• Journal of Oral Medicine and Pain
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• v.37 no.2
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• pp.93-105
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• 2012

Let me introduce a teaching method to improve practice capacity in dental laboratary work. I applied theories of layers of modeling and reflection constituting cognitive apprenticeship and peer tutoring to my class. At internet uploading a file showing a practice procedure a week before the class of a course, I let students preview it. During the class I demonstrated the practice procedure in front of students. A superior student and an inferior student paired according to the previous practice grade and a feedback between a peer tutor and a peer tutee was activated. Late in the class, a student self-evaluated his own practice result and had a check of a professor. Finally he compared his own practice result with that in the file uploaded at internet and reflected. This teaching method led to improvement in students' satisfaction and efficiency of learning.

• Journal of Convergence for Information Technology
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• v.8 no.3
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• pp.25-32
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• 2018

This descriptive research is to find communication ability, general and social self-efficacy, and academic achievement in peer collaboration subject of nursing freshmen. The data were analyzed by SPSS/WIN 19.0. The communication ability was higher in the extroverts and high discussion preference ones(p=.01), females' social self-efficacy were higher than males'(p=.03), the general and social self-efficacy of the 'introverted' and 'middle' groups were higher than the extroverts'(p=.01). The social self-efficacy on the 'middle high', 'middle' and 'middle low' of self-evaluated school grades groups were higher than 'high' one's, even the academic achievement of 'high' group was the most(p=.01). There were negative correlations between communication ability and self-efficacy, and between social self-efficacy and academic achievement. And social self-efficacy affected on the academic achievement in peer collaboration subject($R^2=0.058$, p<.05). These results can be used as a basis for developing guidelines of nursing freshmen who have to complete a lot of theoretical and practical courses in university.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.1-10
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• 2021

In this study, a science writing heuristic class with emphasis on social interaction and tool improvement for 10 middle school students at the National University Science-Gifted Education Center in Jeollanamdo was conducted to investigate the perception of STS (science technology society) relationship and students' perception of the effects of class. After science writing heuristic class emphasizing social interaction and tool improvement, the students became aware of the STS relationships as follows: Science-gifted students have come to perceive that experimental tools and technology contribute to the development of scientific theory, that it is difficult to solve all social problems with only science and technology, and that science is a social interaction activity. In addition, science-gifted students responded that they became aware of the relevance of STS through intensive inquiry conducted on the same subject for several hours, communications with colleagues in another group through peer reviews, communication to solve problems with colleagues in the same group, activities to improve tools in the process of inquiry, inquiry using familiar materials and phenomena. In order for students to effectively recognize the relationship of STS in science-gifted class for middle school students, it is necessary to provide experience to solve problems using various experimental tools, experience to have trial and error in the process of solving inquiry problem under the same subject, experience to improve tools in the process of solving inquiry problem, experience to communicate with colleagues who conduct inquiry activities under the same subject, experience to share the results with other groups, and inquiry activities using familiar materials and phenomena.

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.369-390
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• 2021

It would be reasonable as a teacher to make efforts not only to reflect on the class on their own but also to improve the teacher' teaching e pertise by reflecting on the class with fellow teachers through lesson reflection sharing. This paper attempted to develop a lesson reflective framework that can provide standards and focus for lesson reflection and lesson sharing. First, based on the class evaluation criteria of previous studies, class reflection elements and a draft of lesson reflection were prepared. In a class conducted on 27 third graders at C High School where the co-researcher worked as a teacher, four peer teachers at the same high school were required to write personal opinions on the class based on the draft of lesson reflection. Based on this, lesson sharing was conducted, and modifications of the lesson reflection framework were developed by analyzing the case of class sharing. The implications of this paper indicate the need to clarify the perspective of viewing the lesson by sharing the intention of each question in advance. In addition to writing lesson reflections, it is necessary to share classes simultaneously.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.339-345
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• 2023

Pre-service teachers have established and developed their own teaching strategies and professional language teaching skills based on their pedagogical and learning experiences. In this regard, it is conceivable that pre-service teachers' feedback may have distinct viewpoints and focuses. Therefore, the purpose of this study is to analyze pre-service teachers' feedback to microteaching demonstrations. Participants in the study were 40 prospective elementary school teachers. They were invited to offer feedback on microteachings video-recorded by their peers. According to the findings, we identified a total of 708 comments. The majority of feedback was categorized as teacher talk(40.1%) , followed by teaching and learning activity (20.9%), interaction (12.6%), teaching materials (11.4%), classroom atmosphere and learning environment (8.9%), lesson flow (3.7%), review and evaluation (1.3%), and introduction and objectives (1.1%). The most frequent types of feedback were the teacher's use of appropriate speaking rate, tone, and intonation. This finding reflects the fact that English teachers realize the importance of the teacher's English proficiency, therefore we suggest that teacher education institutions need raise awareness not just of teachers' English skills but also of their diverse perspectives.

• Journal of Science Education
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• v.46 no.2
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• pp.195-211
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• 2022

In this study, we explored the meaning of astronomical observation activities of five earth science teachers through in-depth interviews. Semi-structured interviews were conducted after providing a questionnaire based on Seidman's three-step process of interview. By analyzing the interview transcript, the educational implications inherent in astronomical observation activities were extracted. Teachers have constructed systematic basis of observation and astronomy in the observational astronomy and laboratory class during their course in the teacher education institute. After they became in-service teachers, practical know-hows of astronomical observation activities in schools were developed with the help of colleagues. By designing and executing astronomical observation activities for students, teachers notice positive changes in the cognitive domain, affective domain, and career perception of the students. Hence, teachers consider that astronomical observation activities have great educational effects. In addition, astronomical activities appear to be very rewarding and satisfying experiences to teachers, by providing opportunities for having pride as an earth science teacher. However, teachers tend to find difficulties in operating astronomical observation activities in fields, due to both internal and external obstacles. It is found that the removal of internal obstacles is more important for teachers to attempt or to continue astronomical observation activities. In this sense, it is necessary to support teachers by providing timely training courses with related content, as well as opportunities to share their experiences within a peer group such as teachers' research society.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.527-536
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• 2006

This study investigated the components of science teacher professionalism, the meaning of PCK (Pedagogical Content Knowledge), examples of science PCK, and complementary measures that should be taken to improve teacher professionalism. Six science teachers recommended by their colleagues explained that the science teacher's professionalism (or professional knowledge) consists of science content knowledge, knowledge about teaching, knowledge about learners, and improvement efforts. Science teachers' definition of PCK, which is the professional knowledge that members of the wider society expect teachers to possess, is the teacher's materialized knowledge that aims at students' understanding and PCK is the accumulated know-how of teachers as they strive to make their teaching comprehensible by students. Science teachers also contended that teachers as professionals need to complement an accountability system, acknowledgement of continuous self-developmental efforts, collegiality, and securing validity in the teacher employment test. The teachers argued that the societal recognition of teaching professionalism is essential for a high quality teaching. Suggestions for how to improve science teaching professionalism are also discussed.

• Journal of the Korean Society for information Management
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• v.34 no.3
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• pp.229-249
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• 2017

Open science projects are being actively carried out globally. Publishing the results of public research (publications and data) in digital format and enhancing access to these materials are getting more important. Various research support tools are being used to support open research, open access, open data, open peer review and open research performance evaluation. We analyzed research support services to prepare open science movement in Korea. Korea is not ready for research data management and research collaboration except open access and institutional repositories. It can be seen as an urgent matter to analyze these international open science research support services carefully and reflect them in research support policy and service guideline.

• The Journal of the Korea Contents Association
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• v.7 no.8
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• pp.215-225
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• 2007

The portability and immediate communication properties of mobile devices such as UMPC influence the learning processes in interacting with peers, accessing resources and transferring data. This study explores the pedagogical potential of UMPC, being utilized in inquiry-based learning process in elementary school setting. Inquiry-based teaming, offering a powerful option for occasional projects and lab activities, is a style particularly well-suited for out-of-school programs because they have a freer hand to complement, enhance, and expand on the work that children are doing in their K-12 classes. A set of questionnaires measuring the level of interest and class achievement were answered by the students before and after the inquiry-based science class in elementary school. Statistical results show that most of the students prefer UPMC-based class to the traditional class. Some guidelines for effective UPMC-based class are also provided.

• The Journal of Korean Association of Computer Education
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• v.6 no.2
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• pp.81-93
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• 2003

The purpose of the study was to explore the potential of the Social Network Analysis as an analytical tool for scientific investigation of learner-learner, or learner-tutor interaction within an e-Learning environment. Theoretical and methodological implication of the Social Network Analysis had been discussed. Following theoretical analysis, an exploratory empirical study was conducted to test statistical correlation between traditional performance measures such as achievement and team contribution index, and the centrality measure, one of the many quantitative measures the Social Network Analysis provides. Results indicate the centrality measure was correlated with the higher order learning performance and peer-evaluated contribution indices. An interpretation of the results and their implication to instructional design theory and practices were provided along with some suggestions for future research.