in information society needs the development of students' information capabilities, and the curriculum of Information use for it. As the speed that the knowledge learned in schools became useless, has been accelerated, the importance of ability to manage new information and knowledge has risen Information capability means capabilities to access, analyze, apply and evaluate information through various kinds of Information media such as printed information, audiovisual information, electronic communication information. experiences information. The information use curriculum is to develop information capabilities to inquiry new information with his own established knowledge, settle ali information tasks and create new information.