• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.71-82
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• 1998

The main purpose of Iowa Chautauqua Program(ICP) and Iowa-Scope, Sequence. and Coordination (Iowa-SS&C) was to educate K-12 science teachers so that they could teach science in a human context using the constructivist strategies. The major task for the participating teachers to perform was to develop modules with the emphasis on STS and constructivist approach. which were supposed to be taught in the respective classrooms. Teachers worked together for two weeks for the development of modules during the summer, and attempted the modules with their students. The participating teachers met regularly during the autumn semester to share and reflect their experiences and obtain additional information on science education reform and its implications. During the winter break. the teachers improved and extended the STS modules. The Iowa Chautauqua Program and Iowa-SS&C had two important implications for Korean science education. First, they made the most of the resources they had in order to provide the practicing teachers with recent research findings on the nature of science. science learning and teaching, that is. the constructivist approach. Second, they emphasized both cooperation of teachers and long-term training to realize the reform in school science education.

• Journal of The Korean Association of Information Education
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• v.25 no.3
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• pp.491-499
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• 2021

Major countries in the world have established strategies for educating about artificial intelligence(AI) and with large investments are actively implementing these strategies. With this trend, domestic ministries have made efforts to establish national strategies to better educate students about AI. This paper presents the syllabus of AI classrooms which has been developed and presented to pre-service and in-service elementary school teachers for their use. In addition, the AI education tools they particularly preferred and their future plans for utilizing them in the elementary school classroom were investigated. Through this study, it was found that pre-service and in-service elementary school teachers strongly prefer lectures about AI education tools that can be immediately applied in the classroom, rather than learning about the theoretical basis of AI. At issue, however, is that the ability to utilize AI is usually based on a sufficient understanding of the theory. Thus, this paper suggests further study to identify better pedagogical practices to improve students' understanding the theoretical basis of AI.

• Communications of Mathematical Education
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• v.15
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• pp.43-52
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• 2003

교육과정은 그 시대에 적합한 요구들을 반영하여야 한다. 제 7차 수학과 교육과정에서 이산수학의 도입이 바로 정보화 시대의 반영이라고 볼 수 있다. 즉, 이산수학의 도입은 수학의 변화가 수학교육의 변화로 이어졌다는 점에서 긍정적으로 평가할 수 있다. 그러나 새로운 내용의 교육과정 도입은 충분한 검증 절차의 부재로 인하여 부정적인 측면도 나타날 수 있다. 예를 들어, 교사양성 대학에서 이미 오래 전부터 개설되어진 해석학이나 대수학 같은 강좌와는 달리 이산수학의 강좌는 비교적 최근에 개설되어 졌으므로 대부분의 현장교사들은 이산수학 내용에 대한 지식이 거의 없다는데 있다. 이러한 문제점들을 바탕으로 우선, 교사양성 대학교육과정에서의 이산수학에 대한 충분한 연구와 우리 현실에 맞는 교재의 재구성이 요구되어진다. 따라서 본 연구를 통해 7차교육과정을 고려하여, 교사양성 대학에 적합한 이산수학 강좌에 대한 구체적인 예들을 제시하여 사범대학 학생들로 하여금 이산수학을 제대로 이해하고, 아울러 이러한 연구가 현직 교사연수에도 충분히 반영될 수 있도록 한다.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.107-126
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• 2021

Lexicon is closely related to human thinking. In particular, a classroom lexicon results from objectifying the teaching-learning activity in classrooms, allowing humans to recognize and explore the activities and phenomena in classrooms explicitly. Therefore, using the lexicon and clarifying what the words mean is to enhance the understanding of teaching activities. The International Classroom Lexicon Project investigates and identifies each country's mathematics classroom lexicon, where ten countries participated. The purpose of this current study is to compare the differences in perceptions between teachers and pre-service teachers about the Korean classroom lexicon previously investigated as a part of the international collaborative project. By comparing the responses of 147 teachers and 127 pre-service teachers, the degree of familiarity with pedagogical terms and the frequency of occurrence or usage in classrooms were compared and analyzed to understand the recognition of pre-service teachers' pedagogical terms. Finally, we also discuss reflections on Korean mathematics teaching practices in Korea.

• Journal of the Korean Society for Library and Information Science
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• v.45 no.2
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• pp.163-184
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• 2011

The aim of this study is providing basic data to design successful in-service training program for teacher librarians by analyzing their preference on subjects of customized intensive programs for indicators of teacher expertise development. According to the survey, teacher librarians seem to regard training subjects such as Reading Education and Information Literacy Instruction related educational information services as core jobs and prefer developing instructional contents and materials. Under the levels of school it seems that teacher librarians in the elementary school are interested in programs for library activation, management of volunteers, analyses of users' needs and curricula, evaluations of user instruction and information literacy instruction. Older teacher librarians favor an understanding of metadata, building and supporting information system and instruction. Therefore, training subjects for teacher librarians should be formed by linking strategies between school library instruction and subject curricula. And in terms of the method of training, case studies and practical training might be better than lectures based on the theory.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.01a
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• pp.213-214
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• 2019

본 논문에서는 초등 현직 교사 146명을 대상으로 실시한 소프트웨어 교육 교수효능감 검사지(Software Education Teaching Efficacy Belief Instrument, SE-TEBI) 조사 결과에 따라 교사의 성별, 지역, 경력, 연수 경험 및 시간, SW 교육에 대한 태도와의 상관을 알아보기 위하여 이변량 상관관계 분석을 실시하였다. 그 결과, 소프트웨어 교육 교수효능감(Software Education Teaching Efficacy, SE-TE)에 가장 높은 관련성을 보이는 것은 SW 교육에 대한 태도였으며, 그 다음의 관련성을 보이는 것은 연수 경험 및 시간이었다. 성별은 부적 상관을 보였으며, 지역과 경력은 통계적으로 유의한 상관을 보이지 않았다. 이러한 분석결과는 초등 교사의 SE-TE를 증진시키기 위해서는 SW교육에 대한 긍정적인 태도를 함양할 수 있도록 지속적인 연수 경험을 제공하여야 함을 시사한다.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.340-352
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• 1999

Constructivist theory and teaching science in the social context are a main stream in science education. This study was purposed to introduce the STS in-service program implementing in Chonnam National University. and to analyze the results of the program in terms of changes of teachers' and students' perceptions and attitudes. The major features of the STS in-service program were as follows: teacher-centered. teaching in the social context. emphasis on constructivist approach. development of STS module and implementations. A total of 20 secondary science teachers participated in the in-service program. and filled out two questionnaires. Science Education Reform Inventory and Constructivist Teachings Survey. Three of the 20 teachers were selected to gain information from their implementations of a STS module into their respective classrooms. The students completed two instruments. Constructivist Learning Environment Survey. and Scientific Attitude Survey. The responses from teachers and students are as follows: 1. The participating teachers were very aware of the necessity of reform in science education. and the degree of the perception of the necessity increased after the STS in-service program. 2. The STS program significantly improved constructivist teaching techniques. 3. The perceptions of the students about constructivist learning environments improved significantly after the STS in-service program. 4. Students' scientific attitudes improved significantly through STS approach. The STS in-service program with the above mentioned features was found to be effective in our current school system. and could be implemented successfully if teachers were willing to learn and participate in the reforms of science education.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.97-114
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• 2015

This study is aimed to determine whether there is any meaningful correlation between predictors and is intended to examine the relative influences that the pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions have on their science teaching efficacy. The results, showed that the childcare center teachers' pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions, and science teaching efficacy are all correlated with each other. The teachers' science teaching efficacy are predicted by their scientific attitudes, science teaching intentions, and pedagogical content knowledge of science teaching-learning methods. Specifically, for teachers of 0 to 2-year-olds, their science teaching efficacy is predicted by their science teaching intentions and scientific attitudes. For teachers of 3 to 5-year-olds, their science teaching is affected by their scientific attitudes and their pedagogical content knowledge.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.39-65
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• 2013

This study intended to draw some suggests for the development of mathematics teachers' expertise through the comparison research of pre-service and in-service teachers' PCK about questioning in elementary mathematics class. For this purpose, questionnaire survey was conducted to some pre-service and in-service teachers about the PCK concerning the way how questioning during mathematics class. This survey revealed the following implications. First, from the perspective of mathematics classroom, it is still more important the practical knowledge about how to teach which is evolutionally developed passing through the experience and currier of teaching than theoretical knowledge itself. Comparing the teachers' PCK about the two related knowledge types of mathematics contents, in case of procedural knowledge related PCK it was more asked of teachers' expertise than the case of conceptual knowledge related PCK. Thirdly, in case of learners' incorrect answer, for the desirable teaching it should be a questioning focused on whether there being or not the systematic among the learners' incorrect answer, and in case of appreciating the learners' understanding about the presently taught contents the questioning should be constructed considering the relevant contents early learned.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.484-493
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• 2003

This case study exemplifies science classroom observation and analysis. Data from two-day classroom observation, pre- and post-instruction interviews with the teacher and instructional materials were used to analyse the features of a science classroom. A teacher's classroom practices were examined in terms of the following six categories: (1)curriculum and science content, (2)teaching and learning methods, (3) teacher' s knowledge about learners, (4)classroom environment, (5)assessment, and (6)teacher's efforts for professional development. The teacher in this case study not only improved his own classroom practices, but also took an active role in teachers' in-service education to share his practical knowledge with others. Implications that valid evaluation(or observation) frameworks of classroom practices have on teacher education and teachers' inservice education are also discussed. These evaluation frameworks should provide teachers with a vision of highly accomplished practices.