• Title/Summary/Keyword: 예비학습자

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Recognition of Assessment Strategies of Pre-Service Elementary Teachers (예비초등교사들의 평가전략에 대한 인식 조사)

  • Ko, Eun-Sung;Park, Mimi;Lee, Eun Jung;Park, Min-Sun
    • Journal of Educational Research in Mathematics
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    • v.27 no.2
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    • pp.291-312
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    • 2017
  • According to the current research of educational assessment, formative assessment which focuses on improving students' learning has been emphasized. Consequently, integration between instruction and assessment is crucial and various assessment strategies are required. In order to use different assessment strategies in classrooms, teachers should experience strategies and reflect their strengths and weaknesses. In this study, pre-service elementary teachers experienced six assessment strategies (feedback, providing assessment standard, providing exemplary cases, self assessment, peer assessment, and written assessment), and their perceptions toward each strategy were investigated. During one semester, pre-service teachers experienced each of them and they answered questionnaire at the end of the semester. From the results, it is found that pre-service teachers presented different strategies that were most helpful in their cognitive and affective domain according to their perception of assessment. The results imply that different assessment strategies should be applied in instruction and teachers should extend their perception of assessment purposes.

Perception of Pre-service Science Teachers on the Classes for the Gifted in Science (과학영재 수업에 대한 예비 과학교사들의 인식)

  • Park, Jong-Seok;Kim, Ji-Young
    • Journal of The Korean Association For Science Education
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    • v.31 no.4
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    • pp.609-620
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    • 2011
  • This study examined how pre-service science teachers, who observed classes for the gifted in science, perceive the gifted in science and the education they are getting, and explored what needs to be improved in the classes for the gifted in science. Based on the results of this study, first, pre-service science teachers were negative about the giftedness of the gifted in science. Second, they recognized that various types of classes were not provided. Especially, while theoretical lectures were mostly offered, they recognized that it had a negative influence in developing the potential giftedness of the gifted in science. Third, they were negative about the absence of programs for improving creativity and thinking skills and teaching materials for the gifted in science; however, they were positive about self-directed learning. Fourth, they had a negative opinion on educational facilities and the number of students in classes. Fifth, they recognized that potential giftedness would be developed the most when the lecturer is a professor majoring in the subject. For improvements in the classes for the gifted in science, they referred to revising the distinction focusing on preceding learning, reinforcing teaching methods to improve creative thinking, constructing creative contents regardless of specific grades and curriculum, securing learning materials for the gifted, and the necessity of lecturers specialized in the education for the gifted. Eventually, pre-service science teachers have negative cognitions for the classes for the gifted in science offered by universities, and it was known that they mentioned the necessity of creative educational courses and professional lecturers, not pre-learning for improvements.

Exploring the Direction for Strengthening the Educational Competency of Prospective Physical Education Teachers (예비체육교사의 교육역량 강화를 위한 방향성 탐색)

  • Shin, Min-Hye;Kim, Seung-Yong
    • Journal of Digital Convergence
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    • v.19 no.11
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    • pp.537-543
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    • 2021
  • The purpose of this study was to investigate the relative importance of preliminary physical education teachers between upper and lower levels. Therefore, after literature analysis and examination by experts, a model of competence should be developed by preliminary physical education teachers. Literature review was done at first to filter out the related factors from previous studies. analytic hierarchy process (AHP) was followed with other 23 experts. Results of the study is as follows: Competence for Personal Relations is placed at the top with the weight of .213, competence for Self Management follows with the weight of .203, competence for Major is placed at third with the weight of .174, competence for Studies & Liberal follows with the weight of .163, and competence for Sense of Challenge is placed with the weight of .137, competence for Creativity follows with the weight of .110.

Preliminary Teachers' Perception of Elementary Classes Based on Edutech: focusing on K Teachers' College (에듀테크 기반 초등수업에 대한 예비교사들 인식: K교육대학교의 사례를 중심으로)

  • Tecnam Yoon
    • The Journal of the Convergence on Culture Technology
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    • v.9 no.2
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    • pp.127-132
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    • 2023
  • The rapid development and progress of information and communication technology are bringing about changes in the field of education, and innovative methods in teaching-learning have been introduced and applied a lot in the actual field starting with the pandemic. Reflecting this trend, the purpose of this study is to examine the perception of prospective elementary school teachers on the use of edutech, which is widely used in the educational field after COVID-19. To this end, I analyzed the results of 7 major ideas selected at the Edutech Utilization Competition held by K University of Education and the focus group interview conducted with 2 pre-service teachers. As a result of the analysis, it was found that prospective elementary school teachers valued the necessity and importance of edutech-based classes. In addition, they were positively aware of the educational effect of edutech-based classes. To sum up, it could be predicted that edutech classes are also linked to the policies and plans of the Ministry of Education, and will play an important role in effectively guiding future learners while achieving the goals set by the curriculum.

Knowledge Construction on Mathematics Problem Solving (수학 탐구학습에서 지식 형성에 대한 연구)

  • 이중권
    • Journal for History of Mathematics
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    • v.17 no.3
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    • pp.109-120
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    • 2004
  • This study investigated three pre-service teachers' mathematical problem solving among hand-in-write-ups and final projects for each subject. All participants' activities and computer explorations were observed and video taped. If it was possible, an open-ended individual interview was performed before, during, and after each exploration. The method of data collection was observation, interviewing, field notes, students' written assignments, computer works, and audio and videotapes of pre- service teachers' mathematical problem solving activities. At the beginning of the mathematical problem solving activities, all participants did not have strong procedural and conceptual knowledge of the graph, making a model by using data, and general concept of a sine function, but they built strong procedural and conceptual knowledge and connected them appropriately through mathematical problem solving activities by using the computer technology.

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Pre-service Teachers' Development of Science Teacher Identity via Planning, Enacting and Reflecting Inquiry-based Biology Instruction (예비교사들의 과학 교사 정체성 형성 -생명과학 탐구 수업 시연 및 반성 과정을 중심으로-)

  • An, Jieun;Kim, Heui-Baik
    • Journal of The Korean Association For Science Education
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    • v.41 no.6
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    • pp.519-531
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    • 2021
  • This study investigates the science teacher identity of pre-service science teachers (PSTs) in the context of a teaching practice course. Twenty-two PSTs who took the 'Biological Science Lab. for Inquiry Learning' course at the College of Education participated in this study. Artifacts created during the course were collected, and the teaching practices and reflections were recorded and transcribed. In addition, semi-structured interviews were conducted with nine PSTs, recorded, and transcribed. We found the science teacher identity was not well revealed at the beginning of the course. Authoritative discourse appeared in the early oral reflections of PSTs, indicating that the PSTs perceived oral reflection activities as 'evaluation activities for teaching practice'. This perception shows that pre-service teachers participate in teaching practice courses as students attending a university, performing tasks and receiving evaluations from instructors. After the middle of the course, discourses showing the science teacher identity of the PSTs were observed. In the oral reflection after the middle part, dialogic discourses often arose, showing that the PSTs perceive the oral reflection activities as a 'learning activity for professional development'. In addition, in the second half, discourse appeared to connect and interpret one's experience with the teacher's activity, indicating that the PSTs perceive themselves as teachers at this stage. In addition, the perception of experimental classes was expanded through the course. During the course, the practice of equalizing the authority of the participants, providing a role model for reflection, and experiencing various positions from multiple viewpoints in the class had a positive effect on the formation and continuation of the teacher identity. This study provides implications on the teacher education process for teacher identity formation in PSTs.

The Effect of Elementary Pre-service Teacher's Science Concept Level on the Teaching Difficulty, Teaching Satisfaction, and Class Evaluation (초등예비교사들의 과학개념 수준이 수업곤란도, 수업만족도, 수업평가에 미치는 효과)

  • Kim, Soon-shik;Lee, Young-seob
    • Journal of the Korean Society of Earth Science Education
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    • v.9 no.3
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    • pp.352-363
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    • 2016
  • The purpose of this study is to investigate the effect of elementary pre-service teacher's science concept level on teaching difficulty, teaching satisfaction, and class evaluation. This study was conducted for 117 first grade students who are studying at P National University of Education. For this study, 117 students were divided into two groups according to the science concept level, and teaching difficulty, teaching satisfaction, and class evaluation score of the two groups were analyzed. The conclusion of this study is as follows. First, the elementary pre - service teacher group with a higher level of science concept showed significantly lower teaching difficulties than those with lower levels. This shows us that if primary pre-service teachers who have high science concept level, they can teach primary school science more effectively. Second, the elementary pre - service teacher group with high level of science concept got higher score on teaching satisfaction than the group with lower level of science concept, but it did not show statistically significant. Third, the elementary pre - service teachers with higher science concept level showed significantly higher scores on class evaluation than those with lower concept.

A Study on The Educational Utilization of Webtoons Theoretical and Practical Evidence Exploration (웹툰(Webtoon)의 교육적 활용가능성에 대한 이론적, 실천적 근거탐색)

  • Seol, Yeon-Kyung
    • The Journal of the Korea Contents Association
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    • v.20 no.6
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    • pp.510-520
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    • 2020
  • This study attempts to explore the educational applicability of webtoons. Webtoons have very useful educational elements in educational environments. First, they are extremely popular among learners of the internet age and not only do webtoon images provide immersiveness and enjoyment to learners in class environments based on text but the narrativity and contextuality of webtoons can also provide abundant material in connection with the subject. Also, the interactivity of the Web 2.0, a space where webtoons are circulated, can also be utilized in educational environments. This study attempts to explore grounds for detailed approaches for the educational applicability of webtoons using theoretical and practical methods. It is hoped that through this study, assessments can be made of positive prospects regarding the educational applicability of webtoons.

The Effects of Convergence Design Thinking on Preliminary Health Administrators' Social Problem Solving Competency: Intrapreneurship Integrated Curriculum (융복합 디자인씽킹 교육이 예비보건행정가의 사회적 문제해결능력에 미치는 영향: 사내기업가정신 통합교과 교육방안)

  • Yoo, Jin-Yeong
    • Journal of Digital Convergence
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    • v.15 no.11
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    • pp.271-283
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    • 2017
  • The purpose of the study is to verify the effectiveness the preliminary Health Administrators' Social Problem Solving Competency(SPSC) through the application of the learner-centered program Convergence Design Thinking(CDT) conducted by undergraduate school of Intrapreneurship the integrated curriculum, and evaluation of SPSC improvement effect. A pre-post-questionnaire survey was carried out that started March to June 2016 among the forty-five second-year college students from the Health Administration Department who participated in the CDT during the 15 weeks training. The main results are as follows. CDT were positive influenced on the improvement of Negative problem orientation, Impulsive careless style(ICS) and Avoidance coping style of the preliminary Health Administrators' SPSC. Especially, female college student or the absence of working experience, it was effective on the improvement of ICS of the participants. This CDT program identified having positive effects on their participation, SPSC. To further improve SPSC, The development of integrated curriculum and application of creative teaching method like this CDT is highly recommended.

Implementation of A Web-based Virtual Laboratory For Electronic Circuits (웹 기반 전자회로 가상실험실의 구현)

  • Kim Dong-Sik;Choi Kwan-Sun;Lee Sun-Heum
    • Journal of Engineering Education Research
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    • v.6 no.1
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    • pp.56-64
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    • 2003
  • In this paper, we designed and implemented a client/server distributed environment and developed a web-based virtual laboratory system for electronic circuits. Since our virtual laboratory system is implemented to describe the on-campus laboratory, the learners can obtain similar experimental data through it. The proposed virtual laboratory system is composed of four important components : Principle Classroom, Virtual Experiment Classroom, Evaluation Classroom and Overall Management System. Through our virtual laboratory, the learners will be capable of learning the concepts and theories related to electronic circuit experiments and how to operate the experimental equipments such as multimeters, function generators, digital oscilloscopes and DC power supplies. Also, every experimental activity occurred in our virtual laboratory is recorded on database and printed out on the preliminary report form. All of these can be achieved by the aid of the Management System. The database connectivity on the web is made by PHP and the virtual labol'atory environment is set up slightly differently for each learner. Finally, we have obtained several affirmative effects such as reducing the total experimental hours and the damage rate for experimental equipments and increasing learning efficiencies as well as faculty productivity.