• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.206-218
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• 2018

The purpose of this study is to analyze the teaching behaviors and visual attention according to teacher's career in Elementary Science Inquire-based Class. Participants were four elementary school teachers in Seoul. They were all in grade 5 and taught science. According to the experience of elementary science education, two novice teachers and two expert teachers were identified. Participants taught Respiration in the 'Structure and Function of our Body' in the elementary science fifth grade. The mobile eye tracker used in this study is SMI's ETG 2w, which is a binocular tracking system. In addition, a video camera was installed behind the classroom to record the entire class. We recorded all the contents of the recorded video and analyzed the results. In this study, the actual practice time, participant's visual attention, and decentralized attention ability were analyzed by class phase. The results of the study are as follows. First, there was a difference between planned class time and actual practice time. The novice teachers were having difficulty in reconstructing the contents of education, and the expert teachers were reconstructing the curriculum and interacting with the students with high understanding and application of the curriculum. There were many differences between the novice teachers and the expert teachers in the tour guidance to confirm student activities. Second, if we look at the visual attention on the area related to teaching and learning by class phase, the novice teacher concentrates all the steps in a specific area, expert teachers showed an equal visual attention to meaningful areas of teaching and learning activities. Third, there was a statistically significant difference in activities 1-1, 1-2, 2-1, and 2-2 when the participants' decentralized attention ability. Expert teachers frequently checked students' understanding and interests. There was a lot of interaction with students. It is also shown through the decentralized attention ability that the novice teachers concentrate on a specific area, and the expert teachers have a high degree of decentralized attention ability and visual attention evenly.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.177-185
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• 2011

This survey investigated elementary school teachers' Astronomical Spatial Concept and their Attitudes about Astronomy for Effectively Teaching Strategy. This study surveyed 53 teachers in Ulsan. The data were statistically analyzed by SPSS WIN 18.0. The results of this study are as follows : First, Elementary school teachers' level of understanding of the concept of astronomical space, usually lower. In particular, the lower the level of understanding of the concept of spatial location. Second, Elementary teachers' attitudes about astronomy, astronomers generally appreciate the value of the information and guidance, but difficult for astronomers had recognized. Third, the concept of space and astronomy astronomical elementary teacher attitudes about sex and there was no significant difference according to the teaching career. Therefore, in order to develop effective teaching strategies for elementary teachers attitudes about astronomy and astronomical space concepts from their spatial position to increase the understanding of astronomy, often on the job training to strengthen the astronomers should eliminate the difficulties.

• Korean Journal of Human Ecology
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• v.14 no.3
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• pp.387-399
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• 2005

The purpose of this study is to investigate the differences of early childhood teachers' job satisfaction and burnout by variables and to analyze the relationship between the two subject matters. Then this study will serve to improve overall quality of early childhood education through fair comprehension about them. We surveyed 333 teachers in total, 171 public/private kindergarten teachers and 162 preschool teachers. A questionnaire by ECJSS of Jord-Bloom(1989) and Fleischer(1985) was used to measure the degree of job satisfaction, along with the version MBI(Maslach Burnout Inventory) by Maslach and Jackson(1981), adjusted by An, youngkil(I992) and Seo, jiyoung(2002), to check the degree of burnout. It was found that job satisfaction was higher among the surveyees of old age or with more education/less working hours. Small salaries, however, was one of the causes of low job satisfaction. Emotional burnout was shown in the surveyees of old age or with good education/career records. On the other hand, exhaustion from a lack of accomplishment was shown in single, young and low paid teachers. Thus, burnout and job satisfaction had a highly negative coefficient of correlation, meaning that job satisfaction gets high when burnout gets low.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.183-194
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• 2015

In this study, we identified the elements of teachers'expertise for the science gifted in science high school, and examined teacher perceptions of expertise. Through previous studies and expert consultations, 5 categories such as subject knowledge, inquiry teaching, pedagogical knowledge, student guidance and school work were derived. Based on these 5 categories and sub-element, a questionnaire was constructed. Total 284 mathematics and science teachers from 19 science high schools across the country responded to the survey. The desirable level of expertise and current level of responding teachers' own expertise were examined and compared to each other, and group comparisons were accomplished according to teacher career, type of degree and final degree. Some implications are suggested for the professional development for teachers of the science gifted.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.73-85
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• 2005

The purpose of this study was to present the activating schemes of nutrition education in elementary school curriculum. We examined the nutrition education status and perception of teachers on nutrition education in elementary school. This study was carried out using a self-administered questionnaire and subjects were 263 elementary school teachers in Gyeonggi province. All data in this research was analyzed through SAS program, and the frequency and percentage on each question were calculated. Data for each group was analyzed according to sex and teaching career and the groups were treated for significance by using chi-square test. Most of teachers taught the nutrition education as a part of practical In curriculum and thought that student's interest and participation on nutrition education was high. And the teachers understood that nutrition education at school curriculum is very necessary and effective. But most teachers had no experience or teacher training Program for nutrition education. They thought it was difficult to carry out nutrition education in school because of their poor nutritive knowledge, and lack in educational materials. Moreover, it is revealed that the teachers supposed that the activation of nutrition education in school requires schools to provide nutritive guidance to students in cooperation with the homes.

• 대한공업교육학회지
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• v.45 no.1
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• pp.84-102
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• 2020

During the period of rapid industrial growth, specialized high schools were important vocational education institutions trained specialists and technicians. But now, specialized high schools turned into high schools where the low-ranking students who were pushed out of the competition for admission due to a decline in the education population, changes mostly in labor demand in the labor market, and discrimination against skilled workers. In order to solve this problem, the middle school 3rd grade teachers in charge of the middle school can provide early career guidance, so that they can decide to go to the specialized high school according to their aptitude and talent rather than their grades. The purpose of this study is to investigate the relationship between general characteristics and perception of middle school 3rd grade teachers, and the rate of decision to enter specialized high school. In 2018, The middle school 3rd grade teachers in charge in Daejeon metropolitan city were selected. The results of this study were as follows: When 3rd grade teachers in charge are the male teachers 21.01%(M=.2101) of their students go to specialized high schools. When they are teachers who have not graduated from college of education(M=.2110), with doctoral degree(M=0.3064), of their students go to specialized hight schools. Finally, there was a significant positive relationship between perceptions of high school teachers (β1 = .245, p = .000) and high school graduates (β2 = .149, p = .027). The regression equation derived from this is y = -0.56 + 0.037 * β1 + 0.025 * β2 10.1% (R² = 0.101).

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.226-236
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• 2021

The purpose of this study is to analyze the type of latent profile for general high school students' subject selection criteria and to identify the characteristics of the latent class. The survey data of 1072 general high school students (male; 648, female; 424) in G city, Jeollabuk-do and the scale composed of 8 sub-factors: 'SAT orientation', 'academic achievement', 'ability orientation', 'pursuit of interest', 'teacher orientation', 'career development', 'others' recommendation', and 'subject availability' were used for latent profile analysis and cross-analysis between potential layers. As a result of the analysis, high school students' perceptions of subject selection were classified into four latent profiles. The four groups were named 'High Perception Type', 'Low Perception Type', 'Self-Directed Type', and 'Stability-Oriented Type' according to their types. It was found that there was a difference between the latent classes in the importance and performance level of the subject selection criteria. These results can help identify the subject selection tendencies of latent groups in the operation of the 2015 revised curriculum and the 2025 high school credit system that emphasizes the student-centered course selection curriculum and they can also provide customized course selection guidance considering individual differences.

• The Korean Journal of Elementary Counseling
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• v.11 no.1
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• pp.51-69
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• 2012

This research is a fundamental research to provide the foundation that psychological test can be utilized efficiently. It investigated and studied the reality of the psychological test used in elementary school, teacher's degrees of understanding and utilization of psychological test, requirements for improving the psychological test that is performed currently, and the direction of the testing tools that are required by elementary school. First, the main purpose of psychological test was different. The tests that were usually utilized in elementary schools were career inventory test and aptitude test, followed by personality test, learning test, creativity test and intelligence test in order. Second, it showed that teachers read the testing manual before carrying out the psychological test and understood it individually, the degree of understanding of T score showed to be the lowest. As a factor that hampered elementary school teacher's understanding of the psychological test, there was insufficiency of the teacher's professional knowledge, and it showed that the preparatory training for teachers about the tools of psychological test was necessary in order to improve this. Teacher's degree of utilization of psychological test showed to be lower than that of understanding. As a factor that influenced this kind of utilization by teachers, the lack of methodical understanding in afterwards guidance after the testing was the biggest factor. To increase the teacher's degree of utilization of psychological test, it was investigated that advice for more specific methods of guidance after the testing was necessary. Third, cross analysis was executed to find out if there was difference in the degree of understanding and utilization of psychological test according to whether a teacher completed the education course regarding counseling or not, and as a result, there was difference in the degree of understanding regarding some tests, but there was no difference found in the degree of utilization. Besides these, the point to be complemented in psychological test that was currently executed elementary schools and the direction of the testing tools that elementary schools require were investigated.

• 대한공업교육학회지
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• v.45 no.1
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• pp.63-83
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• 2020

The purpose of this study is to provide the basic materials needed to plan the NCS Learning Module to be used effectively in practical courses. In this study, teachers and students' satisfaction surveys were collected about the NCS (National Competency Standards) learning module, career and field practice, practical environment used in the construction subject course. This study was conducted on public high schools in Chungcheong province (including Daejeon), which is operating practice course using the NCS learning module. The research questions are as follows; First, how was the satisfaction of teachers and students in the practical subject class using NCS learning module? Second, what is the degree of satisfaction of teacher's career and field practice guidance, student's career decision and field practice after the practical course using NCS learning module? Third, the satisfaction level of the developed NCS learning module and practical subject class using the same was determined by setting whether the number of training of NCS-related teachers or the presence or absence of on-the-job training of students were affected? The results of the study are as follows; As a result of comparing the teachers' and students' satisfaction, the students showed satisfaction in all items, whereas the teachers showed 'content level', 'interest', 'necessary knowledge', 'skill acquisition', 'Improvement of practical skills (level of skill performance)', 'scale of experimental practice', and 'items of experimental practice equipment' were dissatisfied. It was found that the number of NCS related teachers' training (or absence) or the presence of students on the field had an effect on the satisfaction of the developed NCS learning module and the practical course using it. In order to fully utilize the developed NCS learning module in the practical course, it is required to develop and construct the teaching material of the teacher who can serve as an intermediary for conceptualization and understanding of job skills. It is necessary to increase the number of education and training specialists to positively reflect the demands of the education field.

• Journal of Science Education
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• v.45 no.2
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• pp.143-155
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• 2021

The goal of this study is to examine the Integrated Science and Science Laboratory Experiments of the 2015 revised curriculum applied since 2018, and to explore ways to improve these two subjects in preparation for the 2022 revised curriculum. A survey was conducted by randomly sampling high schools across the country, with a total of 192 science teachers participating. In addition, 12 high school science teachers were selected as focus group, and in-depth interviews were conducted to investigate ways to restructure common science courses for the next curriculum. Main research results include that most schools were operated in 6~8 units for Integrated Science, and the teachers in charge of Integrated Science per class averaged 2~3 over the three years. For Science Laboratory Experiments, it has operated for a total of two semesters, one unit per semester, and it was found that several science teachers are in charge of Science Laboratory Experiments to fill the insufficient number of hours regardless of major. In the in-depth interview, science teachers argued that Integrated Science should be reduced and restructured by strengthening key competencies in preparation for the high school credit system. Based on the research results, ways to reorganize Integrated Science focused on big ideas, ways to construct common science courses based on fundamental science concepts that can guide elective courses, the necessity of career guidance through common science courses, and the necessity of strengthening teacher professionalism for teaching interdisciplinary and multidisciplinary subjects were suggested.