• School Mathematics
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• v.11 no.3
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• pp.335-349
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• 2009

The purpose of this study is to explore how a mathematics teacher's beliefs about mathematics and teaching and learning and mathematics and how such beliefs are related to her knowledge manifested in her mathematics instruction. The study illustrates images of teaching practice of an American mathematics teacher in middle grades mathematics classrooms. Results suggest that the teacher seems consistent in teaching in terms of her beliefs about mathematics and learning and teaching mathematics in some degrees. In particular, the teacher's beliefs affected the ways in which mathematics teacher organized and structured her lessons.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.346-371
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• 2012

The purpose of this study is to investigate the possibilities of science ethics education with history of science (HOS) and to develop its teaching and learning model for secondary school students. A total of 72 cases about science ethics were extracted from 20 or more HOS books, journal articles, and newspaper articles. These cases were categorized into 8 areas, such as forgery, fabrication, violation of bioethics in testing, plagiarism and stealth, unfair allocation of credit, over slander, conjunction with ideologies, and social responsibility problems. The results of this study are as follows. First, research forgery, occurring in the process of the research, was the most frequent in HOS. Second, we developed eight teaching lesson plans for each area. Third, we proposed a teaching and learning model based on the developed lesson plans as well as related teaching and learning models in the fields of science ethics education, ethics education, and history education. Our model has five steps, 'investigating-suggesting casesclarifying problems-finding alternatives-summarizing'.

• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.287-296
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• 2004

The purposes of this study were to analyze the problems of elementary science instruction, especially in experiment and observation, and suggest the directions to improve current elementary science instruction in terms of teaching methods and strategies. Data from instructions implemented by 7 elementary teachers were used to extract the problem of elementary science instruction. According to the results of instruction observation, such problems as follows are identified: 1) shortage of discussion regarding results of students' activities, 2) insufficiency of interactions among teacher-student/student-student, 3) shortage of guidance for students on observation, 4) absence of explanation on apparatus, 5) teachers' insufficient knowledge on science, 6) inappropriate use of teacher-made worksheets. Desirable directions for the improvement of present elementary science instruction were proposed.

• Proceedings of the KGS Conference
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• 2004.05a
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• pp.97-97
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• 2004

본 연구에서는 전공 교사와 비전공 교사에 의한 지리 수업의 차이점과 비전공 교사에 의한 지리 수업 운영의 문제점을 분석하고자 2003년 4월과 5월에 서울의 3개 중학교에서 이루어진 4개의 지리 수업을 관찰하였다. 수업 분석 내용은 (1) 수업의 조직, (2) 교사와 학생간에 이루어지는 대화의 이동 양식, (3) 수업 방법이다. 수업 관찰 이후에 해당 학교의 사회과 교사들과 면담을 통하여 비전공 교사가 지리를 가르칠 때 어려움과 해결 방법 등에 관련된 자료를 추가로 수집하였다. (중략)

• 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.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.221-246
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• 2011

One of the main purposes in prospective elementary teacher education is to prepare for teaching each subject matter. For this purpose, it is necessary to explore how prospective teachers may analyze elementary mathematics instruction and they perceive their analytic foci. This study probed in what ways prospective teachers analyzed elementary mathematics instruction using two video cases. The results of this study showed that prospective teachers focused mainly on instructional strategies, specifically with regard to whether such strategies would be adequate both for mathematical content to be taught and for students' characteristics. They also focused on the effective use of instructional materials as well as the case teacher's adequate feedback. Prospective teachers claimed to have analytic foci not only on the degree of attainment of instructional purposes but also on students' responses and interest. Given this result, this paper includes several issues related to help prospective teachers prepare for better teaching.

• The Journal of the Korea Contents Association
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• v.13 no.7
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• pp.497-510
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• 2013

The researcher's objective is to analyze a case study from the teaching profession course entitled "Instructional Methods and Educational Technology: IMET," in which the instructional method 'Music Technology-Based Learning: MTBL' has been implemented. In addition to the analysis and the completion of the associated 16-week coursework, the researcher conducted an open-ended survey, and conducted and analyzed in-depth interviews, with participants in the case study. Using MTBL in IMET has elicited mostly favorable responses from participants such as "interesting" and "fun." They also mentioned "active learning participation." There were also negative responses to MTBL, citing "the lack of interconnection between MTBL and other teaching profession courses," "the difficulty of hybrid and convergence classes," and "the need for additional time and attention in an individual study." The analysis of this case study indicates that the use of MTBL in teaching profession courses somewhat enhances the understanding of the general concept of integrating technology into education, although some difficulties remain. The analysis of more case studies is required in order to establish more effective training courses, in which learning is not limited to the theoretical aspects of education. Using MTBL as an integrated part of the educational method would help to foster more creative and professional teachers.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.87-100
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• 2005

The Purpose of this study is to understand on the whole trend in the home economics instructions among the middle school. The study has been achieved through observing the actual classroom activities, and stating the results as objective as possible. In as much as clarifying the objectives of observing the classroom activities, it would be deemed effective to understand the overall outline of the home economics instructions, as well as to define the elements that make up the classroom work. Hence, the classroom work has been modularized in stage, namely. planning/organization, execution, and evaluation, as well as extracting nine(9) elements of the classroom work. Video-taped classroom activities, which have been used for this research analysis, consists of twelve(12) study classes, covering the subjects in food/nutrition, clothing, household management, daily life as a consumer, and housing management. The items in the study the items of checklist have been broken down further in an effort to develop a framework for analyzing the results of observing the classroom activities. Also included, in part, is the verbatim transcription of the videotaped classroom activities in progress.

• Journal of Convergence for Information Technology
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• v.9 no.10
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• pp.163-169
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• 2019

The purpose of this study is to examine about PBL implementation strategies employed by faculty members who have successfully managed PBL class. By adopting the inductive content analysis, this study has analyzed the contents related with the strategies about PBL implementation in the course result reports and best practice presentation materials made by 6 professors selected as a PBL best practicer of B university from the 2017 to the 2018. After the analysis, it is revealed that PBL best practicers have used 13 strategies in domain of classroom culture, learning facilitation, and assessment. The following further studies and supports have been suggest: First, a study on PBL best practice faculty member's implementation strategies should be further expanded. Second, a comparative study on the PBL implementation strategies between PBL best practice faculty members and general faculty members should be launched. Third, an organizational system to share PBL best practice faculty member's implementation strategies should be supported.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.371-393
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• 2012

There have been many studies about education in private institute, yet the researches on mathematics lessons in private institute have not been conducted enough. The purpose of this study is to analyze mathematics private lessons and obtain some implications to improve mathematics lessons in public education. First, a variety of mathematics private lessons were reviewed, and then three prevalent private lesson types were selected in each school level. Then, the nine lessons were observed and recorded, and characteristics were summarized. Later, analyzing frame with two axes (curriculum and communication) was developed, and nine lessons were located in the quadrant. As a conclusion, the weakness and strengths of mathematics private lessons were discussed along with implication to mathematics lessons in public education.