• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.215-241
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• 2017

This study analyzed teachers' Pedagogical Content Knowledge (PCK) regarding the pedagogical aspect of the instruction of ratio and rate in order to look into teachers' problems during the process of teaching ratio and rate. This study aims to clarify problems in teachers' PCK and promote the consideration of the materialization of an effective and practical class in teaching ratio and rate by identifying the improvements based on problems indicated in PCK. We subdivided teachers' PCK into four areas: mathematical content knowledge, teaching method and evaluation knowledge, understanding knowledge about students' learning, and class situation knowledge. The conclusion of this study based on analysis of the results is as follows. First, in the 'mathematical content knowledge' aspect of PCK, teachers need to understand the concept of ratio from the perspective of multiplicative comparison of two quantities, and the concept of rate based on understanding of two quantities that are related proportionally. Also, teachers need to introduce ratio and rate by providing students with real-life context, differentiate ratios from fractions, and teach the usefulness of percentage in real life. Second, in the 'teaching method and evaluation knowledge' aspect of PCK, teachers need to establish teaching goals about the students' comprehension of the concept of ratio and rate and need to operate performance evaluation of the students' understanding of ratio and rate. Also, teachers need to improve their teaching methods such as discovery learning, research study and activity oriented methods. Third, in the 'understanding knowledge about students' learning' aspect of PCK, teachers need to diversify their teaching methods for correcting errors by suggesting activities to explore students' own errors rather than using explanation oriented correction. Also, teachers need to reflect students' affective aspects in mathematics class. Fourth, in the 'class situation knowledge' aspect of PCK, teachers need to supplement textbook activities with independent consciousness and need to diversify the form of class groups according to the character of the activities.

• Journal of Korean Home Economics Education Association
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• v.35 no.1
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• pp.105-124
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• 2023

The purpose of this study was to identify the characteristics of the contents included in the curriculum and 382 syllabi of the department of home economics education of College of Education in Korea and analyze the correlation by detailed area through the keyword network method. In order to analyze the home economics education curriculum and 382 syllabuses of a total of 11 universities, the frequency of keyword occurrence was analyzed using the KrKwic program, also the degree of connection between keywords and various centrality scales were calculated and visualized. The results of this study were as follows. First, as a result of analyzing the entire syllabi, keywords representing various fields such as family, secondary school, clothing, food, consumer, and design appeared evenly, and keywords related to teaching methods such as 'method', 'practice', 'change', and 'principle' were appeared. Those keywords showed high degree of connection and centrality. Second, in the detailed sectoral analysis, core keywords for each area appeared, and each subject were found to reflect the core keywords of the academic base. This study contributes to the conversion of curriculum of the department of home economics education to future-oriented and convergent curriculum.

• Journal of the Korean Society of Groundwater Environment
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• v.7 no.1
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• pp.55-58
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• 2000

Methyl tertiary butyl ether (MTBE) is a gasoline additive that boosts the oxygen content in fuel (an oxygenate), resulting in less air-polluting carbon monoxide being released from vehicle exhaust systems. Then, groundwater contamination problems have been developed in areas where the chemical is used. Common sources of water contamination by MTBE include leaking underground gasoline storage tanks and leaks and spills from above ground fuel storage tanks, etc.. Studies on the chemical and these problems are going on abroad vigorously. These studies should be performed in our country as well more actively. This paper reviews on articles on these studies and focuses on the identification of the chemical as a groundwater contamination source.

• Journal of Hospice and Palliative Care
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• v.22 no.4
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• pp.207-218
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• 2019

Purpose: Physician competency in end-of-life (EOL) care is becoming increasingly important. This study investigated the EOL care curricula in Korean medical schools. Methods: Questionnaires were issued to the faculty members responsible for the EOL care curricula at each of the medical schools. These included questions on the structure and content of the curricula, teaching methods, and faculty members' attitudes to the curricula. Results: Characteristics of the EOL care curricula were compiled from 27 (66%) of the 41 medical schools. All of the medical schools taught essential aspects of the EOL care curriculum either as a separate course or embedded within other medical education courses. The mean time spent on EOL care teaching was 10 hrs (range, 2~32 hrs). The most frequently taught topics were delivering bad news (100%) and symptom management (74%). When the palliative care education assessment tool (PEAT) was used to evaluate the curricula, a median of 11 PEAT objectives was met (range, 2~26; maximum, 83). More than two teaching methods were used in most of the curricula. However, lectures were the only teaching method used by three medical schools. 78% of faculty members who were responsible for curriculum reported dissatisfaction with it, whereas 18% believed that the time allotted to it was adequate. Only 7% of these faculty members believed that their students were adequately prepared to practice EOL care. Conclusion: There is a need to improve EOL care education in basic medical curricula and to take a more systematic approach to achieving learning outcomes.

• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.261-274
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• 2010

In this study, we investigated the influences of teaching practices upon preservice elementary school teachers' self-images of science teaching. Twenty-six juniors were selected from the departments of science education in a national university of education. The Draw-A-Science-Teacher-Test Checklist (DASTT-C) was administered before and after teaching practices. Five juniors were also interviewed in depth, and some of their science classes during teaching practices were observed, in order to investigate the factors influencing the formations of their self-images of science teaching. Analyses of the results revealed that their self-images of science teaching changed from near 'studentcentered' to near 'teacher-centered'. Many juniors responded that the main factors affecting the formations of their images of science teaching before teaching practices were teaching-learning experiences in elementary and secondary schools, and/or universities. After teaching practices, however, many juniors responded teaching-learning experiences during teaching practices. The factors were classified into three types, which are the influences of the experiences in teaching elementary school students in science classes, the influences of other preservice elementary school teachers, and the influences of guidance teachers. Educational implications of these findings are discussed.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.431-455
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• 2014

The purpose of this study was to suggest methods to apply generalizability theory to mathematics teacher evaluation using classroom observations in Korea by analysing mathematics teachers in the U.S. using the instructional quality of assessment instrument as an illustrative example. The subjects were 96 teachers participating in Year 3 and Year 4 from the Middle-school Mathematics and the Institutional Setting of Teaching (MIST) project funded by the National Science Foundation since 2007. The MIST project investigates the following question: What does it takes to support mathematics teachers' development of ambitious and equitable instructional practices on a large scale (MIST, 2007). This study examined data based on both the univariate generalizability analysis using GENOVA program and the multivariate generalizability analysis using mGENOVA program. Specifically, this study determined the relative effects of each error source and investigated optimal measuring conditions to obtain the suitable generalizability coefficients. The methodology applied in this study can be utilized to find effective optimal measurement conditions for the mathematics teacher evaluation for professional development in Korea. Finally, this study discussed limitations of the results and suggested directions for future research.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.94-106
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• 2010

In this study, we investigated the preservice elementary school teachers' self-images of science teaching and the factors influencing their formation by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). One-hundred eighty-two sophomores and 183 seniors were selected from the departments of science and non-science education in three national universities of education. DASTT-C was administered to the sophomores at the beginning of the Spring Semester, and to the seniors at the beginning of the Fall Semester. Analyses of the results revealed that the self-images of science teaching of the seniors were more student-centered than those of the sophomores in the department of science education. However, there was no significant difference between the DASTT-C scores of the sophomores and the seniors in the department of non-science education. Many sophomores answered that the main factors affecting their self-images of science teaching were teaching-learning experiences in elementary, middle and high schools. However, many seniors cited the content and teaching methods in science education courses as well as direct or indirect teaching-learning experiences in teaching practices regardless of the departments. Educational implications of these findings are discussed.

• The Journal of Sustainable Design and Educational Environment Research
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• v.21 no.2
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• pp.11-24
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• 2022

The purpose of this study is to derive a curriculum environment for operating various student-centered teaching and learning methods, and the following results were derived: First, most of the lectures, discussions and consultations, data search, report preparation, presentation, work exhibition, and others were commonly derived, regardless of the types of long-term and short-term project classes for each subject. In particular, the necessity of operating various classes at the same time was suggested, indicating the need for an integrated teaching and learning operation environment in the unit subject class. Second, considering that practical classes are linked concurrently to lectures and discussion classes to conduct one subject class, it is necessary to switch to a specialized curriculum system that allows various classes such as lectures to be carried out at the same time. Third, as a result of grasping the appropriateness of the space size of the subject class for realizing different class types in the future, it can be seen that the space size of the practice room, including the space for practice and the area for exhibition, should be expanded. Based on the research results, the spatial environment for the operation of future teaching and learning classes is based on the public curriculum classroom system, and whether professional curriculum classes, such as lecture rooms and discussion and presentation rooms, are secured according to the number of students.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.71-71
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• 2010

대학생들의 야외 지질 실습 전과 후에 퇴적층 형성에 대한 이해도 변화를 파악하기 위해 충남대학교 지질환경과학과 3학년 재학생 27명을 대상으로 3일 동안, 참여 학생들에게 매일 실습 전과 후로 나누어 6번의 설문 조사를 실시하였다. 설문 조사 문항은 모두 주관식이며, 3일에 걸쳐 총 68문항을 제공하였다. 제시된 문항은 퇴적층 형성과 관련된 기본개념 31문항과 조사 지역의 노두관찰 37문항으로 분류 된다. 야외 실습 전과 후의 개인별 점수를 각각 비교한 결과 실습에 참여한 모든 학생들의 점수가 향상되었다. 실습 3일에 대한 전체 학생들의 평균점수는 실습 전에 28.3점, 후에 51.6점으로 실습 전보다 후에 34.2% 향상되었다. 또한 전체 학생들의 기본개념 31문항에 대한 평균점수는 실습 전에 19.8점, 후에 26.9점으로 22.9%, 조사 지역 노두관찰 37문항에 대해서는 실습전에 8.5점, 후에 24.7점으로 43.8%가 각각 향상되었다. 퇴적층은 공간적으로 넓은 장소와 시간적으로 오랜 기간 동안에 걸쳐 형성되어 학생들은 광범위한 공간적, 시간적 개념을 이해하는 것이 필요하며 대학의 지질학 교육 과정에서 야외실습은 필수적인 요소이다. 야외 실습은 학습자가 직접 자연과 같은 실제 세계를 관찰하고 조사하는 활동으로 이루어지는 학습 방법으로 교실 밖에서 일어나는 모든 학습을 총칭한다고 할 수 있다. 본 연구 결과는 야외 실습 후에 학생들의 점수가 향상된 것을 보여주었다. 이런 결과는 야외 실습이 야외에서 학습자가 주체가 되어 적극적인 참여로 학습하는 학생 중심 학습이고, 자연 환경을 학습의 장으로 하여 실물을 활용한 직접적인 조사활동과 같은 경험에 의한 체험 학습이기 때문인 것으로 해석된다. 또한 야외 실습에서 그룹 활동은 학생들이 지질조사를 하면서 발견된 문제나 내용에 대해 공유할 수 있는 토론 학습인 동시에 야외 활동에서 교수는 전문가 혹은 학습 촉매자로서 문제에 대한 해결책을 주거나 학생들에게 질문이나 토론의 기회를 주어 학생들의 지적, 정신적 향상에 영향을 미치기 때문인 것으로 보인다. 그러므로 야외 실습은 계획, 실행, 정리 단계가 매우 중요하다. 우선 장소 선정에 있어 강의실에서 토론된 주제 및 개념과 관련된 장소를 선정해야 하며, 야외에서는 학생과 학생, 학생과 교수 간의 그룹 활동, 토의 및 질문 시간을 충분히 가져야 함은 물론 실습 후에는 세미나를 통해 야외 활동에서 새롭게 발견하거나 조사 및 학습한 내용, 해결하지 못한 문제 등을 토론하고 정리하는 과정을 갖는 것이 필요하다고 판단된다.

• Journal of Science Education
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• v.40 no.2
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• pp.116-130
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• 2016

The purpose of this study was to investigate the difficulties of science classes experienced by newly appointed elementary school teachers in terms of science content knowledge and teaching method, and to suggest some implications for their effective adaptation. We recorded science lessons conducted by 3 beginning elementary school teachers with less than 5 years experience and also analyzed their classes and interview materials. The results were as follows. First, difficulties that they experienced in science content knowledge was the possession of scientific errors or misconceptions, the lack of awareness and confidence in scientific concepts and principles, and the possession of negative concept about learning materials. Second, difficulties that they experienced in teaching method was the absence of reorganization of the textbook contents, using closed questions, one-sided instructions and explanations by teacher, the application of incomplete analogy, and the lack of understanding about experiment activities. The implication from this study is that beginning teachers need to be provided with curriculum oriented in experiment at teachers college and to participate in various types of educational opportunities.