• 대한공업교육학회지
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• v.37 no.1
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• pp.65-85
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• 2012

This study focuses on the 'invention technique and practical experience' unit to observe how the colleague mentoring class has its effect on self-efficacy. For this, we have selected experimental group and comparative group and proceeded the experiment. For five classroom hours of the 'technique of invention and practical experience' unit, each group was assigned different method to do the experiment. The experimental group was applied with the colleague mentoring method and the comparative group was applied with the self study method. To observe the differences of how it effects on one's self-efficacy, the questionnaire was distributed before and after class. Then, it was verified for the meaningful differences between the two groups. To summarize, the results are as follows. First, for self-efficacy experiment, the questionnaire before the experiment showed that there were no differences found between two groups. However, the questionnaire collected after the experiment showed great differences. The group with the colleague mentoring showed more meaningful differences at p<.05 significance level than comparative group. Furthermore, by observing the before and after questionnaire, it was found that both groups showed statistically meaningful differences at p<.05 significance level, but the experimental group showed greater self-efficacy improvements than comparative group. Second, when further examining the self-efficacy, the activity start expectation, activity continuation expectation, activity performance expectation, and experience recovery expectation showed the statistically meaningful differences at p<.05 significance level. According to the above results, it can be stated that the colleague mentoring class has more positive effects on the self-efficacy than self-study class. Summing up, the colleague mentoring class is more effective than self-study for fostering student's self-efficacy.

• Journal of Science Education
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• v.47 no.1
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• pp.88-106
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• 2023

This study aims to investigate the disparity between the teacher's perception of student-centered inquiry classes and the actual implementation of such practices. Specifically, we compared an elementary science teacher's self-perception of her science lessons with the observers' evaluation using the Reformed Teaching Observation Protocol (RTOP) of the "Temperature and Heat" unit. Research data were collected through classroom teaching survey, interview, and science lessons video which were analyzed using the RTOP. As a result of the study, the teacher recognized that she was practicing inquiry-oriented/student-centered classes, but the results judged by the RTOP score were found to be transitional/student-affected classes by a slight difference. Teacher H planned and practiced classes based on a high understanding and content knowledge of the curriculum and created a science classroom culture that promotes active interaction among students as well as students and teachers. However, teacher-led aspects were still emphasized in teaching design and implementation, and the project theme and content were inappropriate to improve the quality of students' science inquiry experience. In the end, the slight difference between teacher's perception of inquiry-oriented/student-centered classes and actual implementation is related to how student-centered "lesson design" is and how to plan and implement classes supported by "procedural knowledge" for students' experience in the science inquiry process. These results indicate that the teacher's self-evaluation alone is not enough to determine whether the teacher's intentions and efforts are actually being implemented, and that it is necessary to conduct objective analysis, evaluation, and discuss the results of science classes by the external observers.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.619-633
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• 2010

To offer insights in organizing professional development programs to promote teachers' substantial ongoing learning, this paper provides an overview of situative perspectives in terms of cognition as situated, cognition as social, and cognition as distributed. Then, it describes research findings on how mathematics teachers can enhance their knowledge and thus improve their instructional practices through participation in a professional development program that mainly provides opportunities to learn and analyze students' mathematical thinking and to perform mathematical tasks through which they interpret the understanding of students' mathematical thinking. Further, it shows that a knowledge of students' mathematical thinking is a powerful tool for teacher learning. In addition, it suggests that teacher-researcher and teacher-teacher collaborative activities influence considerably teachers' understanding and practice as such collaborations help teachers understand new ideas of teaching and develop innovative instructional practices.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.317-346
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• 2010

The purpose of this study was to investigate the changes in teachers' recognition of science class and children for the gifted, and the process of changes in their practical knowledge after the experience of science class and conversation with colleague teachers. Two elementary teachers, teacher A and B, were selected as subject of investigation, who wanted to improve their science class. They experienced the process of self-examination during their class and from class conversations. Teacher A has 10 years of teaching experience. She has been in contact with gifted children and observed them since undergraduate. She entered the graduate school since she came to be interested in science class and children for the gifted. While teacher B has only three years of teaching experience and had a first contact with the gifted after graduate school. The results of this study are as follows. Teacher A didn't change recognition of gifted children class by class conversation in short term because she had a firm faith in good class teaching and was rich in class teaching knowledge. And, her practical knowledge was applied to the next class by changing teaching method or by supplementing her class contents in concerned part through class observation and class conversation with her colleagues. Teacher B was characterized as being lack of class confidence and concerned more about subject knowledge. She was forming a new practical knowledge along with new class teaching knowledge. Teacher B was in trouble with applying new practical knowledge to next class. From such findings, it was concluded that the process of changing or forming of practical knowledge depends on the beliefs, values, experiences, or knowledges of each teacher. A reflection on one' own class teaching could be a good way to form a practical knowledge and improve teaching speciality, when it was concerned with self-reflection of their own class, class observation, and communication with colleagues. Thus, the reflection practice could be applied to the teaching program of teachers for the gifted to form practical knowledge through trial class, self-reflection of class, and conversation with colleagues.

• Communications of Mathematical Education
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• v.14
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• pp.27-41
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• 2001

인지적으로 안내된 교수(CGI)는 학생들의 수학적 사고(특히, 비형식적 지식)의 발달; 그러한 발달에 영향을 미치는 교수; 교수 실제에 영향을 미치는 교사의 지식과 신념들; 교사의 지식, 신념들, 실제들이 학생들의 수학적 사고에 대한 이해에 의해 영향을 받는다는 점에 초점을 둔 통합된 연구 프로그램이다. 본 논문에서는 아동의 비형식적인 지식을 중시하는 최근의 연구들을 고찰하고, CGI를 위한 수업을 어떻게 조직하며, 그러한 교수법이 수업을 어떻게 진행할 것인지에 대한 구체적이고 명확한 지침을 제공하지 않으므로 CGI를 적용하는 교실들의 유사점을 살펴본다. 그리고, 마지막으로 최근의 연구들을 고찰함으로써 CGI의 효과를 알아본다.

• Communications of Mathematical Education
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• v.14
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• pp.251-272
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• 2001

학생들은 변수의 개념을 실제 우리 실생활에서 많이 사용하고 있으면서도 실제 수학 수업에서는 상당히 어려워 한다. 변수의 교수-학습에서 수학화의 개념을 적용한 수업으로 학생들의 수학화가 이루어지는 과정, 정의적 측면의 변화와 실생활의 적용 여부에 대하여 조사하였다. 그 결과 학생들은 변수개념을 보다 쉽게 이해하고, 정의적 측면의 긍정적 변화와 실생활에서의 적용도 가능하다는 것을 확인 할 수 있었다.

• Communications of Mathematical Education
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• v.10
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• pp.487-504
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• 2000

앞으로의 수학교육은 직관과 조작 활동에 바탕을 둔 경험에서 수학적 형식, 관계, 개념, 원리 및 법칙 등을 이해하도록 지도되어야 한다. 따라서 추상적인 수학적 지식을 다양한 수학 교육공학 매체와 적합한 상황과 대상을 제공할 수 있는 컴퓨터 응용소프트웨어를 활용하여, 실제 수업에서 학생 스스로 시각적${\cdot}$직관적으로 개념을 재구성할 수 있도록 여러 가지 도입 및 전개 방안을 제시하고자 한다.

• Proceedings of the Korean Information Science Society Conference
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• 2012.06d
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• pp.64-66
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• 2012

빠르게 변화하는 정보화 시대에 맞추어 교육 방법 또한 그에 맞게 발전하고 있다. 특히 최근 등장한 스마트 디바이스는 방송, 문화, 경제뿐만 아니라 교육 분야에 까지 큰 영향을 미치고 있다. 본 논문에서는 스마트 디바이스를 활용하는 방안으로 실습 위주의 음악 수업에 초점을 맞추었다. 이를 위해 청소년들의 스마트 디바이스 이용실태를 파악하고, 스마트 디바이스를 활용한 수업에 대한 청소년들의 의견을 조사하였다. 또한 컴퓨터 음악 프로그램을 대체할 수 있는 애플리케이션들을 조사하여 비교 분석하였다. 이 같은 조사와 분석을 바탕으로, 실제 수업에 활용할 수 있는 두 가지 수업안을 제안하였으며, 이를 실제 활용하였을 때 쉽고 흥미로운 음악 수업이 될 것으로 보여진다. 본 논문은 스마트 디바이스를 음악교육에 활용하는 방법과 효과를 논의한 첫 번째 시도로서 의의가 있으며, 향후 다른 교과목에 적용할 때 주요 예제로서 활용될 수 있다고 사료된다.

• The Journal of the Korea Contents Association
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• v.6 no.8
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• pp.68-77
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• 2006

The educational effect of movie is very high. This paper suggests a practical scheme applying multimedia materials to some subject classes. At present film education consists of 3 methods, integrated method, regular method, and professional method in the 7th curriculum. The simplest method is integrated method. Most previous researches tried to apply to middle or high schools, or only one subject class. So we apply integrated method into 5th grade elementary students. At first teaching schedule is constructed on Korean, Social, Science, Ethics, and Art classes, and then movie materials are applied. Finally we let students write study book. Study book says that students take great interest and can promote the thought ability.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.523-545
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• 2010

Mathematical communication has been emphasized not only as the process of learning mathematics but also as the objective of mathematics education. However, little studies have been conducted with regard to what to consider and how to implement in the actual classroom for promoting mathematical communication. Given this background, this paper implemented a mathematics instruction in each of 2nd, 4th, and 6th grade classrooms in which specific learning objectives were considered to promote discourse-based mathematical communication. It then analyzed the degree by which such learning objectives were achieved and the linguistic interactions between the teacher and students in each classroom. This paper finally provided issues and suggestions for effective discourse-based instruction in mathematics classroom by analyzing similarities and differences among the three classrooms.