• Title/Summary/Keyword: Classroom activity

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Pre-service English Teachers' Peer Feedback on Microteaching (초등예비교사의 영어수업시연에 나타난 동료피드백 연구)

  • Jaeseok Yang
    • The Journal of the Convergence on Culture Technology
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    • v.9 no.1
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    • pp.339-345
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    • 2023
  • Pre-service teachers have established and developed their own teaching strategies and professional language teaching skills based on their pedagogical and learning experiences. In this regard, it is conceivable that pre-service teachers' feedback may have distinct viewpoints and focuses. Therefore, the purpose of this study is to analyze pre-service teachers' feedback to microteaching demonstrations. Participants in the study were 40 prospective elementary school teachers. They were invited to offer feedback on microteachings video-recorded by their peers. According to the findings, we identified a total of 708 comments. The majority of feedback was categorized as teacher talk(40.1%) , followed by teaching and learning activity (20.9%), interaction (12.6%), teaching materials (11.4%), classroom atmosphere and learning environment (8.9%), lesson flow (3.7%), review and evaluation (1.3%), and introduction and objectives (1.1%). The most frequent types of feedback were the teacher's use of appropriate speaking rate, tone, and intonation. This finding reflects the fact that English teachers realize the importance of the teacher's English proficiency, therefore we suggest that teacher education institutions need raise awareness not just of teachers' English skills but also of their diverse perspectives.

The Development and Application of New Chromatographic Methods Using Smart Devices (스마트 기기를 활용한 새로운 크로마토그래피 분석법 개발 및 적용)

  • Jae Hwan Lee;Ye Geon Choi;Jae Jeong Ryoo
    • Journal of Science Education
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    • v.48 no.2
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    • pp.91-100
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    • 2024
  • The use of smart devices in science classes has brought about positive changes, such as increased student participation and more self-directed learning. Smart devices are increasingly being used in science classes, creating a need to develop lesson models that can stimulate students' interest and encourage active, self-directed learning in scientific inquiry and experimental activities. In smart education, smart devices and applications play a major role. However, in the "Mixture Separation" section of middle school science, chromatography focuses mainly on paper chromatography, which is not currently used in the field of actual research. This approach is not well-suited for students preparing for a new future society, and it is becoming obsolete due to curriculum revisions. Although chromatography can be used as an activity for career exploration, removing it is not convincing. The advantage of using thin-layer chromatography (TLC), which is employed in actual research, is that it is inexpensive and easy to use in classroom settings. In this study, we have developed a new, faster, and simpler analysis method for TLC that uses smart devices for both qualitative and quantitative analysis. We hope this method will enhance student engagement and facilitate small-scale learning by integrating smart devices into learning activities, making it a practical tool for actual school settings.

Suggestion for revising the play-centered early childhood curriculum Awareness of daycare center extended child care teacher's experience and play centered curriculum operation (어린이집 연장보육전담교사의 일과운영경험과 놀이중심교육과정 운영에 대한 인식)

  • Ji, In-Sook;Park, Ji-Hee
    • The Journal of the Convergence on Culture Technology
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    • v.10 no.5
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    • pp.473-483
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    • 2024
  • This study attempted to explore the operational experience of teachers in the extended class and the difficulties of teachers in the extended class for the implementation of play-oriented education in the extended class. The results of the interview analysis are as follows. First, I had a perception that the extended class teacher was an assistant teacher rather than a regular teacher. Second, since there is no separate classroom for extended classes, it helps teachers in charge of their absence rather than recognizing it as a sense of belonging and regular responsibility and cares for children without getting hurt. Third, teachers in the extended class put children's safety first with the care of mixed classes and the inconsistent return time of infants and toddlers. Fourth, most teachers were aware of the play-based curriculum and did not receive training, and most teachers said that it was impossible to implement the play-based curriculum in extended childcare. As a result, teachers in charge of the extended class need a guidebook for the extended class and an education and guidebook on the activity connection of the extended childcare class on what is the role of the teacher in charge of the extended class.

Exploring the Patterns of Group model Development about Blood Flow in the Heart and Reasoning Process by Small Group Interaction (소집단 상호작용에 따른 심장 내 혈액 흐름에 대한 소집단 모델 발달 유형과 추론 과정 탐색)

  • Lee, Shinyoung;Kim, Chan-Jong;Choe, Seung-Urn;Yoo, Junehee;Park, HyunJu;Kang, Eunhee;Kim, Heui-Baik
    • Journal of The Korean Association For Science Education
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    • v.32 no.5
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    • pp.805-822
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    • 2012
  • The purpose of this study was to explore the patterns of group model development about blood flow in the heart and reasoning process by small group interaction. The subjects were 14, 8th graders in a Science Gifted Center. The group discussion was made possible by using triggering questions that can be answered based on experiences of hands-on activities such as a siphon pump analogy model activity and a dissection of pigs' hearts. Despite participating in same activities, the groups showed different model development patterns: unchanged, persuasive, and elaborated. Due to the critical revising, the group's explanatory model was elaborated and developed in the added and elaborated pattern. As critical revising is a core element of the developing model, it is important to promote a group interaction so that students become critical and receptive. The pedagogical analogy model and conflict situation enabled students to present elaborated reasoning. The Inquiry activity with the pedagogical analogy model promote students' spontaneous reasoning in relation to direct experience. Therefore offering a pedagogical analogy model will help students evaluate, revise and develop their models of concerned phenomena in science classroom. Conflict situation by rebuttal enable students to justify more solid and elaborate a model close to the target model. Therefore, teachers need to facilitate a group atmosphere for spontaneous conflict situation.

How Do Students Use Conceptual Understanding in the Design of Sensemaking?: Considering Epistemic Criteria for the Generation of Questions and Design of Investigation Processes (중학생의 센스메이킹 설계에서 개념적 이해는 어떻게 활용되는가? -질문 고안과 조사 과정 설계에서 논의된 인식적 준거를 중심으로-)

  • Heesoo Ha
    • Journal of The Korean Association For Science Education
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    • v.43 no.6
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    • pp.495-507
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    • 2023
  • Teachers often encounter challenges in supporting students with question generation and the development of investigation plans in sensemaking activities. A primary challenge stems from the ambiguity surrounding how students apply their conceptual understandings in this process. This study aims to explore how students apply their conceptual understandings to generate questions and design investigation processes in a sensemaking activity. Two types of student group activities were identified and examined for comparison: One focused on designing a process to achieve the goal of sensemaking, and the other focused on following the step-by-step scientific inquiry procedures. The design of investigation process in each group was concretized with epistemic criteria used for evaluating the designs. The students' use of conceptual understandings in discussions around each was then examined. The findings reveal three epistemic criteria employed in generating questions and designing investigation processes. First, the students examined the interestingness of natural phenomena, using their conceptual understandings of the structure and function of entities within natural phenomena to identify a target phenomenon. This process involved verifying their existing knowledge to determine the need for new understanding. The second criterion was the feasibility of investigating specific variables with the given resources. Here, the students relied on their conceptual understandings of the structure and function of entities corresponding to each variable to assess whether each variable could be investigated. The third epistemic criterion involved examining whether the factors of target phenomena expressed in everyday terms could be translated into observable variables capable of explaining the phenomena. Conceptual understandings related to the function of entities were used to translate everyday expressions into observable variables and vice versa. The students' conceptual understanding of a comprehensive mechanism was used to connect the elements of the phenomenon and use the elements as potential factors to explain the target phenomenon. In the case where the students focused on carrying out step-by-step procedures, data collection feasibility was the sole epistemic criterion guiding the design. This study contributes to elucidating how the process of a sensemaking activity can be developed in the science classroom and developing conceptual supports for designing sensemaking activities that align with students' perspectives.

Open Digital Textbook for Smart Education (스마트교육을 위한 오픈 디지털교과서)

  • Koo, Young-Il;Park, Choong-Shik
    • Journal of Intelligence and Information Systems
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    • v.19 no.2
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    • pp.177-189
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    • 2013
  • In Smart Education, the roles of digital textbook is very important as face-to-face media to learners. The standardization of digital textbook will promote the industrialization of digital textbook for contents providers and distributers as well as learner and instructors. In this study, the following three objectives-oriented digital textbooks are looking for ways to standardize. (1) digital textbooks should undertake the role of the media for blended learning which supports on-off classes, should be operating on common EPUB viewer without special dedicated viewer, should utilize the existing framework of the e-learning learning contents and learning management. The reason to consider the EPUB as the standard for digital textbooks is that digital textbooks don't need to specify antoher standard for the form of books, and can take advantage od industrial base with EPUB standards-rich content and distribution structure (2) digital textbooks should provide a low-cost open market service that are currently available as the standard open software (3) To provide appropriate learning feedback information to students, digital textbooks should provide a foundation which accumulates and manages all the learning activity information according to standard infrastructure for educational Big Data processing. In this study, the digital textbook in a smart education environment was referred to open digital textbook. The components of open digital textbooks service framework are (1) digital textbook terminals such as smart pad, smart TVs, smart phones, PC, etc., (2) digital textbooks platform to show and perform digital contents on digital textbook terminals, (3) learning contents repository, which exist on the cloud, maintains accredited learning, (4) App Store providing and distributing secondary learning contents and learning tools by learning contents developing companies, and (5) LMS as a learning support/management tool which on-site class teacher use for creating classroom instruction materials. In addition, locating all of the hardware and software implement a smart education service within the cloud must have take advantage of the cloud computing for efficient management and reducing expense. The open digital textbooks of smart education is consdered as providing e-book style interface of LMS to learners. In open digital textbooks, the representation of text, image, audio, video, equations, etc. is basic function. But painting, writing, problem solving, etc are beyond the capabilities of a simple e-book. The Communication of teacher-to-student, learner-to-learnert, tems-to-team is required by using the open digital textbook. To represent student demographics, portfolio information, and class information, the standard used in e-learning is desirable. To process learner tracking information about the activities of the learner for LMS(Learning Management System), open digital textbook must have the recording function and the commnincating function with LMS. DRM is a function for protecting various copyright. Currently DRMs of e-boook are controlled by the corresponding book viewer. If open digital textbook admitt DRM that is used in a variety of different DRM standards of various e-book viewer, the implementation of redundant features can be avoided. Security/privacy functions are required to protect information about the study or instruction from a third party UDL (Universal Design for Learning) is learning support function for those with disabilities have difficulty in learning courses. The open digital textbook, which is based on E-book standard EPUB 3.0, must (1) record the learning activity log information, and (2) communicate with the server to support the learning activity. While the recording function and the communication function, which is not determined on current standards, is implemented as a JavaScript and is utilized in the current EPUB 3.0 viewer, ths strategy of proposing such recording and communication functions as the next generation of e-book standard, or special standard (EPUB 3.0 for education) is needed. Future research in this study will implement open source program with the proposed open digital textbook standard and present a new educational services including Big Data analysis.

Exploring the Use of Traditional Science Knowledge by 'Being a Commentator on Korean Traditional Science Culture' Activities (우리 과학 문화 해설사 되어보기 활동을 통한 전통 과학 지식의 교육적 활용 방안 탐색)

  • Lee, Jihye;Shin, Donghee
    • Journal of The Korean Association For Science Education
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    • v.37 no.1
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    • pp.193-214
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    • 2017
  • This study was carried out to identify the reality of students' understanding of Korean traditional scientific knowledge (TSK), the educational contexts influenced their understanding of TSK, and their sense of value of TSK, through the science activity 'Being a commentator on Korean traditional scientific culture' as a way of finding direction to apply TSK to science education while maintaining the inherent meaning of our traditional science. Seventh grade students have discovered TSK contents in Changdeok Palace, prepared their own scripts for seven months, and finally, explained to fifth to sixth grade students. The video recordings of all lessons, scripts of explanation, reports of field activities, and individual interviews were all analyzed. Students understood TSK in four viewpoints: the traditional view of nature, the traditional science and technology, the traditional life using science, and the natural science contents. During their activities, communication with peers or elders both in classroom and in Changdeok Palace, the interaction with place, and the sense of responsibility as a commentator helped students understand the scientific aspects of TSK, form contextual and sensible scientific knowledge, and apprehend various scientific explanations of contents. Depending on their internalization of experiences, the students' experiences produced three types of interpretation: delivery, persuasion, and understanding. Students formed their TSK sense of value as scientific characteristics, the need of new perspective about science, the need to protect and maintain TSK as our culture. The results of this study show that TSK can provide integrated and actual contextual education in science education and can be used to understand the cultural diversity of scientific and scientific methods and the characteristics of oriental scientific thinking. In addition, the simultaneous approach of TSK and school science to traditional culture can contribute to ideal concept formation and subjective attitude toward our traditional culture.

Systemic Analysis on Hygiene of Food Catering in Korea (2005-2014) (Systemic analysis 방법을 활용한 국내 학교급식 위생의 주요 영향 인자 분석 연구(2005-2014))

  • Min, Ji-Hyeon;Park, Moon-Kyung;Kim, Hyun-Jung;Lee, Jong-Kyung
    • Journal of Food Hygiene and Safety
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    • v.30 no.1
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    • pp.13-27
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    • 2015
  • A systemic review on the factors affecting food catering hygiene was conducted to provide information for risk management of food catering in Korea. In total 47 keywords relating to food catering and food hygiene were searched for published journals in the DBpia for the last decade (2005-2014). As a result, 1,178 published papers were searched and 142 articles were collected by the expert review. To find the major factors affecting food catering and microbial safety, an analysis based on organization and stakeholder were conducted. School catering (64 papers) was a major target rather than industry (5 pagers) or hospitals (3 papers) in the selected articles. The factors affecting school catering were "system/facility/equipment (15 papers)", "hygiene education (12 papers)", "production/delivery company (6 papers)", food materials (4 papers)" and "any combination of the above factors (9 papers)". The major problems are follow. 1) The problems of "system/facility/equipment" were improper space division/separation, lack of mass cooking utensil, lack of hygiene control equipment, difficulty in temperature and humidity control, and lack of cooperation in the HACCP team (dietitian's position), poor hygienic classroom in the case of class dining (students'), hard workload/intensity of labor, poor condition of cook's safety (cook's) and lack of parents' monitoring activity (parents'). 2) The problem of "hygiene education' were related to formal and perfunctory hygiene education, lack of HACCP education, lack of compliance of hygiene practice (cook's), lack of personal hygiene education and little effect of education (students'). 3) The problems of "production/delivery company" were related to hygiene of delivery truck and temperature control, hygiene of employee in the supplying company and control of non-accredited HACCP company. 4) The area of "food materials" cited were distrust of safety regarding to raw materials, fresh cut produces, and pre-treated food materials. 5) In addition, job stability/the salary can affect the occupational satisfaction and job commitment. And job stress can affect the performance and the hygiene practice. It is necessary for the government to allocate budget for facility and equipment, conduct field survey, improve hygiene training program and inspection, prepare certification system, improve working condition of employees, and introducing hygiene and layout consulting by experts. The results from this study can be used to prepare education programs and develop technology for improving food catering hygiene and providing information.

Development of 'the safety' theme-based integrated teaching·learning process plans for the middle school Home Economics Instruction (중학교 가정과 수업을 위한 '안전' 주제 중심 통합 교수·학습 과정안 개발)

  • Kim, Nam Eun;Chae, Jung Hyun;Cho, Jae Soon
    • Journal of Korean Home Economics Education Association
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    • v.28 no.1
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    • pp.19-39
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    • 2016
  • The purpose of this study was to develop the safety theme-based integrated teaching learning process plans for the middle school Home Economics(HE) Instruction and ultimately to contribute for the middle school students to live their safe lives. To achieve the goals of this study, HE curriculum documents from the 1st to the 2015 revision were analyzed and a survey was conducted to identify the middle school students' current status of safety accidents and needs on the HE safety education. The respondents of the survey were the 512 students of one ${\bigcirc}{\bigcirc}$ Girls' Middle School in Busan. And then, the seven integrated themes were selected, each seven integrated theme-networks were formed, and safety theme-based Home Economics curriculum and learning materials were developed. The results of this study were as the follows. The safety education content has continually been included from the first HE curriculum of 1954 to the 2015 revised HE curriculum. The middle school student respondents highly needed the content of 'the methods to deal with sexual violence and prostitution prevention', 'suicide prevention', and 'bullying net' for the HE safety education. All the 42 items were needed for the HE safety education by the respondents. The safety theme-based HE teaching learning process plans developed finally included the seven integrated themes, which were (1) dietary life safety, (2) adolescents' sex and safety, (3) adolescents' relationships with friends and safety, (4) family life and safety, (5) dwelling life and safety, (6) adolescents' egos and safety, and (7) social environment and safety. Each integrated theme consisted of three to six small themes, which amounted to total 28(for 35 lessons). Each small theme was presented with learning objectives and particular goals. The total 157 learning materials including the Home Economics curriculum were developed, which offered learning objectives and content for each safety theme, total 28 teaching and learning plans(for 35 lessons) were developed, which offered specific instructions for the easy implementation of the curriculum in the classroom, 28 PPTs, 25 film materials, four reading materials, 61 workbooks, 14 activity sheets, 16 evaluation sheets, 3 test sheets, 2 reference materials, and 4 learning material models(the refrigerator model, traffic lights for discussions, food tray model and stickers, and food mileage card). In this study, the safety education themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' were not addressed because these theme were not needed highly by the respondents. Therefore, for the further development of the teaching learning process plans for the HE safety education, it is necessary to develop and evaluate the teaching learning process plans to address the themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety'.

Science Teachers' Recognition of the Changing School Environment and Challenges for Teaching Practices (학교의 변화를 마주한 과학 교사들의 인식과 수업 실천에서 나타난 도전과 변화)

  • Ji, Youngrae;Shim, Hyeon-Pyo;Baek, Jongho;Park, Hyoung-Yong
    • Journal of The Korean Association For Science Education
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    • v.37 no.6
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    • pp.937-949
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    • 2017
  • In this study, we investigated how science teachers perceive the changes in school systems, including infrastructure and curriculum, in the context of preparing for future education. And the changes in their perception of the educational environment, the challenges, and changes of science teachers' classroom practices were also explored. In-depth interviews and analysis were conducted with two science teachers in a middle school that is trying to innovative on changes compared with general schools. The results of the study are as follows: First, teachers perceived that their schools had factors that could change the science class in terms of school size and infrastructure, peer teacher culture, and students' abilities. Second, the enthusiasm of teachers who are trying various ways of teaching and the students' ability to adapt in a smart learning environment formed a synergistic circle that lowered entry barriers to trying changes. Third, science classes changed to activity-centered classes, and teachers realized that these changes promoted students' self-directed learning. Fourth, teachers perceived themselves as playing an independent role in curriculum management, and this perception promoted more varied attempts in improving their classes. Through the changes of the learning environment and systems of the school and the formation of a culture that shares their challenges and innovations with the voluntary learning community, teachers constantly try to change their classes and schools. The changes of school need to be understood in the context of the interaction of teachers, students, and infrastructure.