• 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 Chemical Society
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• v.56 no.5
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• pp.638-647
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• 2012

The college of education should support pre-service teachers to learn knowledge of their major and develop the ability of presenting or teaching the knowledge. The pre-service teachers may have many opportunities of presentations to develop the ability of teaching. Some college of education provide such opportunities in the 'seminar' course. In this study we investigated the pre-service teachers' perceptions on the seminar where they present contents of their major, developed the framework to analyze and evaluated the seminar presentation ability, and explored the change of presentation ability through a case study. Pre-service teachers perceived that from the seminar they could develop the presentation skill and understand the scientific contents more deeply. However they pointed out the difficulty of understanding others' presentations, discussing on the contents and interpreting the English paper. We developed the presentation analysis framework including the evaluation elements, the evaluation items, and the evaluation methods according to the progress of a seminar presentation. Using this framework we evaluated and compared the development of seminar presentation ability of a per-service teacher both quantitatively and qualitatively. We discussed the educational implication of this study such as the suggestion for the effective management of a seminar and the usage of the presentation analysis framework.

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.157-175
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• 2015

This study was conducted with the aim to develop and improve the assessment literacy of teachers which enables it to develop and utilize the assessment items using a wide range of contexts on the basis of an understanding of math contents and mathematical process specified in the math curriculum and to analyze the results in an effective way. To analyze the changes in the development and improvement of the assessment literacy of preservice math teachers, the author of this study, using PISA items and assessment framework, analyzed the changes through the 1st and 2nd development of assessment items. The results showed the assessment literacy of preservice math teachers and their ability have been improved, implying that there is the necessity to develop a wide range of programs to improve the assessment literacy of preservice math teachers and provide such programs on a regular basis, which will facilitate effective math teaching and learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.11
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• pp.445-453
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• 2017

The Korean government's recent R&D policy has focused on encouraging government-funded research institutes (GRIs) to develop mid-term, long-term, and large-scale R&D projects. It is necessary to prepare thoroughly for the new R&D strategy, but there is no systematic accumulation of planning expertise, and there has been continued demand for good examples of research planning. Therefore, this study analyzes the reports of preliminary feasibility for government R&D programs through a meta-analysis of detailed evaluation items and contents to help researchers enhance their project-planning ability. The evaluation items that can be applied to R&D planning for GRI were reviewed, and twelve detailed evaluation items were selected through content analysis. The results of this study could contribute to practical R&D project planning and the improvement of evaluations.

• Journal of Navigation and Port Research
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• v.37 no.5
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• pp.493-498
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• 2013

This paper is aimed to priority evaluation of preliminary cases for IMO -IMS(International Maritime Organization- Information Management System) using fuzzy TOPSIS(Technique for Order Performance by Similarity to Ideal Solution) and AHP(Analytic Hierarchy Process). To this solve, therefore, this paper extract 24 preliminary cases and select 4 major preliminary alternative cases after analysing the structure of its alternative cases using FSM(Fuzzy Structure Modeling). Also, the weights of evaluation factors determine using AHP which able to keep the consistency when decision-makers assess. In AHP method, but, the numbers of paired comparison incerase as much as the numbers of the comparison items increase and because this evaluation have the many of vagueness, the decision of final ranking is used to fuzzy TOPSIS method which is included TOPSIS and Fuzzy Set Theory. The result are developed as order as Management of IMO Convention Information, Delivery of IMO Convention Information, Total IMO Database, Knowledge Hub of IMO Convention Information in IMO-IMS.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.127-135
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• 2022

The purpose of this study was to explore pre-physical education teachers' subjective perception on the athletics practical skill test of examination system for appointment secondary physical education teachers using Q-methodology. This study found three types of pre-teachers' subjective perception on the system. Type I is named 'the type of specialized facility support demand', Type II is named 'the type of professional technical guidance demand'. Type III is named 'the type of evaluation method improvement demand' In conclusion, the pre-physical education teachers hoped for the support of specialized facilities, the opportunity to receive professional skills, and the detailed preliminary guidance on evaluation methods and procedures.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.307-320
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• 2020

This study explores how the positioning of two pre-service science teachers (PSTs) is reflected in their different epistemic understandings of inquiry-based lessons. We collected the PSTs' products during their design and enactment of an inquiry-based lesson and recorded their practices in the enacted lesson. Interviews were recorded and transcribed for analysis. The results indicate that one PST, Dohyung was positioned as a subject of evaluation throughout the course and the other, Jinwoo, was positioned as a preservice teacher and a subject of evaluation. Their positions were reflected in their epistemic understandings of inquiry-based lessons, which were developed when designing these lessons. During lesson design, both PSTs showed a shared understanding; they explained inquiry-based lessons as students setting and evaluating hypotheses under teachers' guidance. However, as they faced unexpected situations during lesson enactment, they developed different epistemic understandings. To receive a good grade, Dohyung showed a strong preference for anticipating situations that could occur in class and planning responses to them. He understood inquiry-based lessons as ones in which students conduct experiments to produce results expected by the teacher. On the other hand, Jinwoo emphasized the reasoning process based on students' prior knowledge and explained inquiry-based lessons as ones in which students construct new knowledge through a scientific reasoning process based on their knowledge. The findings of this study will contribute to developing strategies to support PSTs' development of their epistemic understandings of knowledge construction in inquiry-based lessons.

• Investigative Magnetic Resonance Imaging
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• v.6 no.1
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• pp.5-20
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• 2002

허혈성 심질환 환자의 평가도구로서 MRI의 역할이 확대된 데에는 소위 "one-stop shop"이라는 통합적 심장검사법의 개발이 계기가 되었다. 즉 한 번의 MRI 검사로서 심실벽운동을 평가하여 심근의 기능과 예비능을 측정하여 만성 심근경색을 평가할 수 있고, 심근의 관류를 평가할 수 있고, 관동맥의 혈류 예비능과 심근의 viability를 평가하고, 관동맥 조영술을 통해, 수술 후의 우회로 평가 및 관동맥의 협착 여부의 진단이 가능한 프로토콜이 MRI장비마다 각각 개발되어 보급되고 있다. 하드웨어와 소프트웨어의 개발과 지속적인 연구를 통해서 MRI는 허혈성 심질환의 진단적 검사로서 기존의 다른 검사들과 비교하여 높은 시간적, 공간적 해상력으로 정확한 구조와 기능의 평가를 제공할 수 있는 가장 유용한 검사가 될 것으로 사료된다 특히, MR 관동맥조영술, 심근관류검사, 심근 표지법, dobutamine 부하검사, viability 평가, plaque characterization, MR spectroscopy 분야에서 현재 활발히 연구가 진행되고 있으며 향후 임상적용이 확대될 것으로 예상된다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.9
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• pp.3878-3886
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• 2011

The purpose of this research was to develop a teaching practice program using a virtual space for pre-service teachers reflecting the characteristics of both a virtual space and teaching practice. To develop the program, objectives of the developing, methods of a team grouping, conditions for effective practice were analyzed from literature review and preliminary research. In order to evaluate the effects of the constructed program, the program was applied to 99 pre-service teachers of a university in Korea, and the 46 pre-service teachers participated in the evaluating. The results obtained from the evaluation were that the program brought about the positive change of pre-service teachers' cognition on their teaching efficacy. This program is expected to be effectively used in pre-service teacher education program and connected to the field-based teaching practicum.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.469-483
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• 2018

The purpose of this study is to find out how pre-service mathematics teachers should prepare for the teaching of probability and statistics in school mathematics and to help improve teacher education. To do this, questionnaires and evaluation of probabilistic and statistical curriculum were conducted for pre-service teachers, and regression analysis and correlation between them were examined. Through the investigation, the items with low evaluation results due to level of difficulty were extracted and analyzed. As a result, first, it is necessary to teach pre-service mathematics teachers with link the contents curriculum of college and secondary school about probability and statistics. Second, accurate diagnosis of pre-service mathematics teachers' understanding of probability and statistics is needed. Third, the misconceptions and causes of pre-service mathematics teachers were analyzed in detail. And suggests that various follow-up studies related to this are needed.