• Journal of the Korean School Mathematics Society
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• v.23 no.3
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• pp.397-425
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• 2020

Statistical literacy is a key ability expected of citizens in information-laden societies, and is often revealed as an expected outcome of schooling and as a necessary component of adults' numeracy and literacy. Knowing how important statistical literacy is, the purpose of this research was to measure statistical literacy of adults and secondary mathematics teachers. This study explored the statistical literacy based on the level of understanding in poll results and analyzed the data obtained through semi-structured interviews with 20 secondary mathematics teachers and 20 adults. As a result, the following conclusions were obtained: First, few secondary mathematics teachers and adults correctly recognized the meaning of statistical terms and expressions included in the poll results. Second, 70% of research participants did not reach levels 3 or 4 of statistical literacy levels. Third, the statistical literacy level of secondary mathematical teachers was higher than that of adults.

• Journal of Science Education
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• v.34 no.1
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• pp.124-139
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• 2010

The purpose of this study was to develop and apply a framework for progression in the professional development and learning of secondary science teachers' teaching practice. The progression in the professional development was modified Pilhee Woo's framework(2010), and in the learning was developed by the researchers. The former included 6 elements and 36 aspects. The progression of each aspect was composed of five level criteria. The content validity is 96.4% and the reliability is .96. The latter was composed of another five level criteria. The content validity is 96.0% and the reliability is .95. Internet-online test and the questionnaire were administered to 203 secondary science teachers who were selected by convenience sampling. The mean level of the progression in the professional development and learning were 2.21 and 2.95. ANOVA, t-test and correlation analysis were conducted to compare differences by the characteristics of teachers. The level of the progression in the professional development and learning was significant difference according to almost all of teachers' characteristics. The level of the progression in the professional development was significantly correlated with the level of the progression in the learning.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2015.10a
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• pp.230-232
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• 2015

이번 발표는 혀 인천해사고의 해사영어 교육과정, 수업이 이루어지는 환경, 학습자의 수준과 수업에서 이루어지는 교수기법, 교사가 느끼는 한계점을 비교하면 살펴보고, 경쟁력있는 해기사 배출을 위해 우리 학교가 보완하여 나아갈 방향을 검토하는데 목적이 있다.

• Journal of the Korea Convergence Society
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• v.10 no.11
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• pp.419-428
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• 2019

This study aims to verify the self-determination motivation and ego resilience on the grit of the preparing students for the secondary school physical education teacher certification examination to provide basic data to improve the level of grit required for them to pass the certification examination and be appointed as physical education teachers. Thus, in order to achieve the objectives of this study, 403 students were verified through one-way ANOVA and correlation analysis and stepwise multiple regression analysis, which resulted in the following conclusions: The higher the level of intrinsic motivation and ego resilience, the higher the level of the grit sub-factors. Self-determination motivation and ego resilience that affect grit the most are found to be intrinsic motivation. Next came positive thinking, emotion regulation, problem solving and identified motivation factors. The results of this study suggest the importance of dealing with self-determination motivation and ego resilience affecting grit, and put forward the limitations of the study and future directions of research.

• Journal of The Korean Association of Information Education
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• v.11 no.2
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• pp.177-184
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• 2007

The purpose of this paper is to evaluate the computer education experience of high school graduates that were taught under the 7th curriculum and present insight into the making of required computer course for college. To achieve this purpose questionnaires were given to college freshmen to fill out about computer education performed not only during middle school, but also outside of the classroom. For suggestions towards computer courses for college students, how students are being taught the use of computers, how students are using computers, and how the computer proficiency of the students were assessed. Considering the results of the analysis of computer education experiences, this study suggests a guiding principle in freshmen's computer education.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.691-715
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• 2015

This study explored preservice secondary mathematics teachers' mathematical knowledge for teaching [MKT]. In order to measure preservice teachers' MKT, we developed items according to Ball, Thames & Phelps (2008)'s domains and conducted to 53 preservice teachers. Also, we interviewed 1 preservice teacher with the items and a set of interview questions. The findings from the data analysis suggested as follows: a) overall, the preservice teachers scored average 30.2 out of 100; b) the preservice teachers appeared to be unable to explain students' difficulties in learning a specific mathematical idea and how they would respond to and resolve such difficulties.

• Journal of the Korean Chemical Society
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• v.61 no.6
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• pp.359-368
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• 2017

The purpose of this study was to examine levels of claims and evidence produced by 53 secondary science teachers. Levels of claim and evidence produced by the teachers in this study are various depending on themes. For a problem integrated several science concepts, there were many teachers who produced claims and evidence in a level of 1 or 2. The participant teachers presented claims and evidence in a level of 3 or 4 for a problem related to chemistry concepts presented in chemistry textbooks. Professional development programs should be provided for science teachers to help them develop understanding of argument structure and construct high quality of claims and evidence.

• Communications of Mathematical Education
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• v.16
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• pp.163-164
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• 2003

최근 수학교육에서는 네덜란드의 수학교육이론인 현실적 수학교육(Realistic Mathematics Education: 이하 RME) 이론에 대한 관심이 증대되고 있다. RME 이론의 관점에서 학생들은 만들어져 있는 수학을 수용하는 사람이 아니라 스스로 모든 종류의 수학적 도구와 통찰을 개발하는 활동적 참여자로서 다루어져야 한다. 따라서 수학 학습은 수학화될 수 있는 풍부한 맥락으로부터 시작해야하며, 이러한 수학화를 실제(reality)에 둘 수 있도록 기여할 수 있는 교재로 시작해야 한다. 최근 발간된 'Mathematics In Context(이하 MIC)'는 RME 이론을 반영한 중등학교용 교과서로 맥락 문제가 그 중심이 되고 있으므로 RME 이론의 구체화된 실제를 볼 수 있는 예가 될 수 있다. 지금까지 Freudenthal의 교육철학을 소개하는 문헌 연구를 비롯하여 RME 이론을 기반으로 하는 교수 학습의 효과 분석에 관한 연구가 초등학교를 중심으로 이루어지고 있으나 중등학교 이상의 수준에서 수행된 RME 관련 연구가 부족한 실정이다. 이에 본 연구는 RME 이론이 중등학교 이상에서 수행되는 예를 찾기 위해 MIC 대수 교과서 중 'Comparing Quantities(Kindt, Abels, Meyer, & Pligge, 1998)'를 중심으로 Treffers(1991)의 다섯 가지 교수 학습 원리(구성하기와 구체화하기, 여러 가지 수준과 모델, 반성과 특별한 과제, 사회적 맥락과 상호작용, 구조화와 연결성)가 어떻게 구현되고 있는지 살펴보고자 한다. RME의 수학 학습 이론은 학생들이 맥락과 모델을 사용하면서 다양한 수준의 수학화를 통해서 자신의 수학을 개발할 수 있도록 하는 것이다. MIC 교과서는 맥락 문제와 여러 가지 해결 전략을 제시함으로써 그러한 수학 수업을 할 수 있도록 안내하는 교재가 될 수 있다.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.507-518
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• 2004

The purpose of this study was to develop and validate an instrument for analysing secondary school science laboratory classroom. Three classroom of novice teachers were observed and administered Dana's (2001) situated laboratory activity instrument. Dana's situated laboratory activity instrument consists of eight categories. Each category includes four levels. Three doctoral students and two science education specialists participated in modification of the through 15 science education graduate students. To achieve reliability, the researcher and two raters observed and analyzed three videotaped classrooms through discussion. The finalized instrument was employed in four novice teacher' classes and result indicated the instrument to be useful in identifying the inquiry level of a secondary laboratory classroom. The inquiry level of four novice teachers was confirmation or observation.

• Korea journal of population studies
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• v.30 no.1
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• pp.149-176
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• 2007

본 연구는 지난 30년간(1975-2004년) 한국의 경제성장과정에서 교육의 부문별(초등 중등 고등교육) 역할을 추정하는 데 주목적이 있다. 본 연구는 우선 신고전학파 Solow의 외생적 경제성장이론을 접목한 Cobb-Douglas 모형을 확장하여 1인당 경제성장 추정을 위한 내생성장모형을 제시하였다. 또한 자료 한계를 극복하기 위하여 동아시아 7개국 자료를 바탕으로 시계 및 횡단면 자료를 블록으로 구축하여 앞의 내생성장모형을 이용한 pooling방법으로 1인당 경제성장에 물적자본, 단순노동력, 인적자본, 지적자본(R&D), 초기년도의 기술수준 등의 기여분을 추정하였다. 이러한 각 생산요소의 직접적인 추정결과로부터 각 요소간(고등교육, 중등교육, 지적자본) 상호작용으로 인한 간접적인 기여분 추정을 위해 연립방정식체계를 구축하고 각 요소의 영향력을 재 추정하여 보정된 결과를 제시하였다. 1975-2004년간 한국의 경제성장 과정에 있어서 인적자본요소인 교육은 40.7%를 기여였으며 이를 다시 분해하면 중등교육이 가장 큰 87.0%, 초등교육이 6.6%, 중등교육에 간접적으로 기여한 대학교육이 -52.9%를 보였다. 물적자본이 39.6%, R&D자본이 24.1%들 보였으며 지식 정보기반사회에서 그 의미가 감소한 단순노동력은 -1.4%, 기술추격을 가능케 하는 1975년도 초기기술수준이 -3.0%의 추정결과를 보여주고 있다. 향후 정책연구 과제로는 한국미 지식기반사회에서 선진국으로 진입하기 위해서는 경제성장과정에서 대학의 역할을 제고할 필요성이 있음을 제안하고 있다. 이를 위해서는 기존 대학의 양적인 구조조정이 필요하다. 특히 대학의 질적 경쟁력을 높이기 위한 정부의 대학 지원 역할 역시 제고되어야 할 것이다. 또한 이 글은 교육시장과 노동시장을 어떠한 방법으로 연계 시키는가를 논의하고 세계시장의 급격한 기술변화와 체제변화에 따라 국내노동시장의 필요한 산업인력수요의 내용도 같은 속도의 변화를 요구하고 있음을 상기시키고 연계지원 정책을 주장하고 있다.