• School Mathematics
• /
• v.17 no.4
• /
• pp.613-632
• /
• 2015

In this study, we hope to reveal teacher knowledge necessary to address student errors and difficulties about ratio and rate. The instruments and interview were administered to 3 in-service primary teachers with various education background and teaching experiments. The results of this study are as follows. Specialized content knowledge(SCK) consists of profound knowledge about ratio and rate beyond multiplicative comparison of two quantities and professional knowledge about the definitions of textbook. Knowledge of content and students(KCS) is the ability to recognize students' understanding the concept and the representation about ratio and rate. Knowledge of content and teaching(KCT) is made up of knowledge about various context and visual models for understanding ratio and rate.

• Journal of the Korean earth science society
• /
• v.24 no.4
• /
• pp.235-249
• /
• 2003

The purpose of this study is to analyze and evaluate the nature, role and development of pedagogical content knowledge in science teaching. Two research questions were considered: 1) What are the nature and the components of the pedagogical content knowledge in science teaching? 2) What is the value of pedagogical content knowledge and are there any routes and paths to developing pedagogical content knowledge for science teachers? In order to answer these questions instead of analyzing empirical data, former research literatures are reviewed. The results indicate that science pedagogical content knowledge is a special amalgam of science content knowledge and science method knowledge in a special context of science teaching that is uniquely the province of teacher based on their own special form of professional understanding. As a part of one's own distinctive bodies of knowledge, science teachers' pedagogical content knowledge is an important basis for professional development and competent teachers. It is knowledge of how to teach specific content in specific contexts, also it depends on each teachers' distinctive knowledge structure. Pedagogical content knowledge for science teaching is composed of five components: orientations toward science teaching, knowledge and beliefs about science curriculum, knowledge and beliefs about students' understanding of specific topics, knowledge and beliefs about assessment for teaching science, knowledge and beliefs about instructional strategies for teaching science. The development of science pedagogical content knowledge does not start until teachers have acquired a deeply principled conceptual knowledge of content, also it is promoted by the constant use of subject matter knowledge in teaching situations.

• 한국체육학회지인문사회과학편
• /
• v.57 no.3
• /
• pp.375-389
• /
• 2018

This study aims to development and validation a tool to measure physical education teaching anxiety(PETA) among preservice special teacher. In order to achieve this study purpose, first, the preliminary items for measurement scale were collected through open-ended questions and were developed by inductive content analysis from the 100 preservice special teacher. Second, investigation for construct validity was conducted on exploratory factor analysis from the 100 preservice special teacher. Third, in the final process, verify exernal validity was conducted by confirmatory factor analysis and t-test from the 300 presevice special teacher. As a result, the measurement scale of physical education teaching anxiety(PETA) among preservice special teacher consists of 4 main factors with 14 items: pedagogical content knowledge(n=4), understanding students(n=4), class environment(n=3), class management(n=3) factors and this scale has enough suitability.

• Journal of the Korean School Mathematics Society
• /
• v.23 no.4
• /
• pp.427-448
• /
• 2020

The purpose of this study is to confirm the MKT(Mathematical Knowledge for Teaching) of the pre-service mathematics teachers on the normal distribution through the comparative analysis between the sub-elements of the MKT. In addition, it is to examine the factors that cause the difference of the subjects' MKT. To accomplish this, by the subject of 24 secondary pre-service mathematics teachers, in this study the test items of the MKT on the normal distribution were developed and data were collected and analyzed. As a result of the analysis of the MKT test sheet, the CCK(Common Content Knowledge) of the preparatory mathematics teacher was confirmed as a high score, whereas the SCK(Specialized Content Knowledge) and KCS(Knowledge of Content and Students) were confirmed as low scores. In addition, through these results, it could be confirmed that the difference in MKT of preparatory mathematicians occurred.

• School Mathematics
• /
• v.13 no.4
• /
• pp.615-632
• /
• 2011

The purpose of the study was to investigate the mathematical knowledge for teaching (MKT) of pre-service and in-service mathematics teachers on the concept of vector. 80 pre-service and 124 in-service mathematics teachers were asked to perform three questions based on MKT's subdomain. The results show that pre-service teachers have stronger common content knowledge(CCK). On the other hand, in-service teachers have stronger specialized content knowledge(SCK), knowledge of content and teaching(KCT) compared to those of pre-service teachers. The paper proposes CCK, SCK and KCT about the concept of vector and discusses the relationships between subdomains of MKT.

• Journal of the Korean association of regional geographers
• /
• v.10 no.3
• /
• pp.579-591
• /
• 2004

Recently more emphasis thinking is domain-specific by cognitive psychologists, because problem solving needs domain-specific knowledge. Improving students' geographical thinking should ensure that geographic skills are used when developing teaching-leaming objectives. Knowledge is undoubtedly important, but for the purpose of the teaching of geography thinking, skills are critical. The purpose of this paper is to make specification of geographic skills as a frame of reference for instructional objectives. Based on cognitive psychology, this paper examined the interdependence relationship between thinking and knowledge. Next, we attempt to conceptualize high order geographical thinking and relatively lower order geographic skills and to explore specification of geographic skills in complex thinking strategical perspectives.

• Proceedings of the Korean Information Science Society Conference
• /
• 2000.04b
• /
• pp.295-297
• /
• 2000

전문가 검색 엔진은 전문가 시스템과 같은 목적에서 특정 전문 분야에 대한 특수한 정보를 수집 검색하기 위한 검색 엔진을 내용이다. 본 논문은 전문가 검색 엔진을 만드는 과정에서 초기 작업에 해당하는 웹 정보 수집에 대한 논문이다. 본 논문은 웹 페이지에서 하이퍼링크와 참조되는 웹 페이지에 대한 표면 지식을 이용하여, 홈페이지 그래프를 작성한다. 그리고 나서 홈페이지 그래프와 사전에 미리 준비된 개념 그래프를 이용하여, 웹 페이지 수집 중 특정 전문 분야에 해당하는 웹 페이지인지를 판별하여 사용자가 수집하고자 하는 분야에 대한 웹 페이지만을 수집한다. 본 논문은 이에 대한 개념, 설계 및 구현과 앞으로의 개선 상황을 제안한다.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
• /
• 2015.07a
• /
• pp.278-279
• /
• 2015

해기사의 해사영어 사용에 대한 체계적 교육의 필요성이 증가되는 가운데, 국제해사기구(IMO)는 이에 발맞추어 해사영어모델코스 3.17을 일반해사영어(General Maritime English, 즉 GME)와 특수해사영어(Specialized Maritime English, 즉 SME)로 나누어 재편하고, STCW에서 요구하는 지식, 이해 및 기술사항들을 영어교육의 다양한 요소들과 접합함으로써, 해사영어교육의 새로운 틀을 만들고자 시도하고 있다. 국내 해기교육 관련대학 및 기관이 향후 해사영어 커리큘럼을 재편성하기 위해서는, 개정될 해사영어모델코스의 주요 내용을 이해하고, 이를 국내 실정에 맞게 적용할 수 있도록 다양한 방안을 모색하는 것이 선행되어야 한다. 따라서 본 연구에서는, 국제해사기구가 제시한 해사영어모델코스 3.17의 개정 목적 및 변화된 해사영어모델코스의 틀과 방향을 살펴보고, 향후 국내교육기관에서의 해사영어교육 커리큘럼을 재편성한 후, 성공적인 언어교육서비스 제공을 하기 위해 고려해야 할 현실적인 제한 요소들을 살펴보고, 이에 대한 해결책을 모색하고자 한다.

• Journal of Preventive Medicine and Public Health
• /
• v.28 no.2 s.50
• /
• pp.334-346
• /
• 1995

To investigate the factors influencing workers' perception and attitude toward special periodic health screening test for workers, a survey with self-administered questionnaires was performed on 779 workers who had special periodic health screening test from September 1 to October 15, 1994. A study model was developed by modifying the health belief model. The end and intermediate response variables of the model were the voluntary participation and necessity perception on the special screening for workers. The result of analysis was consistent with the study model. Rates for the necessity perception and voluntary participation on the special screening for workers were 77.2%, 79.2%, respectively. Factors influencing on the voluntary participation were necessity perception, benefit of special screening for workers, and cue to action. And on the necessity perception were susceptibility and severity to occupational disease, knowledge to special screening for workers, and support of company. General and occupational characteristics influencing on the susceptibility and severity to occupational disease were sex, age, educational level, work duration, and health education. On the knowledge to special screening for workers were age, educational level, work duration, and locus-of-control. On the benefit of special screening for workers were age, locus-of-control, pride on health, and health education. Therefore, to increase the voluntary participation and necessity perception on the special periodic health screening for workers, 1) if a worker is judged as occupational disease, the judgment should be widely known in his workplace, 2) the screening result forms should be directly sent to the workers themselves, 3) for the positivity of employers, the campaign and education program subjected to them should be planned, 4) health education should give the first consideration to the younger, lower educational level, and newly employed women, and its frequency should be increased and it should be more frequently dealt with occupation-related subjects, and 5) the employers should have a careful concern in not being disadvantageous to workers due to result of screening.

• The Journal of the Korea Contents Association
• /
• v.15 no.7
• /
• pp.322-329
• /
• 2015

The purpose of this study was to examine the oral health knowledge of maritime police officers, whose job belonged to the cluster of special occupations, in an effort to provide some information on the development of oral health education programs. The subjects in this study were 499 maritime police officers. After a survey was conducted from March to September, 2013, it's found that just 104 respondents(22.8%) had experience of receiving oral health education. In terms of general knowledge, the respondents who received that education were different from the others who didn't in the level of knowledge on the items related to temporomandibular joint(p=0.026), and there were no differences between the two in knowledge of periodontal health. As for prevention-related knowledge, they had a good knowledge of fluorine. Concerning needs for oral health education, 67.1 percent considered oral health professional manpower to be necessary, and 77.9 percent of the respondents who received oral health education gave this reply(p=0.004). Regarding preference for educational content, the right toothbrushing method was most preferred, followed by oral counseling, the use of oral hygiene supplies, the selection of dentifrice, and nutrition/anti-smoking education. The findings of the study suggest that the development of oral health education programs geared toward the cluster of special occupations such as maritime police is required.