• Journal of Science Education
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• v.33 no.1
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• pp.152-163
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• 2009

This study aims to describe, explain, and understand the process of coteaching instruction in which two pre-service science teachers plan, perform, and reflect the instruction in a university lecture. Pre-service science teachers exchanged their perspectives on teaching, selected the learning model and the science content to teach, and prepared the teaching material together. They performed the coteaching using the lecture room effectively and exchanging the role of leading the instruction. The professor and other pre-service science teachers participated to the coteaching instruction directly or indirectly with the role of students or lesson critics, and shared the evaluation and reflection on the instruction. We discussed the meaning and implication of the coteaching instruction on the secondary education field, the science teacher education, and the science education.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.477-485
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• 2015

In this study, we tried to find the effects of carrying out infographics instruction based on visual thinking with the infographics materials presented in physics textbooks targeting specialized vocational high school students. Thus, 60 students were divided into the experimental group and the control group, the experimental group had 25 classes composed of 'infographics concept formation, infographics understanding activity, and infographics configuration activity', on the other hand, the control group were instructed by lecture-type class. The results of this study are as follows: First, features of the infographics created by the students include changes in types of presentation from 'simple arrangement' to 'simple reconfiguration' and from 'illustration' to 'comparative analysis', which were made by the visual thinking of the students activated in accordance with the increase of their configuration times. Second, instruction by using infographics, visual thinking significantly improved in the level of understanding, visibility, usability, and communicability. Third, after instruction using infographics, the mean score of the experimental group's achievement significantly improved. Fourth, there was a significant improvement in the area of 'normality of scientist, attitude on scientific inquiry, and scientific attitude' in the test of attitudes toward science. From the analysis results, we could conclude that instruction using infographics enhance students' understanding of scientific concepts and communication capability by improving visual thinking abilities, which have a positive impact on academic achievement and attitudes toward science.

• Journal of Science Education
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• v.37 no.1
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• pp.186-202
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• 2013

The purpose of this study is to develop and apply materials to teach about reflection of light by peer instruction. These which consist of both hands-on experiments and ConcepTests based on students' preconceptions found in previous researches are inducing active interaction between peers during instruction. Data from 29 university students were rate of correct answer of pre and post tests, results of conceptests before and after peer discussion, homework for strengthening their conceptual changes, and RTOP result for analysis of learners' perception about this method. Learners' preconceptions on reflection of light and position of image are changed effectively into scientific concepts. And they evaluate this teaching method helps conceptual understanding and interaction of an instructor and learners.

• Journal of Korean Home Economics Education Association
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• v.28 no.3
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• pp.33-45
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• 2016

The purposes of this study were to develop PBL programs for class, and to examine the effects of PBL. The 2 PBL experiencing the roles of "fashion editor" and "fashion stylist" were conducted in "Fashion & Social Culture" and "Fashion Design" parts. The objects were 29 students in Home Economics Education Department. The effects of PBL were observed through contents analysis to reflective journals. Also, self assessment and learning satisfaction were analyzed. The effectiveness of PBL presented in reflective journals were 'understanding of cooperative learning', 'related knowledge adaption', 'real experience', 'self-examination & changed self', 'problem solving ability'. Also students' self-assessment and learning satisfaction were very high in two PBL programs. However, they had difficulties in co-working and lack of time.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.599-614
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• 2017

The purpose of this study is to compare and analyze middle school students' understanding of constant rate of change, in terms of observing, representing and interpreting dynamic functions in various ways using the SimCalc MathWorlds. For this purpose, parts of a class conducted for six students in the first grade of middle school were analyzed. The results suggested two implications for a class that used this program (SimCalc MathWorlds): First, we confirmed that the relationships between the two quantities that students notice in the same situation can be different. Second, the program helped students to develop a more comprehensive understanding of the meaning of the constant rate of change. The study also revealed the need to use technology in teaching and learning about functions, particularly to represent and interpret a given situation that involves the constant rate of change in various ways. Further, the results can contribute to developing contents and methods to teach functions using technology in consideration of students' different levels of understanding.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.473-492
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.5
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• pp.559-564
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• 2020

In order to attain the best-educated people in a rapidly changing, modern society with English is an official language, this study applies the problem-based learning (PBL) method to the English Science Class. PBL problems were developed for PBL classes, and their effectiveness has been proven. The focus of this study was five PBL questions posed during the first semester, targeting seven learners in the fourth grade of Elementary School A. The questions were divided into levels aimed at each grade, with the emphasis on specialized English education. Learners wrote journals, peer evaluations, and self-evaluations after finishing their PBL classes. Also, a survey about PBL was conducted after the first semester. The results of the study showed that learners experienced an 86% improvement in presentation skills, an 86% improved interest in learning, 86% better understanding, and 100% improvement in both problem-solving skills and cooperation. On the other hand, learners had difficulty in understanding PBL problems, and with research using the internet. PBL was somewhat unfamiliar to the students, but the survey found that learners are already aware of its effectiveness, and that they are interested in PBL.

• The Journal of Korean Association of Computer Education
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• v.23 no.2
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• pp.21-29
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• 2020

The purpose of this study is to develop the educational programs for cultivating balanced view of technical understanding and social impact on Artificial Intelligence (AI). To this end, an educational program based on a constructivist approach was developed. Through an experimental class for middle school students we analyzed the concept and perception of AI and the satisfaction of the class. The main results are as follows. First, students' understanding of the concept and the cases of AI in their daily lives has improved. Second, the recognition of the impact of AI on society has emerged and concern about social impact have been lowered. Third, in terms of program satisfaction, all the factors such as understanding of AI, interest in class, interest in AI were high. With these results, we discussed the implications for AI education in elementary and secondary school.

• Journal of Digital Convergence
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• v.17 no.1
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• pp.433-442
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• 2019

We have developed art and career convergence class for career recognition through drawing a neighborhood job map. Thus, we want to expand the students' career recognition. 3 Classes were conducted in 16 elementary school students from 5th to 6th. Through pre & post-questionnaire, and the interviews with the students' work, job recognition with job value and job prejudice, self-understanding and career attitude were analyzed. As follows. First, students' job recognition was expanded. The ability to identify the needs, values and purposes of jobs has improved. Changes in job values that all jobs are worth have occurred and job bias has changed. Second, the career attitude changed on the basis of self-understanding. Thus, in the context of deciding the job demanded by the society rather than the student's will, art and career convergence class was effective in career recognition.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.289-296
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• 2004

수업시간을 이용하지 않고 인터넷을 이용하여 조사와 학생 스스로 학습할 기회와 자료를 제공하여 개념을 이해할 모델을 만들어 본다. 함수의 합성과 극한에 대한 이해도를 1차로 조사한 결과는 정답율이 7.5%에 불과하여 같은 설문지에 대해 각자 공부하고 대답하도록 2차 조사를 하고, 함수의 합성과 합성함수의 극한에 대해 개념의 이해를 도우려고 그래프를 이용한 자료를 수집하여 확실하고 쉽게 이해할 기회를 제공하며 새로운 교수-학습 방법을 개발한다.