• Title/Summary/Keyword: 수업평가틀

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A study on the reflective teaching evaluation based on teacher knowledge in school mathematics (수학 교과에서의 교사 지식에 기초한 반성적 수업 평가에 관한 연구)

  • Hwang, Hye-Jeang
    • Journal of the Korean School Mathematics Society
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    • v.14 no.2
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    • pp.123-142
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    • 2011
  • Recently, a number of researches acknowledge the importance of 'reflection' and 'reflective teacher education,' and they highlight the implication of 'reflection' on the teacher's profession or the teacher education. The reflective thought is interpreted as a subject that should be taught or a sort of strategy that a teacher should learn, while the aspect is excluded that reflection is the interaction between the innate knowledge and the practice. As a result, the reflective teacher education programs that increase the level of reflection are developed and practiced, and the reflection is accepted as a tool for increasing teacher professionalism. Reflective teaching is en essential and basic element for the development of teacher knowledge. In particular, such teacher knowledge might be being gradually expanded by a teacher's self-assessment on reflection on his own instruction. For this reason, this study develops an assessment framework on instruction which is comprized of teacher knowledge and instructional process. To accomplish this, in this study, teacher knowledge is considered as a whole practice knowledge combined by subject matter knowledge, understanding of learners, teaching and learning methods and assessment, and instructional environment. Also, success on instruction in mathematics class might depend on the acquisition of teacher knowledge, instructional planning, instructional execution, and furthermore reflection on instruction. Especially, this study emphasizes that 'reflection on instruction', the most important step of instruction be reflected and examined by the teacher himself.

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Case Study on Science Classroom Analysis (과학과 수업 분석에 대한 사례 연구)

  • Kwak, Young-Sun
    • Journal of The Korean Association For Science Education
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    • v.23 no.5
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    • pp.484-493
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    • 2003
  • This case study exemplifies science classroom observation and analysis. Data from two-day classroom observation, pre- and post-instruction interviews with the teacher and instructional materials were used to analyse the features of a science classroom. A teacher's classroom practices were examined in terms of the following six categories: (1)curriculum and science content, (2)teaching and learning methods, (3) teacher' s knowledge about learners, (4)classroom environment, (5)assessment, and (6)teacher's efforts for professional development. The teacher in this case study not only improved his own classroom practices, but also took an active role in teachers' in-service education to share his practical knowledge with others. Implications that valid evaluation(or observation) frameworks of classroom practices have on teacher education and teachers' inservice education are also discussed. These evaluation frameworks should provide teachers with a vision of highly accomplished practices.

Research on the Current Science Teaching Evaluation System and Directions for Improving Teaching Evaluation (과학과 수업평가 실태 및 개선 방안 연구)

  • Kwak, Young-Sun
    • Journal of The Korean Association For Science Education
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    • v.25 no.4
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    • pp.494-502
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    • 2005
  • This study investigated the current science teaching evaluation system implemented in schools and directions for improving teaching evaluation using literature review, survey, and teacher interview. The first part of this paper analyzed the types, roles, and major issues of the current science teaching evaluation. In-service teachers argued that the current teaching evaluation system was discredited because of the bureaucratic procedures of teacher performance review, showcase classrooms, teachers' views on classroom as their own personal space, low ratio of teaching component in the current teacher evaluation, untrained evaluators, and the absence of professional teaching standards. The second part of the paper investigated the need for a formative teaching assessment, an ideal type of teaching assessment, and the role of participants in the teaching evaluation processes. The way forward, therefore, is to start not at the level of the administrative superstructure but at the level of teachers who will assume responsibility for developing standards of practice as the basis for evaluating their own work and improving their own professional learning to provide quality assurance.

Research on the Role of Science Teaching Evaluation Standards and How to Develop the Standards (과학과 수업평가 기준의 역할 및 개발 방안 연구)

  • Kwak Youngsun;Choe Sung-urn
    • Journal of the Korean earth science society
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    • v.26 no.5
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    • pp.367-375
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    • 2005
  • This study investigated the purpose and role of class evaluation standards and the reason to develop these teaching standards using literature review, survey, classroom observation and teacher interviews. Based on the teachers’opinion, we also investigated who should develop teaching standards and who will benefit most from the standards. In sum, the standards for teaching evaluation should help to form (a) the guidelines for beginners, (b) the directives for specialists, (c) the principles for grasping areas for improvements, and (d) the means for communicating with other communities. In addition, teachers should take responsibility for developing teaching standards as the basis for evaluating their own work and improving their own professional learning to provide quality assurance. The development of subject specific teaching standards is not possible without active participation of teachers as well as other stakeholders in education.

A Study on the Effects of Digital Co-Teaching on Reading Literacy (디지털 협력수업이 독서 리터러시에 미치는 효과 연구)

  • Juhyeon, Park;Bong-Suk Kang
    • Journal of the Korean Society for Library and Information Science
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    • v.57 no.3
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    • pp.211-230
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    • 2023
  • The purpose of this study is to confirm the effect of digital co-teaching between teachers online on improving students' reading literacy. In order to achieve the purpose of the study, a pre-test was conducted on first-year high school students, and a post-test was conducted after conducting the co-teaching over two sessions. For statistical analysis, the data of 101 students with no missing values in pre- and post-tests were used. Through the OECD's PISA reading literacy evaluation framework and factor analysis, a reading literacy test tool consisting of expression, comprehension, and information literacy was developed and the degree of change in reading literacy was measured through a self-report with the tool. As a result of the analysis, it was confirmed that the digital co-teaching had a statistically significant positive effect on the expression, comprehension and information literacy of high school students. This study is meaningful in that it shows that digital co-teaching can be applied as a way to improve reading literacy in PISA organized by the OECD.

A Study on KSAT for Assessing Statistical Literacy by a Comparative Analysis with SAT (대학수학능력시험에서 통계적 소양 평가의 가능성 모색 - SAT 통계 문항과의 비교를 중심으로)

  • Lee, Jeong-Moo;You, Jin Su;Lee, Jeong Ah;Lee, Kyeong-Hwa
    • Journal of Educational Research in Mathematics
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    • v.26 no.3
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    • pp.527-542
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    • 2016
  • In the mathematics curriculum that was revised in 2009, statistical literacy is explicitly addressed as a goal and specific objectives are included. However, statistical literacy has not been addressed in the studies on KSAT. This study aimed to draw implications on how to improve KSAT in a sense that statistical literacy could be evaluated instead of testing typical facts or skills by comparing KSAT with SAT. We used mathematical problem solving process and category of context of PISA framework (OECD, 2013) to administer the comparison of KSAT and SAT. Result shows that both KSAT and SAT use various context, but items in KSAT is limited in assessing critical understanding. We suggested several ways to develop context-based items for KSAT in which statistical literacy could be assessed.

A Study on Mathematics Teachers' Use of Curriculum in Vocational High Schools: Developing Materials of Teaching and Learning Mathematics for Enhancing Employ Ability (특성화고등학교 수학 수업에서의 교육과정 활용 방안: 직업기초능력 함양을 위한 교수-학습 자료 개발)

  • Kang, Hyun-Young;Tak, Byungjoo
    • Journal of the Korean School Mathematics Society
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    • v.21 no.1
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    • pp.39-62
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    • 2018
  • In vocational high schools, mathematics classes aims to improve students' mathematics-applying ability as the employ ability. However, these classes are based on the national curriculum of mathematics likewise general high schools. In this study, we develop and present the materials of teaching and learning mathematics for teachers and students in vocational high schools. We analyze the Test for Enhanced Employ Ability and Upgraded Proficiency (TEENUP) and 2015 revised national curriculum of mathematics, and consider how teachers can use this curriculum to enhance employ ability. As a result, materials of teaching and learning mathematics should be developed in terms of use of curriculum based on teachers' didactical understanding. Moreover, we present the developed materials as examples reflecting on the framework of TEENUP and connecting the 2015 revised national curriculum of mathematics. Based on these results, we draw some recommendations for applying and developing material of teaching and learning mathematics.

Difficulties Experienced by Preservice Science Teachers in Studying the Theory of Science Education for Teacher Selection Test (예비 과학교사들이 임용시험의 과학교육학 내용 학습에서 겪는 어려움)

  • Kim, In-Whan;Cha, Jeong-Ho;Kim, Chang-Man;Kim, Hak-Bum
    • Journal of The Korean Association For Science Education
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    • v.30 no.4
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    • pp.429-436
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    • 2010
  • In this study, the difficulties experienced by secondary preservice science teachers in studying the theory of science education for teacher selection test were studied. At first, questions of the internet cafe for preparing the teacher selection test from January 2008 to June 2009 were analyzed in terms of content area. A survey was also administered to 39 preservice science teachers who took the teacher selection test. The rubric used in this study was developed by the Korea Institute for Curriculum and Evaluation and the Korean Association for Science Education. As a result, the most frequent question areas were 'philosophy and history of science' and 'theories and models of teaching and learning science'. In the survey with the preservice science teachers, the most difficult content area was the philosophy of science. The application of teaching and learning model was also one of the most difficult areas. Based on these results, educational implications were discussed.

Preservice teachers' evaluation of artificial intelligence -based math support system: Focusing on TocToc-Math (예비교사의 인공지능 지원시스템에 대한 평가: 똑똑! 수학탐험대를 중심으로)

  • Sheunghyun, Yeo;Taekwon Son;Yun-oh Song
    • The Mathematical Education
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    • v.63 no.2
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    • pp.369-385
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    • 2024
  • With the advancement of digital technology, a variety of digital materials are being utilized in education. For their appropriate use of digital resources, teachers need to be able to evaluate the quality of digital resource and determine the suitability for teaching. This study explored how preservice teachers evaluate TocToc-Math, an Artificial Intelligence (AI)-based math support system. Based on an evaluation framework developed through prior research, preservice teachers evaluated TocToc-Math with evidence-based criteria, including content quality, pedagogy, technology use, and mathematics curriculum alignment. The findings shows that preservice teachers positively evaluated TocToc-Math overall. The evaluation tendencies of preservice teachers were classified into three groups, and the specific characteristics of each factor differed depending on the group. Based on the research results, we suggest implications for improving preservice teachers' evaluation abilities regarding the use of digital technology and AI in mathematics education.

Research on the Educational Role of Informal Educational Institution Based on the Analysis of the Educational Programs - A Case Study of the Seodaemun Museum of National History (교육프로그램 분석을 통한 비형식 과학교육기관의 교육적 역할 제고: 서대문자연사박물관을 중심으로)

  • Kim, Yi-sul;Sohn, Jungjoo;Jeong, Jong Chel
    • Journal of Science Education
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    • v.35 no.2
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    • pp.149-158
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    • 2011
  • The purpose of this study is to improve education program for Informal Science Education Institution by analyzing education program of Natural History Museum, one of informal science education institution. This research subject is Seodaemun Museum of Natural History, located in Seodaemun-Gu, Seoul. It is Public Natural History Museum, which runs more than 60 education programs every year continuously for recent 6 years. Objects of this study are 32 education programs for 3rd to 6th grade of elementary school. The result of study shows that teaching materials of programs, run by informal science education institution, don't contain enough script and activity for improving creativity and inquiring mind. As the result of the study, it is required that guidance plan of education program be developed with more activities, teaching method and script, to seek quality of class than quantity of that when developing education program of science education institutes. And it is required to develop teaching material using creative technique and to improve medium and long term program for development of feedback.

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