• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.465-494
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• 2017

Teachers' conceptions about teaching are important driving and also interfering forces which might affect their actual practice and training. This research explores preservice mathematics teachers' conceptions of teacher discourse, through tasks analyzing and evaluating teachers' moment-to-moment discourse moves which occur in authoritative and dialogical classroom discourse. Some facets of the preservice teachers' conceptions were congruent with dialogical discourse: they criticized teacher's one-way communication and ignoring students' voices; they supported teacher's questions probing students' thinking and receptive attitude to ward students' wrong answers. However, some deep and subtle facets of their conceptions were more congruent with authoritative discourse rather than dialogical discourse: they positively perceived teacher's closed, information seeking questions that funnel students' thinking to the predetermined procedure; they emotionally resisted teacher's questions which might facilitate dialogical engagement by allowing students to judge mathematical correctness of ideas from their peers. Preservice teachers' conceptions of teacher discourse explored in this research provide useful foundations on which to build continuous and coherent teacher professional development programs about classroom discourse.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.1-11
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• 2023

The purpose of this study is to develop a discussion-centered teaching and learning model for nurturing creative and convergence talents. Regarding the research method, a draft model on discussion-centered teaching and learning was devised, and the model was completed through expert validation. The final draft was revised and supplemented by verifying how valid the model was when applied in class by using the derived final draft. Compared with the draft on discussion-centered teaching and learning model, the final model focused on text-reading emphasis, methods of questioning, and question generation strategies, excluding jigsaw discussions. The discussion-centered teaching and learning model developed in this study is expected to help instructors foster creative and convergence talents. Three suggestions have been provided to effectively apply this model to the field. First, an attitude of listening and respect is required during a discussion. Second, a plan should be considered on how to induce active participation of learners participating in the discussion. Third, the importance of managing discussion time was emphasized.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.385-392
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• 2006

This study investigated the effects of weekly reports as a method for encouraging student questions in middle school science instruction by focusing on student conceptual understanding, achievement, concept map, and perceptions of weekly reports. Seventh graders (N=211) from a middle school were assigned to control and weekly reports (WR) groups. All students were taught about the 'three states of matter', the 'motion of molecules', and the 'change of states and thermal energy' for eighteen class hours. Students in the WR group were required to write weekly reports for six of those periods. Results revealed that conception test scores for the WR group were significantly higher than those for the control group. Compared conception test scores by learning strategy, students using a surface learning strategy in the WR group scored significantly higher than those in the control group. While students employing a deep learning strategy in the WR group also performed better than those in the control group, the difference was relatively small. The scores of an achievement test and a concept map test for the WR group were significantly higher than those for the control group. However, there were no significant interactions between instruction and students' learning strategy in the two variables. It was also found that most students in the WR group positively perceived weekly reports.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1092-1109
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• 2011

The purpose of this study was to analyze of the effects of instructional supervision emphasizing reflective thinking on science teaching of elementary teachers. The participants in this study were two teachers. This study was divided in former, middle, and later periods, and consisted of monitoring their own teaching, interviewing, journal writing, discussion with peer teachers and teacher training. Data included descriptions of nine science classes, nine interviews, seven journals and the journals of the researcher. Data analysis tools were the frameworks of the questions, feedback, teaching methods, elements of teaching behavior, and reflection levels. This study employed qualitative research, analysis of the frequency of data, and quoting of descriptions related to the result. The results of this study were as follows: First, teachers showed mainly technical reflection, but changed to show more practical reflection, and critical reflection in the later period of instructional supervision. Second, instructional supervision emphasizing reflective thinking on science teaching for elementary teachers meaningfully changed the question, feedback, teaching methods and teaching elements of teachers. From the results of this study, instructional supervision emphasizing reflective thinking on science teaching for elementary teachers can be considered an effective method in improving teaching elementary science, and instructional supervision used in this study made possible the higher level of reflection and appropriate teaching behavior.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.199-219
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• 2015

The purpose of this study was to identify the relationship among beginning early childhood teachers' role performance and self leadership, and childcare teachers's supports. The subjects in this study were 491 beginning early childhood teachers working in kindergartens and child care centers across the country. Childcare teachers' support questionnaire(Jae-Young Lee, 2012) role performance questionnaire(Bog-Mae Park, 2011), and self-leadership questionnaire(Dong-Hyen Park,2014) were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, ANOVA test, $Scheff{\acute{e}}$ post-hoc analysis and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that there are statistically meaningful differences in beginning early childhood teachers 'role performance and self leadership, and childcare teachers's support which were related to early childhood teachers' salary, education background, and age. Also, there are statistically meaningful differences in beginning early childhood teachers' role performance and childcare teachers's support, which were related to type of child-care center role performance, but there were no differences in beginning early childhood teachers' self leadership. Secondly, childcare teachers's support have statistically meaningful positive influences on beginning early childhood teachers' role performance through the mediation of self leadership. Through this study, it is possible to provide basic information to seek ways to enhance beginning early childhood teachers' role performance and self leadership under the considerations of their individual background characteristics, and to promote the practical support for the director or colleagues.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.394-403
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• 2007

In this study, the effects of reciprocal peer questioning (RPQ) strategy upon students' concept learning were investigated. Ninety-two seventh graders at a co-ed middle school were assigned to control, reciprocal peer tutoring (RPT), and RPQ groups. The students were taught about 'three states of matter' and 'motion of molecules' for 12 class hours. Regardless of students' prior science achievement level, the RPQ group showed the highest scores among the three groups in the test of conceptual understanding, and the RPT group performed better than the control group. For high-level students, the scores of the RPQ group were significantly higher than those of the other groups in the test of the concept application, and those of the RPT group were higher than those of the control group. For low-level students, the scores of the RPT and RPQ groups in the concept application test were significantly higher than those of the control group, while those of the RPT and RPQ groups were not significantly different. These results indicated that verbal interaction by reciprocal tutoring helped students to understand chemical concept learning, and that using self-generated questions was more effective. Therefore, RPQ strategy is suggested to become one of the useful instructional methods to facilitate verbal interaction and concept learning in middle school science instructions.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2014.05a
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• pp.218-220
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• 2014

Data economy era is rapidly approaching where big data plays the pivotal role of creating new values and solving various problems. This paper aims at designing Korea's new strategic direction of informatization in the big data age. For this purpose, paradigm shift of our society and the new role of IT together with the discussion on open platform and big data focused on its potentials and new possibilities are analyzed, which leads to the conclusion that big data will be a main engine for creating new values. Based on the results of the analysis, three kinds of strategic direction is designed. The first direction is on national vision making and 'data analysis-based creative nation' is suggested. The second direction is on catalyst making and 'smart government utilizing the power of big data' is proposed in details. The third direction is on sustainable leading mechanism and 'collaborative governance between stakeholders' is suggested.

• Journal of The Korean Association of Information Education
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• v.12 no.4
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• pp.385-393
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• 2008

The purpose of this research is to suggest the direction of using blog in e-PBL. In this research we used blog for supporting individual self-regulated learning activity. We distributed space for individual learning and collaborative learning by using blog and community. 39 students participated during the 16 weeks, which includes 8 weeks of traditional e-PBL and 8 weeks of Blog based e-PBL. We conducted questionnaires and interviews, and analyzed learners' reflection notes. Data show learners feel comfortable with using blog in their independent learning activity. And blog activated learners' reflective activity and motivated their self-regulated learning.

• Journal of Digital Convergence
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• v.18 no.2
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• pp.343-349
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• 2020

The present study was to examine the relationship among work-family conflict, anger regulation, and organizational commitment. Four-hundred and eighty-seven workers completed the instruments assessing work-family conflict, anger regulation, and organizational commitment. The results showed that work-family conflict was negatively related to organizational commitment, but not significantly linked to anger regulation, and anger regulation was positively related to organizational commitment. It might be possible to address clearly the relationship among work-family conflict, anger regulation, and organizational commitment, especially the mediation effect of anger regulation, using a large sample.

• Journal of the Korean School Mathematics Society
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• v.22 no.1
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• pp.63-80
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• 2019

This study aims to investigate noticing of pre-service secondary mathematics teachers. For the purpose of this study, we analyzed journals of four pre-service mathematics teachers. Our analysis was based on a framework including three categories such as Aware, Interpret, and Response. As results, we found a tendency that pre-service secondary mathematics teachers have more general awareness of students and relatively fewer interpretations of students' mathematical thinking than other categories. In addition, in the category of Response, the pre-service secondary mathematics teachers were more likely to explain to students than to promote students' thinking through questions. Based on these results, we would like to discuss implications for pre-service secondary mathematics teacher education.