• 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.

• Journal of radiological science and technology
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• v.34 no.4
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• pp.287-296
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• 2011

Students enrolled in Department of Radiologic Science were surveyed on satisfaction of clinical practice. Purpose of the survey was to cultivate field-oriented talents capable of changing medical environment. Total 302 students in three-year and four-year school system were surveyed withSPSS/PC+ Win 13 version. Firstly, frequency analysis was used for distribution of general characteristics and clinical practice characteristics. Secondly, one-way analysis of variance was used to identify difference in the level of satisfaction based on variables. Thirdly, simple product-moment co-relation was used to analyze relations between variables. Among other variables, which include support to clinical practice class, instructors' expertise, practice subjects, practice environment, practice time, evaluation after practice and overall practice, students were most satisfied with overall practice, which was followed by practice subjects and time. This indicates high co-relation between factors affecting satisfaction of clinical practice education.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.239-255
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• 2011

As a case study on the use of coteaching in science instruction for science-gifted elementary students, this paper analyzed the characteristics of coteaching science instruction for science-gifted elementary students by plan, performance, and reflection-evaluation stages of the classes. To do this, we observed two teachers' coteaching science instruction for science-gifted elementary students during twelve classes and analyzed the taped videos, their journals, and the transcripts for in-depth interviews with them. The results indicated that the characteristics of the coteaching science instruction, in the planning stage of the classes, showed improvement in the quality of the sciencegifted education programs, the reduction of the psychological burdens of developing the programs, and some efficiency loss due to the joint preparation of the classes. The characteristics in the performance stage of the classes include the seamless progression of the classes through the division of roles, the increase of the students' opportunity to explore, the supplement of the teachers' inadequate descriptions and the overlooked contents, the increase of the interaction between teachers and students and/or the interaction among students, the reduction of the risk of accidents in experiments, and the reduction of the responsibility for teaching. Finally, the characteristics in the reflectionevaluation stage of the classes could be attributed to the diversity of the evaluation viewpoints, the increase of the learning opportunities to develop the teaching professionalism, and the increase of the fear for assessing my own classes.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.159-181
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• 2023

The purpose of this study is to explore secondary mathematics teachers' perceptions on Artificial Intelligence (AI). For this purpose, we conducted three focus group interviews with 18 secondary in-service mathematics teachers and analyzed their perceptions on AI for math and math for AI. The secondary in-service mathematics teachers perceive that AI allows to implement different types of mathematics instruction but has limitations in exploring students' mathematical thinking and having emotional interactions with students. They also perceive that AI makes it easy to develop assessment items for teachers but teachers' interventions are needed for grading essay-type assessment items. Lastly, the secondary in-service mathematics teachers agree the rationale of adopting the subject ＜Artificial Intelligence Mathematics＞ and its needs for students, but they perceive that they are not well prepared yet to teach the subject and do not have sufficient resources for teaching the subject and assessing students' understanding about the subject. The findings provide implications and insights for developing individualized AI learning tools for students in the secondary level, providing AI assessment tools for teachers, and offering professional development programs for teachers to increase their understanding about the subject.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.259-267
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• 2005

This study was to investigate the elementary students' preconception on the brightness of electric bulb and degree of consistency on their preconceptions. Participants were 160 students of fifth graders in Seoul area. They had already teamed about the brightness of series circuit and parallel circuit of batteries. After they solved six problems in the same context, we provided them a pair of circuit which was an anomalous situation. And then they conducted CCLT (Cognitive Conflict Level Test). Elementary school students showed various preconceptions when they explained the light of bulb of two Simple electric Circuits. Many Students Consistently Showed the Scientific misconceptions like 'the light of bulb of two simple electric circuits was that the more batteries and the fewer bulbs were brighter.' The level of consistency that students presented scientific misconceptions was grouped all of four, such as 'high, middle, low, and nothing.' Therefore the higher scientific achievement they have, the higher consistency they have. As the students had high consistency level, they revealed high cognitive conflict level significantly. This high consistency will help them to change their preconception on the brightness of electric bulb and their cognitive conflict.

• The Mathematical Education
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• v.60 no.3
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• pp.341-362
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• 2021

The purpose of this study is to explore the qualitative characteristics of pre-service teachers' motivation while they are participating in group activities for developing mathematical essay assessment problem and revising it. For this purpose, we analyzed individual factors about group learning activities as well as contextual factors about practical competency (in developing and revising mathematical essay assessment problem through collecting data of student responses to the problem). As results of data analyses, autonomy, among individual factors regarding group learning activities, was one of the main characteristics in attainment value, utility value, and intrinsic value, whereas task, authority, and grouping, among contextual factors regarding practical competency, appeared to have a positive impact on task value. These results suggest how to think of specific ideas and articulate them in designing a curriculum to develop student-evaluation expertise for pre-service teachers.

• Safe Food
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• v.3 no.1
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• pp.13-21
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• 2008

우리나라 학교급식의 현재 성적표를 "양적 성공, 질적 실패"로 평가할 수 있다. 2003년 학교급식이 국가적 교육사업이 되어서 초 중 고 특수학교에서 전면급식이 이루어지고 10,343개교에서 704만명의 학생에게 급식을 제공하고 있다. 현재는 양질의 학교급식을 안전하고 저렴하게 공급하고, 국가식량정책과 연계하여 효율적으로 관리하여야 할 시기이다. 그러나 학교급식 소요경비 연 2조3천억원, 영양사 7,196명 등 63,145명이 종사하는 거대한 산업군이라는 규모에도 불구하고 전체 학교의 70%만이 식당시설을 갖추고 있고 급식 만족도가 학생이나 학부모의 기대에 미치지 못하고 있으며, 식중독 발생의 원흉이 되어 국민적 질책의 대상이 되고 있는 것이 현실이다. 이 문제는 1) 영양사 업무과중에 따른 시간부족, 영양사 지식정보 부족 등에 따른 식재료 및 위생관리 소홀, 2) 냉장, 냉동, 오염/비 오염 구획 등에 필요한 시설과 설비 부족, 3) 교육인적자원부의 급식위생관리의 전문성 부족과 담당 인력 및 정책적, 재정적 지원 부족을 원인으로 볼 수 있다. 학교급식 안전대책은 아래 20대 과제를 추진하여 확보하여야 할 것이다. 전략 1은 "우수한 식재료 위생관리"로서 "급식비 인상 및 현실화, 철저한 수입 농수축산물관리, 식재료 공급 및 전처리업 자유업에서 신고제, 허가제로 전환, GAP(우수농산물관리) 제도 도입, 생산이력제도(traceability) 도입, 급식원료 "품질인증 제도" 도입, 식품원료 전처리 시 세척, 소독프로그램 보급, 학교급식 식자재기준, 규격 설정, 과학적이고 쉬운 검수지침 개발 및 보급, 신속검사키트를 활용한 주기적인 미생물 검사 의무화, 위생 전문가에 의한 검수, 식재료별로 분산된 법령과 관리제도 정비(식품안전기본법), 급식식자재 공급 유통 과정의 감시 감독 강화" 등 13개 과제를 제안한다. 전략 2는 "급식위생 확보 인프라구측"으로서 "급식종사자 전문성 확보(조리/영양/위생), 급식전담기구(학교급식진흥원 /학교급식센터 등) 설치, 급식형태 다양화(위탁/직영 균형 발전), 학교급식법 재개정, 학교급식 HACCF제도 확대" 등 4개 과제를 제안한다. 전략 3은 "급식소 시설 설비 현대화 및 환경개선"으로서 "급식시설 설비 현대화 (전처리실, 냉장고, 온장고 구비 등), 급식소 환경 개선 (상수 사용 확대 및 안전강화, 지하수 소독 강화, 정화된 공기 공급 등)" 등 2개 과제를 제안한다. 전략4는 "급식위생제도 및 관리체계 개선"으로서 "전문적 단일기관 안전관리 (식품안전처)" 과제를 제안한다.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.373-390
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• 2011

The purpose of this study is to find out the role and responsibilities of coordinators for gifted classes in Korean schools, by examining the role and responsibilities, and qualifications of coordinators' at gifted classes in America and England. To do this, first, we examine the tasks and role of Korean gifted classes in elementary and secondary schools. Then we look into the coordinators of gifted programs of public schools and university programs in America and England. The coordinators of America and England are experts in gifted programs who have understanding and knowledge on gifted education, and they work for everything regarding gifted programs, such as designing the gifted education program, dealing documents regarding gifted programs, and assisting school personnel in the identification, development, teaching and evaluation of gifted students. The coordinators are the most important and core person in gifted programs. However, in Korean school, the role of coordinators is one of the school tasks of which any teacher has to take charge and there is no regulation on the qualification of coordinators. Therefore we suggest to set up the regulations of qualification, role and responsibilities of gifted programs' coordinators, by understanding that the role of coordinators is important.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.629-641
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• 2016

Understanding of how teachers change instruction can help predict what kind of educational materials is supportive or appropriate. On the basis of this idea, we explored elementary teachers' PCK progression on specific topics of astronomy: planet size and distance in solar system. To identify the development of PCK over time, we utilized learning progression (LP) as a conceptual framework. The progression of teacher PCK can also be illustrated as the hypothetical pathway from novice to expert like LP. Eight 5th grade elementary teachers participated in this study. We observed participating teachers' astronomy classes with the same topic. In order to document topic-specific PCK of participating teachers, we developed an analytic protocol consisting of four categories: knowledge of curriculum, knowledge of teaching strategies, knowledge of assessment, and astronomical thinking practice. In addition, we monitored the changes in the four participating teachers' PCK for two years in order to validate the evidences of the PCK progression. Participating teachers in this study took some intervention by attending a four-week pre-meeting with the researchers to profile an adaptive instruction. Through this research, we profiled four and five different levels of PCK progressions in three knowledge components (curriculum, teaching strategies, student assessment) and one astronomical thinking practice (systems thinking), respectively. Participating teachers demonstrated various levels and pathways in each component of PCK. This study released the empirical evidences in fostering instructional scaffolding, which is appropriate to the level of PCK of science teachers on specific topic.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.655-670
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• 2012

As a case study on the changes of beginning science-gifted education teachers' teaching professionalism through coteaching, this study deeply investigated the change processes in the aspects of pedagogical content knowledge. We selected two beginning teachers whose teaching careers in secondary science-gifted education were less than five years. The teachers planned, performed, and reflected together their science instructions for secondary science-gifted students during nine class hours over three times. We observed coteaching of science instructions of the teachers, and analyzed the taped videos, the materials, the transcripts for discussions between them and in-depth interviews with them, their reflective journals, and researcher's field notes by using the constant comparative method. This study revealed that the coteaching positively changed the two teachers' practical knowledge about the curriculum for science-gifted education, the instructional strategies for science-gifted education, the assessment in science-gifted education, the science-gifted students, and the science contents although there were some limitations. The results suggest that the coteaching will be useful in improving beginning teachers' teaching professionalism, and provide practical implications in finding the ways to use it effectively in science-gifted education.