• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.970-985
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• 2011

In this study, we analyzed secondary science teachers' needs for mentoring programs improving their professionalism in science-gifted education. A survey was administered to 111 teachers who had experience in teaching science-gifted secondary students in Seoul. Analyses of the results indicated that most teachers needed the mentors' support in science content knowledge, knowledge of beliefs about science-gifted education, knowledge of science-gifted students, knowledge of instructional strategies for science-gifted education, knowledge of curriculum for science-gifted education, knowledge of assessment in science-gifted education, and knowledge of external factors influencing in implementing science-gifted education. Most teachers, especially having the perceptions of lower levels of professionalism, relatively needed more mentors' support in the knowledge of the instructional strategies for science-gifted education and the knowledge of assessment in science-gifted education. Most teachers wanted the mentors' supports for all subcategories of professionalism at the planning stage of the classes, and some did the support for some subcategories at the performance stage and the reflection-evaluation stage of the classes. They also relatively wanted more mentors' support for all subcategories of professionalism through lectures and/or group discussions, some did the support through face-to-face interviews and/or real-time or non real-time online interviews. They variously responded in the suitable ratio of mentors and mentees, and perceived positively the qualities required to mentor as well as the necessary factors for the effective use of mentoring.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.565-582
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• 2020

The purpose of this study is to investigate middle school science teachers' pedagogical content knowledge for science practice-based instruction developed by five middle school science teachers in a teacher learning community. Science teachers in this study collaborated to examine lesson plans and reflect on teaching practice and collaboratively analyzed science curriculum, discussed video-recordings of teaching practice, and discussed to design detailed and elaborated lesson plans. Data collection consisted of pre and post questionnaire and interview, audio-recording of teacher discussion in a teacher learning community for one year, lesson plans, teacher written reflection, and video-recording of teaching practice. Data analysis reveals that science teachers developed pedagogical content knowledge for science practice-based instruction that consists of eleven sub-components of knowledge of science curriculum for science practice, knowledge of science practice-based instructional strategy, knowledge of students' science practice-based learning, and knowledge of science practice-based learning assessment. Science teachers in this study developed highly structured pedagogical content knowledge for science practice-based instruction.

• Communications of Mathematical Education
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• v.28 no.3
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• pp.353-366
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• 2014

Recently, the widespread usage of 3D-Printing has grown rapidly in popularity and development of a high level technology for 3D-Printing has become more necessary. Given these circumstances, effectively using mathematical knowledge is required. So, we have developed free web tools for 3D-Printing with Sage, for mathematical 3D modeling and have utilized them in college education, and everybody may access and utilize online anywhere at any time. In this paper, we introduce the development of our innovative 3D-Printing environment based on Calculus, Linear Algebra, which form the basis for mathematical modeling, and various 3D objects representing mathematical concept. By this process, our tools show the potential of solving real world problems using what students learn in university mathematics courses.

• Review of KIISC
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• v.19 no.1
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• pp.23-28
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• 2009

다년간의 국가정보화 노력으로 우리나라는 이미 IT 강국으로서 선진 정보강국과 어깨를 나란히 하고 있다. 인터넷의 발달과 이를 통한 전자상거래 및 인터넷뱅킹 등 IT 산업의 급격한 발전이 이를 뒷받침해주고 있다. 이러한 추세에 따라 각종 정보보호 제품 및 기술의 개발과 정보보호의 중요성을 인식한 정보보호관리 정책의 수립도 함께 이루어져왔다. 향후 유비쿼터스 사회를 맞이하여 국민 삶의 질적 수준을 한 단계 끌어올리기 위해서는 보다 안정된 정보사회 기반을 마련해야 할 것이다. 이를 위해서 정보보호의 중요성을 확산시키고 정보보호를 담당하는 전문인력을 양성하는 데에 주력해야 할 것이다. 본 연구는 정보보호 인력의 질적 양성을 위해 보다 체계적인 정보보호 교육의 필요성을 높이 인식하여, 정보보호 전문인력이 갖추어야 할 지식 및 기술에 대해 분석하고 있다. 우선, 정보통신 및 정보보호 관련 선행 연구를 통해 55개의 정보보호 분야 지식 및 기술을 도출하고, 산업계 및 학계의 전문가 대상의 검토를 통해 총 71개의 지식 및 기술을 최종 도출하였다. 본 연구의 결과는 정보보호 분야의 실무 수행에 필요한 지식 및 기술 항목들을 제시함으로써, 수요 지향적인 정보보호 교육 프로그램 개발 및 운영에 활용될 수 있을 것이다.

• The Mathematical Education
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• v.60 no.3
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• pp.387-407
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• 2021

The present study was conducted on the assumptions that both progressivist and constructivist education emphasized the subjective knowledge of learners and confronted similar problems when the derived educational principles from the two perspectives were adopted and applied to mathematics research and practice. We argue that progressivism and constructivism should have clarified the meaning, purpose, and direction of 'emphasizing subjective knowledge' in application to the particular educational field. For the issue, we reflected Dewey's theory on the application of past progressivism, and aligned with it, we took a critical view of the educational applications of current constructivism. As a result, first, the meaning of emphasizing subjective knowledge is that each of the students constructs a unique mathematical reality based on his or her experience of situations and cognitive structures, and emphasizes our understanding of this subjective knowledge as researchers/observers. Second, the purpose of emphasizing subjective knowledge is not to emphasize subjective knowledge itself. Rather, it concerns the meaningful learning of objective knowledge: internalization of objective knowledge and objectification of subjective knowledge. Third, the application of the emphasis on subjective knowledge does not specify certain teaching/learning methods as appropriate, but orients us toward a genuine learner-centered reform from below. The introspections, we wish, will provide new momentum for discussion to establish constructivism as a coherent theory in mathematics classrooms.

• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.103-113
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• 2000

A case study was conducted to investigate the understandings of the subject matter knowledge and pedagogical content knowledge held by 63 elementary preservice teachers in dealing with the division by a fraction. The study results showed that, in terms of the subject matter knowledge, the preservice teachers did not have a conceptual understanding of the division by a fraction and, in terms of the pedagogical content knowledge, they depended heavily on algorithms without a conceptual understanding of the meaning of the division by a fraction.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.261-268
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• 2019

In this study, we report the effectiveness of an interprofessional patient safety education in impacting student knowledge, attitudes and self-confidence around interprofessional communication. Thirty third-year students took part in a six weeks education that included a 90 minutes lecture and group discussion. Self-administered questionnaire were used for examining knowledge, attitudes, self-confidence and interviewed about team communication. There was no change in the knowledge(p=>0.05) but the attitude and self-confidence improved significantly after the education(p=<0.05). Students also noted that the importance of collaboration with other occupational groups. The first implementation of the interprofessional patient safety education had a positive effect on student attitudes, self-confidence and interprofessional teamwork.

• Journal of the Korean Home Economics Association
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• v.17 no.1
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• pp.58-68
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• 1979

고도로 발전되는 현대과학은 시대의 흐름에 따라 우리의 생활문화를 급격히 변화시키고 있다. 물질의 풍요는 주위환경의 여건을 변화시키지만 인간의 지식 및 관리능력이이에 따르지 못하면 생활의 진정한 향상과 혁신은 실천될 수가 없다. 본 연찬회의 목적은 대학교육이 지역사회 개발에 직접적인 관련과 도움이 되기 위해 시행된 일련의 교도행사이다. 생활과학연찬회는 1978 년 11월 7일부터 9일까지 3일간 각 시도군의 생활지도사를 대상으로 의생활분야, 식생활분야, 주생활분야, 아동학분야의 강의와 실습을 통하여, 지역사회의 생활개선 지도방향을 교육 실시하였다. 금번에 가정대학이 실시한 연찬회 참여자들의 반응 및 의견을 종합해 볼 때 상당히 만족할 만한 것으로 나타났다. 그런 궁극적으로 생활과학의 보급은 더 넓은 범위와 지방민에까지 전달되어야만 더욱 효과적인 프로그램이 될 수 있다고 하겠다. 그렇게 되기 위해서는 우선 세분화되고 필요로 하는 교육내용에 관한 연구와 실제 응용할수 있는 기술 및 지식의 보급이 시급하다 하겠다. 특별히 지방인들이 과거보다 더 요구하는 영역은 주생활분야와 아동학분야이다. 또한 지도자들이 훈련을 받을 때 사용한 교재나 교구를 지방에 갖고 갈수 있게 다양하고 보다 자세한 자료의 개발 및 보급이 뒤따라야하겠다. 결과적으로 이번 연찬회는 성공적이었고 앞으로 위에서 제언된 몇 가지를 감안하여 정기적인 Program이 계속되어야하겠다.

• School Mathematics
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• v.10 no.3
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• pp.463-487
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• 2008

The purpose of this study was to analyze teachers' pedagogical content knowledge on probability. Teachers' pedagogical content knowledge on probability was analyzed in detail into 2 categories: (a) subject matter knowledge, (b) knowledge of students' understanding and misunderstanding. The results showed, in terms of the subject matter knowledge, that the teachers have some probability misconception. And, it showed, in the point of the knowledge of students' understanding, they could not explain why students have difficulties to solve some tasks with regard to probability. This study raised several implications for teachers' professional development for effective mathematics instruction.

• The Journal of the Korean dental association
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• v.26 no.5 s.228
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• pp.471-477
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• 1988

최근에 들어서 개인용컴퓨터가 대중화되고 통계처리를 위한 컴퓨터 소프트웨어들을 쉽게 이용할 수 있게 됨에 따라 치의학연구에 있어서도 컴퓨터를 이용한 자료의 통계적 분석이 증가되고 있으며 그 방법도 갈수록 복잡하고 다양해지고 있다. 따라서 오늘날 급속히 발전하는 새로운 치의학지식의 습득을 위하여 치의학잡지에서 증가되고 있는 통계적 분석방법을 이해하고 평가할 수 있는 통계학지식이 요구된다. 이에 저자는 1975년,1980년 그리고 1986년에 발행된 5종류의 치의학잡지에서 보고된 논문에서 통계학방법의 종류와 빈도 그리고 통계학방법의 경향을 조사하여 치의학분야의 통계학교육에 필요한 통계학방법을 제시하고자 하였다.