• The Mathematical Education
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• v.61 no.2
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• pp.339-357
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• 2022

This study explores pre-service secondary mathematics teachers (PSTs)' noticing competency. 17 PSTs participated in this study as a part of the mathematics teaching method class. Individual PST's essays regarding the question 'what effective mathematics teaching would be?' that they discussed and wrote at the beginning of the course were collected as the first data. PSTs' written analysis of an expert teacher's teaching video, colleague PSTs' demo-teaching video, and own demo-teaching video were also collected and analyzed. Findings showed that most PSTs' noticing level improved as the class progressed and showed a pattern of focusing on each key aspect in terms of the Teaching for Robust Understanding of Mathematics (TRU Math) framework, but their reasoning strategies were somewhat varied. This suggests that the TRU Math framework can support PSTs to improve the competency of 'what to attend' among the noticing components. In addition, the instructional reasoning strategies imply that PSTs' noticing reasoning strategy was mostly related to their interpretation of noticing components, which should be also emphasized in the teacher education program.

• Korean Journal of Hospice Care
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• v.7 no.1
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• pp.5-14
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• 2007

Objective : This study was done to identify the status of Spiritual Well-Being in Nursing Students and to investigate the correlation between related various characteristics and Spiritual Well-Being and to provide baseline data for ride school-life and development of Spiritual-education program for nursing students. Method : The data was collected from 188 christian Nursing students by using questionary method. they are all all agreed to participate in this study. Their Spiritual Well-Being were measured using Spiritual Well-Being scale developed by Paloutzian & Ellison(1983) and translated by Choi(1990) and reversed by Kang(1996). Results : The data was analyzed by using SPSS/PC+12.0. The summary of results were as follows; 1. The mean score of Spiritual Well-Being were $63.95\pm10.256$(range from 20-80) 2. There were significant differences between the grade(F=6.101, p= .001), type of religion(F= 17.703, p= .000), In Christian, the level of devotee(F=8.194, p= .000), duration of church attendance(F=7.947, p= .000), regular attendance of chapel(F=4.242, p= .000), regular reading(study) of Bible and prayer (F=5.863, p= .001=0). perceived personal encounter with Jesus(F=4.160, p= .000), religion of parent(F=9.320, p= .000), perceived attitude of parenting(F=4.146, p= .000), hope to admit/transfer to other course or not(F=-2.050, p= .050). Conclusion : Our results were valuable to provide basic guidelines for ride school-life and for the development of Spiritual-education program for Nursing students.

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.73-81
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• 2007

The purpose of this study was to find out chemistry teachers' perceptions on the aims and characteristics of the chemistry I course from the 7th national curriculum by means of investigating how frequently particular learning contents were selected and what the teachers' teaching styles were in order to find out how effectively teachers were working with the 7th national curriculum in teaching. For this study, data was collected by means of questionnaires, which was answered by 44 chemistry teachers in 40 different high schools. Results from this study are as follows: As for the perception on the aim and characteristics of chemistry I course, many chemistry teachers have already perceived that the aim of the course was to promote democratic citizens with the knowledge of chemistry. And the most appropriate way of teaching chemistry I course was inquiry-centered teaching such as experiment-practice and inquiry-discussion. However, these perceptions were not reflected when they actually taught students in the classroom. Instead, most of the class was concepts learning and there were a lot of differences in selecting learning contents among chemistry teachers. Furthermore, although chemistry I course was considered a good subject to make students have interest and curiosity in chemistry, it was not appropriate to make students understand the concepts of chemistry. Therefore, learning contents in chemistry I course need to improve. In conclusion, as the goal of 7th national curriculum of chemistry I course was to emphasize inquiry teaching, inquiry based teaching should be practiced in the class. Moreover, sufficient teacher training should be accompanied and alternative additional teaching contents should be developed. Finally teachers' experiences should be reflected in the national curriculum when it is revised.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.4
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• pp.303-329
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• 2023

This study aimed to investigate the current state and suggest future directions of children's and young adult literature education in Library and Information Science(LIS) departments in Korean universities. Courses related to children's and young adult literature in 34 LIS departments in Korea were investigated, and in-depth interviews and surveys were conducted with professors and instructors who have experience teaching courses related to children's and young adult literature in LIS departments. The results show there are on average 1.7 courses related to children's and young adult literature in undergraduate programs. 36% of schools had less than one course related to children's and young adult literature, and most of them were Reading Guidance courses. 83%(24 out of 29 people)of the survey participants said they teach children's and young adult literature in their classes. The professors and instructors spent the most of their lecture time on picture books. They spent the minimum time on genres such as SF, Fantasy, and manhwa. Lack of time to teach so many things in short 16 weeks made them feel rushed and distressed. Some survey respondents regarded themselves as non-experts in children's and young adult literature, even though they had competency in that field, which shows the general atmosphere in the LIS field that LIS people are not qualified enough to be experts in children's literature. All interviewees and some survey respondents insisted children's and young adult literature education in the LIS departments should be practical. Professors and instructors tried their best to incorporate diverse teaching methods, including discussions, storytelling, writing reviews, so their students can acquire proper knowledge on children's and young adult library services.