• School Mathematics
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• v.10 no.4
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• pp.489-514
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• 2008

Since 2005 KICE - TLC has focused on the development of supporting programs for teaching consultation and pedagogical content knowledge(PCK). The purpose of this year's research was to explore types of pedagogical content knowledge(PCK, hereafter) for effective teaching mathematics topics drawn from the amended national mathematics curriculum announced in February, 2007. Based on this year's PCK research, we will develop mathematics teaching consulting program from 2009 research by field testing of developed mathematics PCK. The major source of data for this study was transcripts of audiotapes of the group discussions that took place during the regular weekly meetings where we compared and analyzed three teachers' classes. We also conducted open-ended interviews with the three teachers and collected reflective notes written by participants. This research provided teachers with an opportunity to think about what is important in the teaching of a topic and why, and to consider possibilities for future development. This research highlights the importance of teacher meetings where teachers share their expertises and insights through reflection and dialogue. By introducing the concept of PCK, examining, analyzing and modelling it in pre-service and in-service teacher education practice, we can contribute to extend teachers' professional learning. Finally, just like quality student learning, quality teaching and teacher education practices require critical reflection and careful scaffolding.

• Journal of the Korean Society for Library and Information Science
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• v.51 no.2
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• pp.95-116
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• 2017

This study investigated whether applying the Project-Based Learning in LIS education affects students' self-efficacy for group work in a positive direction and if the authenticity of the project has any relationship with their self-efficacy for group work. 26 students were surveyed before and after they took the "Evaluating Digital Library Systems" course with the same set of questions asking about their perceptions on the individuals' capabilities to successfully perform group tasks and their perceptions about the project's authenticity. The paired sample t-test showed statistically significant differences between the results of the pre- and post-test, in terms of their capabilities as a leader as well as exchanging, evaluating, and integrating ideas when performing group activities. In addition, the authenticity of the project's task shows some correlation with subfactors of students' self-efficacy for group work.

• Journal of the Korean School Mathematics Society
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• v.9 no.2
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• pp.141-161
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• 2006

In this study, we classified word problems related to real life presented in elementary mathematics textbooks into five types of context problems(location, story, project, scrap, theme) suggested by Freudenthal(1991), and applied context problems to mathematics class to analyze the influence on students' mathematical belief and attitude. Also, we examined the types of context problems preferred according to academic performance and the reasons of preference within a group experiencing context problems. The results of the study are as follows. First, almost lessons in the mathematics textbook presents word problems related to real life, but the presenting method is inclined to a story type. Also, the problems with a story type are presented fragmentarily. Therefore, although these word problems are familiar to the students, they don't include contextual meanings and cannot induce enough mathematical motives and interests. Second, a lesson using context problems give a positive influence on their mathematics belief and attitude. It is also expected to give a positive influence on students' mathematics learning in the long run. Third, the preferred types of context problems and the reasons of preference are different according to the level of academic performance within the experimental group.

• School Mathematics
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• v.15 no.2
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• pp.369-387
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• 2013

This research intends to give a practice of mathematics lesson-critique and some perspectives on a mathematics lesson in the elementary school level. We carried out a mathematics lesson-critique on a lesson chosen as a good lesson by a local educational district in Korea. The main themes of mathematics lesson-critique were the reconstruction of lesson models, the pursuit of relational understanding, the activation of mathematical communication, and the didactical transformation by a in-service teacher. Meanwhile we confirmed that we need to discuss the properness and adequateness of contents about division of natural numbers given in the elementary mathematics textbook and teachers' guide according to the revised 2007 mathematics curriculum.

• Journal of Korean Library and Information Science Society
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• v.44 no.2
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• pp.27-50
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• 2013

In this study, a smart Learning instruction model for school library was developed in terms of library instruction. Based on ADDIE model and ASSURE model, this model is organized considering the characteristics of school library, including facilities, materials, human resources, information problem solving process, collaborative teaching and blended learning, and utilizing smart devices. The entire procedure of this model is as follows: "establishment of instructional objectives${\rightarrow}$learner analysis${\rightarrow}$analyzing the learning environment${\rightarrow}$analyzing the learning task${\rightarrow}$instructional process design${\rightarrow}$developing instructional tool${\rightarrow}$instruction${\rightarrow}$evaluation". In addition, an instructional practice is provided for actual experience of smart Learning in school libraries.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.69-79
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• 2011

In this paper I present the framework for programming education relating to the programming course in university. First of all, I identify the literature of the psychological and educational study of programming in domestic and foreign country. Some outstanding papers in foreign country show that the mental model, programming knowledge and strategies are the important difference between novice and expert programmers. And various problems experienced by novice programmers are identified. I summarise this material and suggest some practical implications for programming teachers in their teaching activity. The framework for programming education presented by this work has three dimensions of program development process, programming learning factors and teaching and learning methods for programming to develope the novice's programming skill. It helps the programming teacher to design, implement and evaluate their programming course with the guideline of programming activities.

• Journal of the Korea Convergence Society
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• v.7 no.2
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• pp.109-118
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• 2016

The purpose of this study was I cultivate practical ability to solve diverse and complex issues in the field of convergence and applied learning and practical training element through problem-based learning to preliminary sports leaders. Selected students in grades 3 to 28 Sports Science S university people to them as participants and through a qualitative case study methods, such as group interviews, participant observation, open questionnaire and the following results were obtained. First, the level of satisfaction on class was high and the class was evaluated with significant contemplation. Second, it has been collecting a variety of learning materials to understand, interpret and improve the ability to solve practical problems in the process of actively reconstruct their own knowledge structure. It also gave a positive impact on the creative and divergent thinking to accelerate the promotion of autonomy. Third, opinions about teamwork, sharing your thoughts with colleagues point is that you can see yourself in other people's positions were evaluated as positive effects.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.555-563
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• 2022

This study explored the educational effects of e-PBL by using metaverse tools to strengthen PBL interactions among foreign learners. The university's 3-hour, 15-week PBL subject was systematically reorganized to satisfy the needs of online groups of students. Metaverse technology was also used as a tool for interaction in the process of solving practical problems closely related to our social issues through e-PBL. e-PBL lectures are composed of foreign learners from various countries. More than half of the 43 participating students are from 11 different nations. Learners in an e-PBL class are able to partake in task-based learning activities through the use of the metaverse. This qualitative study identified the metaverse is an effective communication tool which transcends language and nationality. It is also a unique space where both verbal and non-verbal communication between team members are possible online. This study can demonstrate the positive effects of e-PBL teaching methods. By using the metaverse's various tools of interaction to improve communication among foreign learners whose Korean levels are not perfect, we can create a digital space which more closely resembles an offline, interpersonal learning experience.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.546-564
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• 2008

The purpose of this study was to examine the types and characteristics of the knowledge constructed by pre-service secondary science teachers. Data included 26 student-teachers' narratives regarding their experiences in teaching high school students who were enrolled in extra-curricular science classes. It was revealed that the pre-service teachers awoke to the importance of subject matter knowledge, and learned it themselves in the situation of their own teaching. Especially their concern about science content knowledge was strongly associated with the matter of didactic transposition of the knowledge. The result also showed that the pre-service teachers constructed knowledge about the relationship with students as well as pedagogical knowledge to help students learn, and that they newly realized the nature of science in the context of teaching science. In addition, the teaching experiences allowed for the student-teachers to develop knowledge of oneself as a teacher and knowledge about science education in schools. It was believed that the knowledge constructed personally by the pre-service teachers from their teaching experiences could be a platform for the development of teacher expertise. Implications of the present study for science teacher education and relevant research were discussed.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.125-137
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• 2008

The purpose of this study was to improve the interest of food and nutrition area in Technology Home Economics subject as well as food safety and choice. For that, we developed new teaching-learning plan by using reading education method and applied to the 9th grade students in Buchun, Kyunggi-do. Experimental and control groups were selected based on their test score in nutrition section. Control and experimental groups were educated by general lecture or reading education method for 4 weeks and the effect of different educational methods was tested. The results of study as follow: First, teaching-learning plan by using reading education method has been developed. To apply reading education method, we developed reading record cards which could help students to understand the terminology and nutritional problems. In addition, students had time to discuss about food safety and choice after reading education which could improve the interest in Technology Home Economics subject and communication skills. Second, after applying the developed lesson plan, the results showed that reading education method improved the interest and attitude about Technology Home Economics subject and teacher, and food choice attitude. However, reading education method had no effect on the interest on reading book about food and nutrition, and These results suggested that reading education method improved the interest and recognition about Technology Home Economics subject and teacher and food choice attitude. Therefore, to establish the proper dietary behavior in junior high school students, we need to develop and apply diversity of teaching-learning plan by using reading educational method.