• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.196-203
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• 2020

Robotics has been increasing its role among factors affecting teachers' technological, pedagogical, and content knowledge(TPACK) in education. This paper reviews these factors and analyses each to identify those most influential: teachers' individual (gender, teaching experiences), professional development(PD) for technology integration, psycho-philosophical characteristics (attitude toward technology integration, constructive belief), and school characteristics.Those having the most significant influence on teachers' TPACK of robotics were PD for technology integration from individual characteristics, attitudes toward technology integration, educational belief from psycho-philosophical characteristics, and schools' atmosphere and support from school characteristics.Thisreview confirmed that PD for technology integration and school atmosphere are the two most influential factors among all factors considered. Practical implications on precautions for effective integration of robotics in education were identified.

• The Mathematical Education
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• v.60 no.2
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• pp.229-247
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• 2021

Students' mathematical thinking is represented via various forms of outcomes, such as written response and verbal expression, and teachers could infer and respond to their mathematical thinking by using them. This study analyzed 39 elementary teachers' competency to notice students' problem-solving strategies containing mathematical errors in fraction addition and subtraction with uncommon denominators problems. Participants were provided three types of students' problem-solving strategies with regard to fraction addition and subtraction problems and asked to identify and interpret students' mathematical understanding and errors represented in their artifacts. Moreover, participants were asked to design additional questions and problems to correct students' mathematical errors. The findings revealed that first, teachers' noticing competency was the highest on identifying, followed by interpreting and responding. Second, responding could be categorized according to the teachers' intentions and the types of problem, and it tended to focus on certain types of responding. For example, in giving questions responding type, checking the hypothesized error took the largest proportion, followed by checking the student's prior knowledge. Moreover, in posing problems responding type, posing problems related to student's prior knowledge with simple computation took the largest proportion. Based on these findings, we suggested implications for the teacher noticing research on students' artifacts.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.671-683
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• 2003

The purpose of study was to investigate practicing elementary teachers' pedagogical content knowledge and the significant predictors of their pedagogical content knowledge in science teaching. The PCK instrument was used to measure elementary teachers' pedagogical content knowledge. It consists of 6 factors to measure teachers' pedagogical content knowledge of 1)instructional methods, 2)representations, 3)contents, 4)evaluations, 5)students, and 6)curriculum. A questionnaire that consists of 7 questions regarding the teachers' degree, their number of years of teaching their choice of teaching science, their personal science teaching efficacy, their science teaching outcome expectation, their science instructional methods, and their attitudes toward teaching science, was also used to identify the information as to significant predictors of teachers' pedagogical content knowledge. A sample of 332 practicing elementary teachers participated in this study. To determine statistically significant predictors, Pearson's correlation coefficient and multiple regression methods were used to analyze the results. The results showed that the significant predictors of practicing elementary teachers' pedagogical content knowledge were their number of years of teaching, their science instructional methods, their personal science teaching efficacy and their attitudes toward teaching science. Further research of how teachers develop and construct their pedagogical content knowledge is recommended especially through the use of varied research methodologies that include qualitative methods.

• Journal of the Korea Convergence Society
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• v.13 no.1
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• pp.297-312
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• 2022

Although education using teaching tools is important to both students and teachers, the quality problem of distributed teaching tools is constantly being raised. Therefore, the purpose of this study is to analyze the teaching tools by classifying them into three quality factors, and to confirm the satisfaction and repurchase intentions of elementary school teachers. This study was conducted by dividing the first CIT survey and the second survey targeting incumbent elementary school teachers, and the PLS statistical program was used as an analysis tool. Through empirical analysis, it was analyzed that product quality, educational quality, and service quality had a positive (+) effect on teacher satisfaction, and that teacher satisfaction had a positive (+) effect on repurchase intention. Through this, it gives teachers insight into what they should focus on when purchasing or evaluating teaching tools and how to use them usefully for education, and for researchers, it provides an important clue to research for product quality improvement, and for companies that produce and distribute teaching tools, it gives to effective guidelines for the development of new products and contents. In the future, in addition to the relationship between the teaching tools and teachers, additional research on the organic relationship between the teaching tools and various objects is needed, and this is suggested as a future study.

• Journal of Korea Game Society
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• v.9 no.5
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• pp.83-93
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• 2009

The politics instruction, where utilizing an online game named 'Goonzu' as an instructional tool had been implemented to students from four classes of 5th grade during ten weeks. Four teachers participated in teaching the students and constructed curriculum by playing 'Goonzu' and analyzing the regular elemental school Politics curriculum before implementation. To verify effectiveness of the instruction, the survey, asking students' efficacy, interest and their cognitive changes of main elements that students considered when they elected their representatives, was conducted. Moreover opinions about this instruction from the students and the teachers were gathered through the forms of interview and short essay. As the results of this research, students' efficacy toward doing politic activities was significantly increased. However, m case of students' interests to this instruction, there was no significant difference despite of increase of the mean. Also, students put more weight on intrinsic e1ements(daigency, responsibility) of the representative in online election than offline election and the students, who took the course, stressed intrinsic elements more than other students.

• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.255-270
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• 2001

The purpose of this study is to consider pre-service and in-service elementary school teachers' beliefs about STS (Science-Technology-Society), by investigating their opinions on STS interactions. 222 of the seniors in Jinju National University of Education, namely pre-service elementary school teachers, and 185 of the active teachers in Kyung-Nam Province were selected as the objects for researching these matters. Their beliefs about STS interactions were examined. The results were analyzed with a percentage as an examining tool of TBA-STS(Teachers' Beliefs about Science-Technology-Society). The results were as follows; First, on the nature of science, most of them showed simple opinions. On the nature of technology, most of them also showed simple opinions. most of them recognized the interactions among science, technology, and society affirmatively. They showed simple opinions on the interactions between science and technology. In fact, they didn't recognize the interactions between science and society, but they knew the influence of technology on society relatively concretely. Second, if one consider the cognitive situation or the distributing route of STS, he can easily find that most teachers never or little know it. At present, pre-service teachers learn STS from the lectures in their universities, and in-service teachers get information about it from science magazines/newspapers and training.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.44-49
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• 2004

This study was based upon the survey on the name of 13 basic experimental instruments used in elementary science class: Schale, evaporating dish, mortar & pestle, beaker, erlenmeyer flask, spuit(medicine dropper), graduated cylinder, balance, spatula, dropping bottle, gas collecting bottle, funnel, alcohol burner, and their uses. To implement this study, an open-ended, written questionnaire was administered to the subjects of in-service elementary school teachers, future elementary teachers who have attended at the Gyeongin national university of education, and elementary students in Korea. The findings of this study were as follows: The rates of in-service and pre-service elementary school teachers that knew correct name of experimental instruments were not high, the elementary school student's rates were especially very low. In this study, we found several reasons which they wrote inaccurately: the name to be represented at the textbook that they had studied, the confusion of the name about a fortis pronunciation, the recognition as the vocabulary like flask and cylinder to be meaningless, the habit to say in an everyday life, wrong expression in the internet and general book. All respondents had a wide range of perceptions of uses for the experimental instruments. Their understanding of uses for evaporating dish, erlenmeyer flask, balance, gas collecting bottle were very poor. And then most of them understood that graduated cylinder, beaker, and erlenmeyer flask were tools to measure the volume of solution or liquid, so they did not exactly distinguish the difference of their uses.

• Journal of The Korean Association For Science Education
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• v.43 no.1
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• pp.37-47
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• 2023

The purpose of this study is to analyze the influence and structural relationship of variables related to science teaching professionalism. These variables set up learning organizational culture as exogenous variables and science epistemological beliefs and science teaching efficacy as endogenous variables. For this study, a survey was conducted with 499 elementary science teachers from Seoul and Gyeonggi province participating. The results of this study are as follows: Science epistemological beliefs and science teaching efficacy were found to directly affect science teaching professionalism. In addition, learning organizational culture perceived by the teachers did not show significant effects on the science teaching professionalism, but it was found that it has direct significant effects on science epistemological beliefs and science teaching efficacy. Based on the results of this study, which examines the structural relationship between learning organizational culture, science epistemological beliefs, science teaching efficacy and science teaching professionalism. we deem that it is necessary to consider internal factors of teachers as well as ways to improve learning organizational culture.

• New Physics: Sae Mulli
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• v.68 no.11
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• pp.1240-1248
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• 2018

This study examined teachers' perceptions about the components of the teacher's capacity according to the 4th industrial revolution. This study involved 100 elementary school teachers: 26 with less than 5 years of educational experience, 24 with more than 5 but less than 10 years, 25 with more than 10 but less than 20 years, and 25 with more than 20 years. From the results of recognition analyses of six competence components, 'Knowledge and application ability of knowledge information', 'ability to appropriately study content', 'collaboration ability among school members', 'ability to maintain relationship', 'value and attitude required for community', 'ability to communicate with others' were found to be important for teachers. The result of analyzing the importance and the retention of each competency element showed that the recognition difference according to the education career and the degree of retention was insufficient compared to most important competence component. Thus, in-service education and training programs must reflect the competencies required by actual teachers in education and education-teacher training institutions.

• Journal of Engineering Education Research
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• v.17 no.4
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• pp.87-94
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• 2014

The purpose of this study was to conceptualize the idea of engineering between science and technology, to classify the types of K-9 engineering education, and to develop content standards for it. The primary goal for an engineer is to design, create, and produce new tools, machines, and systems for practical means of human by exploiting technology and science. Engineering is the professional art of using technology, and the practical application of science and mathematics to achieve the optimum conversion of the resources of nature for the benefit of humankind. We reviewed the literatures and documents for background research, had surveys, and interviewed with engineers and educators to set the frame of the content standards for K-9 Engineering education and to construct standards for each sub-component. We developed and suggested the content standards for K-9 engineering education by examining and revising it.