• Title/Summary/Keyword: 초등 현직교사

Search Result 98, Processing Time 0.018 seconds

Effect of Data Visualization Education using Scratch on the Creativity of Elementary Preservice Teacher (스크래치 활용 데이터 시각화 교육이 초등학교 예비교사의 창의성에 미치는 영향)

  • Kim, Jungah;Kim, Yongmin;Kim, Jonghoon
    • Journal of The Korean Association of Information Education
    • /
    • v.24 no.6
    • /
    • pp.607-614
    • /
    • 2020
  • In this study, a scratch focused on data visualization was applied to 26 elementary school pre-service teachers to analyze the effect on improvement of creativity. Based on the results of the needs analysis conducted on 60 in-service elementary school teachers, the program using scratches according to the data visualization procedure was developed. With the developed educational program, 26 elementary school pre-service teachers were taught for 42 hours for a total of 4 months. In order to examine whether their creativity was improved, a creativity test was conducted and the effectiveness of the applied program was analyzed through a pre/post comparison tests. As a result of the analysis, it was found that the software education using scratch-oriented data visualization for elementary school pre-service teachers had significant effects on the fluency, sophistication, creativity average, and creativity index among the sub-elements of their creativity.

Analysis of Relationship between PCK and Possibility of Teaching about Informatics Subject of Elementary School Teachers (초등교사의 정보교과 교수내용지식(PCK)에 대한 인식과 교수 가능성과의 관계 분석)

  • Hwang, JunYeong;Kim, JaMee
    • The Journal of Korean Association of Computer Education
    • /
    • v.20 no.1
    • /
    • pp.63-73
    • /
    • 2017
  • Software education of 17 hours is essential in the elementary school in the 2015 revised curriculum. Unplugged is recommended as a teaching-learning method. Teachers should have a high level of PCK about Informatics Subject in order to utilize Unplugged. The purpose of this study was to clarify the relationship between PCK and possibility of teaching about Informatics Subject of elementary school teachers. For this purpose, 172 elementary school teachers were surveyed. The results of this study are as follows. First, elementary school teachers confirmed that the PCK level of informatics subject is low. Second, it was confirmed that there is a high correlation between PCK and possible of teaching. This study is meaningful that it suggested a method to increase the level of PCK about informatics subject of elementary school teachers.

The Conceptions of Astronomical Distance of Elementary School Teachers (초등학교 교사들의 천문학적 거리에 대한 개념 연구)

  • Jeong, Jin-Woo;Han, Shin
    • Journal of the Korean earth science society
    • /
    • v.31 no.7
    • /
    • pp.827-838
    • /
    • 2010
  • The purpose of this study is to identify the conceptions of elementary school teachers regarding the variation scale about astronomical distance and its accuracy with distance increased. The astronomical distance questionnaire was administered to 69 elementary school teachers, then; three teachers were selected to interview about their conceptions. Results showed that many elementary school teachers overestimated the distance from the Earth to the Moon and to the Sun, and dramatically underestimated the distances to the nearest star and to the nearest galaxy. They inferred astronomical distance with the use of both intuitive (psychological) measure and theoretical (calculative) measure. They well recited the terminology such as AU and a light-year, yet they did not show a good understanding of what the terms exactly means. Some teachers thought that the distance to Neptune is farther than the distance from Earth to the nearest star. There was a considerable variability in the participants' estimates of astronomical distances. Elementary school teachers showed a tendency to overestimate the distance as it gradually increases to the outer solar system.

Preservice and Inservice Teachers비 Perception on the Nature of Science (과학의 본성에 대한 예비 교사와 현직 교사의 인식)

  • 임청환;김현정;이성호
    • Journal of Korean Elementary Science Education
    • /
    • v.23 no.4
    • /
    • pp.297-304
    • /
    • 2004
  • The purpose of this study was to investigate inservice elementary teachers' view and the change of preservice elementary teachers' view on the nature of science by the science education course. The subjects were 386 junior preservice teachers in a National University of Education and 257 inservice teachers working in a metropolitan city. An instrument consisting of fifty eight items were developed on the bases of previous studies. Before entering the course, preservice teachers view was compared by gender with T-test and no significant differences were found except the category 'role of a scientist'. Preservice teachers view was also compared by major with ANOVA and significant differences were found on the categories 'scientific method' and 'scientific law'. After the course, on comparing their view by gender, significant differences were found on the categories 'scientific theory', 'scientific knowledge', and 'scientific law'. The result of ANOVA by major, significant differences were found except the category 'role of a scientist'. Inservice teachers view was compared by gender and major and the differences were no significant, the significant differences, however, were founded in comparing by career and ability.

  • PDF

Development of a Field-Experience Learning Support Android LBS Application (현장체험학습 지원을 위한 안드로이드 LBS 애플리케이션 개발)

  • Hyun, Dong-Lim;Kim, Jong-Hoon
    • Journal of The Korean Association of Information Education
    • /
    • v.15 no.4
    • /
    • pp.579-587
    • /
    • 2011
  • In this study, we developed the filed-experience learning support application. Because teachers want to use LBS in education area. In order to select fit functions, we carried out survey about functions that teachers want. Then, we analysed the result of survey and implemented the functions. Also, for survey about application's effectiveness, we selected elementary school teachers. Then we demonstrated and explained the application to them. The result of survey about application's effectiveness shows that application have higher utilization in education area.

  • PDF

A Study on Pre-service and In-service Teachers' of Primary School, Competence in Designing Mathematical Assessment Item Development (초등 예비교사와 현직교사의 수학 평가문항 개발사례 연구)

  • Park, Mi-Yeong
    • East Asian mathematical journal
    • /
    • v.32 no.2
    • /
    • pp.217-232
    • /
    • 2016
  • The purpose of this study is to investigate the assessment expertise of Mathematics' teachers, focusing on the competence in designing assessment item development. In this present research, I analysed how the teachers' competence appears in designing assessment items development when they generated problems the given problem into a new one. To examine this assumption, the following research questions were posed and investigated in the present study : How do Pre-service and In-service Teachers in primary schools develop the assessment item when generating problems the given problems into new problems? The result from the case study of metamorphosing the given problem into a new problem teachers used similar patterns switching numbers or changing units in order to develop new problems. Also, teachers in primary schools tend to develop problems as commonly as in the mathematics workbooks. In-service teachers tend to have better skills developing assessment items, but there were quite much of variability between individuals.

Domestic Research Trends of Mathematics Teacher Education: Focused on the Journals by the Korea Society of Educational Studies in Mathematics (수학 교사교육에 관한 국내 연구의 동향 분석 -대한수학교육학회의 학술지를 중심으로-)

  • Pang, JeongSuk;SunWoo, Jin
    • School Mathematics
    • /
    • v.16 no.2
    • /
    • pp.335-353
    • /
    • 2014
  • The purpose of this study was to analyze the trends of domestic research on mathematics teacher education in terms of timings, topics, methods, and subjects. For this purpose, a total of 111 articles dealing with mathematics teacher education, published since 1992 by the Korea Society of Educational Studies in Mathematics, were analyzed. The results of this study showed that the number of such articles has been rapidly increased since the late 2000's. Research on the professional development for teachers has been the most frequent topic but the studies dealing with teacher knowledge or orientation tend to be popular. Qualitative research methodology, specifically case study, has been most frequently employed in studying mathematics teacher education. The subjects for research included a similar portion of in-service and pre-service teachers, and elementary and secondary school teachers. Given these results, this paper closes with several implications for future research direction on mathematics teacher education.

  • PDF

The Difficulties Experienced by the Novice Elementary School Teachers in the Mathematics Classes (초등학교 초임교사들이 수학수업에서 겪는 어려움)

  • Park, Man-Goe;Ahn, Hee-Jin;Mam, Mi-Sun
    • Journal of the Korean School Mathematics Society
    • /
    • v.8 no.2
    • /
    • pp.291-314
    • /
    • 2005
  • The purpose of this paper was to investigate the difficulties experienced by the novice elementary school teachers in the mathematics classes and suggest some implications for teacher education and effective adaptation of novice teachers. The researchers observed mathematics lessons of 6 novice elementary school teachers and interviewed on the difficulties that they experience in teaching mathematics. The data were collected by lesson observations, interviews, discussion and email communications and categorized the data the types of difficulties those the teachers experience. The difficulties were difference between theory and practice, explanation, questioning, differentiated lesson, application of teaching method, evaluation, and understanding of mathematics. The implication from this study is that novice teachers need to supported by the administration as well as actively participate at various types of educational meetings.

  • PDF

Prospective Teachers' Perception of Mathematical Modeling in Elementary Class (수학적 모델링 수업에 대한 초등 교사의 인식)

  • Choi, Jisun
    • Journal of Educational Research in Mathematics
    • /
    • v.27 no.2
    • /
    • pp.313-328
    • /
    • 2017
  • This study aims to identify prospective elementary school teachers' perception of mathematical modeling in elementary class. Forty elementary school teachers participated in this study. Each teacher analysed the previous case studies about mathematical modeling in elementary class, developed a hypothetical learning trajectory, applied the hypothetical learning trajectory to his/her class, reflected students' learning and his/her teaching, and made reflective journals. These journals contained teachers' perception of mathematical modeling and the difficulties that teachers experienced in teaching mathematics as mathematical modeling. These journals were analyzed to identify teachers' perception of mathematical modeling in elementary class. This study shows that teachers have common features of mathematical modeling but their perspectives are little bit different, are classified into four kinds. And the difficulties that teachers experienced in teaching mathematics as mathematical modeling are classified into 5 categories; Task, Students' cognitive demand, Teacher' monitering, All students' participation, and Classroom culture. At last, suggestions for mathematical modeling in elementary class are done according to the result of this study.

Depictions of Scientists and Teachers' Perceptions of the 2015 Revised Elementary School Science Authorized 3rd-4th Grade Textbooks from the Perspective of Gender Equality (양성평등의 관점에서 살펴본 2015 개정 초등학교 과학과 3~4학년군 검정 교과서의 과학자 제시 실태 및 교사의 인식)

  • Chae, Heein;Noh, Sukgoo
    • Journal of Korean Elementary Science Education
    • /
    • v.41 no.4
    • /
    • pp.770-782
    • /
    • 2022
  • This study analyzes the depictions of scientists and teachers' thoughts on the 2015 revised elementary school science authorized 3rd-4th grade textbooks from the perspective of gender equality, and suggest improvements for the 2015 elementary school science authorized 5th-6th grade textbooks as well as a 2022 revised elementary school science curriculum. The data consist of representations of scientists found in seven elementary science textbooks provided to 3rd- and 4th-grade students in 2022 as well as in-depth interviews conducted with three elementary school teachers and responses from 32 teachers in Gyeonggi-do. Of the 23 scientists depicted in the textbooks, three (13.0%) are female and 10 (43.5%) worked in the inquiry domain, which was the largest group. When the teachers were asked about their perceptions of the gender ratio of scientists in the textbooks, their answers revealed that they had lower perceptions of female scientists compared to male scientists; moreover, they had no or very little teaching experience concerning female scientists. Furthermore, the teachers' thoughts on improving the gender ratio of scientists depicted in the textbooks differed considerably by the teachers' gender. Based on these findings, it was concluded that during the process of producing textbooks, writers and members of society need to agree on the gender ratio of scientists to be represented, and a social consensus is needed to identify and introduce the achievements of previously unknown female scientists towards gender equality.