• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.430-453
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• 2006

The purpose of this study was to explore how an elementary school teacher developed PCK by utilizing her knowledge domains in teaching practice, regarding the specific science topic of 'animals:' A case study approach was adopted with the participation of a 1st grade teacher, in a poor urban neighborhood elementary school in NYC. Data was collected through interview and the participant observation method in order to investigate: a) the teacher's existing knowledge base in terms of subject matter knowledge, pedagogical knowledge and contextual knowledge; b) how she develops PCK during classroom practice, centering on the relationship between knowledge domains. The findings illustrate the ways in which the three knowledge domains are closely related and developed as PCK through the whole teaching process. In particular, the findings indicate that the teacher's contextual knowledge plays a critical role in shaping and developing PCK. Before instruction, her contextual knowledge regarding the administrative policies and the school test system in the district enabled her to make decisions and plans about teaching science. During classroom teaching, her knowledge of students' sociocultural backgrounds and living conditions in the urban setting helped her to identify specific teaching strategies and resources suitable to the students' needs and interests. The study results imply that science instruction can be more feasible in meeting the demands of particular groups of students if teachers make an effort to become knowledgeable about their own teaching context and utilize it in developing their PCK.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.297-310
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• 2021

This study explores the characteristics of within-school and across-school science teacher professional learning communities (hereafter, PLC) qualitatively. In-depth focus group interviews were conducted with science teachers belonging to seven PLCs within the science core school and three PLCs across schools. Interview questions include identity and motivation, major activities, and outcomes of PLC, as well as shortcomings and support plans for PLC. The results include both within-school and across-school science teacher PLCs formed for professional development related to science teaching and learning. Both science PLCs participated in the study showed the characteristics of a 'practice community' that developed a cooperative relationship through reciprocal participation, focusing on shared issues among members. Regarding issues, within-school PLCs focused on microscopic problems such as curriculum reconstruction of subject-matter, while across-school PLCs focused on macro problems such as teacher professional development. Regarding activities and roles as PLC, within-school and across-school science PLCs shared such features as collaborative professional development, and interpersonal education such as mentoring for novice teachers. In terms of PLC's influence and outcomes, science teacher PLCs has a positive effect not only on the teachers themselves, but also on the students and the teacher culture in the school. In addition, science teacher PLCs need improvement of the physical conditions for community operation, and software support such as protocol provision for PLC operation and joint research or re-education with universities. In particular, joint research between universities and science teacher PLCs shows the future orientation of the PLC as an 'inquiry community'. Based on the results, the necessity of active support for science PLC, the necessity of developing a cooperative system between science teacher PLC and universities, and ways to spread the PLC of science core schools to that of general schools were proposed.

• School Mathematics
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• v.16 no.2
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• pp.219-236
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• 2014

We recognized that most teachers are having insufficient understanding or misunderstanding about congruent conditions of triangles. So the purpose of this study was to analyze teachers's understanding about congruent conditions of triangles and to find the causes of teachers's misunderstanding. Most teachers have been misunderstanding that triangle determining- conditions are only 3 ways(SSS, SAS, ASA). And they have wrong confidence that 2 sides and a non included angle(ASS) is not always able to make one triangle. This study found that these teachers's misconception was from the textbook using now. As the result of this study, we suggested 7 improvement ways about planning of curriculum, writing of textbook and teacher training course.

• Journal of applied mathematics & informatics
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• v.26 no.1_2
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• pp.177-189
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• 2008

In this paper, we have considered an investigation on goodness of fit tests based on divergence measures. In the case of categorical data, under certain regularity conditions, we obtained asymptotic distribution of these tests. Also, we have proposed a modified test that improves the rate of convergence. In continuous case, we used our modified entropy estimator [10], for Kullback-Leibler information estimation. A comparative study based on simulation results is discussed also.

• Journal of applied mathematics & informatics
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• v.27 no.5_6
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• pp.1097-1107
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• 2009

In this paper, three species stage-structured predator-prey model with time delayed and periodic constant impulsive perturbations of predator at fixed times is proposed and investigated. We show that the conditions for the global attractivity of prey(pest)-extinction periodic solution and permanence of the system. Our model exhibits a new modelling method which is applied to investigate impulsive delay differential equations. Our results give some reasonable suggestions for pest management.

• Communications of the Korean Mathematical Society
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• v.25 no.3
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• pp.343-347
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• 2010

In this paper we study the connection between 2-primal rings, (S,1)-rings and related conditions. And we investigate some condition which is the special case of pseudo symmetric. We also study the condition (KJ) which is given by J. Y. Kim and H. L. Jin. We introduce some condition and we prove that our condition is equivalent to the condition (KJ) when it is an (S,1)-ring.

• Journal of Korean Elementary Science Education
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• v.23 no.2
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• pp.131-140
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• 2004

Many idealizations and ideal conditions in physics have been an important role in understanding of the basic physics concepts and in solving physics problems. The purpose of this study was to explore the relationships of pre-service teachers' misconception of heat with their understanding of the ideal conditions involved in solving problems of heat and temperature. Test instruments were composed of two parts. One part was asked to answer the heat conceptions, the other to write statements in relations to ideal condition hidden in the process of heat problems solving. For this study, pre-service teachers who are in four major courses in the University of Education in a local city were selected and total numbers of pre-service teachers were 108 students. The framework was developed for classifying pre-service teachers response of open items of ideal conditions of heat domains. According to the framework, each types of response were coded, analyzed and processed with a SPSS/PC program. The results are as the followings. In the heat conceptions, most of students showed correct response, and there was no significant differences between major courses. In understanding of ideal conditions, students' responses of "idealized condition relevant to problem" showed 65.2％ of them, and "not relevant idealized conditions" 15.5％, and no response 12.2%. In the 15.5% of students "not relevant idealized conditions", 10.5％ of them did not explained correctly conditions, just simply 2.7％ stated the laws in physics or formula, 1.6% generally, but irrelevantly described the idealized conditions. More importantly pre-service teachers showed very weak correlation between heat conception and understanding of ideal condition. Although we concluded there were no significant relationships of heat conception in understanding of ideal conditions in thermodynamics domain, these suggest that many other factors may influence understanding of ideal conditions in physics.

• Journal of the Korean association of regional geographers
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• v.6 no.3
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• pp.101-115
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• 2000

This study aims to make a research on the secondary school education of geography and the system of teacher training in Belgium, focused on the case of Francophone Community. What has been made clear by this research can be summed up as follows. The first two years of the secondary school offer two hours of 'environment education', per week, which can be categorized into the learning of living geography, in that at this stage students learn how to observe the geographic phenomena in their daily life and pigeonhole them. The two years of the second stage of the secondary school offer one hour of 'world geography' which actually is focused on the district of Europe and Russia. The two years of the third stage of the secondary school offer an advanced course of geography which aims to teach systematically the physical geography and the human geography. A remarkable change in geographic education in Belgium is that in the wake of the Revision Act of the secondary school education, textbooks were replaced by other teaching manuals adapted to the regional condition by the teachers. This may result in a wide gap of achievements in geography according to the conditions of educational establishments. Another notable change is that the stress of geographic education tends to be placed on the ability of acquiring practical geographic knowledge rather than the geographic information itself. And it is also another marked tendency that most learning activities in geography class are conducted on the basis of student-centered and the method of investigation. Teachers of the lower secondary schools in Belgium are trained in the School of Education as multi-major teachers, such as a teacher for biology-chemistry-geography or a teacher for history-sociology-geography. Teachers of the higher secondary school education are trained in the Department of Teacher Education in universities as solo-major teachers in that they are required to know more deeply to teach an advanced course of geography in the higher secondary schools. To improve the teacher education many folds of policies are adopted. One is that many in-service teachers are officially put into services of guiding and teaching teacher training. Another is that faculty members in charge of teacher training course are trying to level up the qualifications of teachers by rigorous disciplining.

• 대한공업교육학회지
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• v.42 no.2
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• pp.67-88
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• 2017

The purpose of this research was educational needs of experts for revitalizing youth entrepreneurship education and creating effective conditions for such education. The subjects of the survey were chosen 100 teachers who had participated in entrepreneurship-related professional training for teachers were selected and surveyed. A total of 100 questionnaires were collected, of which 92 (92.00%) were used for the analysis. Eight were excluded as they were not properly answered. As for the used survey tool, a total of 8 areas and 30 items were derived from the review of the literature, and the validity of the contents was examined through expert meetings. The data were analyzed using the SPSS (ver. 20.0) statistical program. The analysis was conducted in terms of the required competency level, perceived competency level and educational needs. As for the used analytical methods, first, the averages of the required competency level and perceived competency level were calculated and the education needs were calculated using Borich's formula, and then the averages were compared through paired t-test. The results turned out to be statistically significant (p<.000). The details are as follows: As a result of the calculation of the educational needs the educational needs in all areas turned out to be very high with the average being 4.94 points, which indicates that the teachers strongly feel the need for educational strengthening in relation to entrepreneurship. These results show that all the educational conditions such as entrepreneurship-related curriculum, teacher professionalism, educational environment, educational support and the perception among school community members are insufficient in the current school settings. For the improvement of the current status, the education conditions in the following areas should be improved: the cooperation from school community members including principals, teacher support such as an exclusive responsibility teacher system, the development of an entrepreneurship curriculum, the securing of teacher professionalism through the implementation of the curriculum, teacher training support for the enhancement of their professionalism and the provision of educational environment and facilities. For enhancing the perception of parents and society regarding entrepreneurship, it is necessary to establish the precise concept of entrepreneurship and promote it based on such work.

• Journal of Internet Computing and Services
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• v.24 no.6
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• pp.57-64
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• 2023

This study analyzed the perceptions of elementary and secondary school teachers regarding the importance of SW/AI education in fostering students' fundamental knowledge and the necessity of integrating SW/AI into education. A total of 830 elementary and secondary school teachers were selected as study subjects using the judgment sampling method. The analysis of survey data revealed that elementary and secondary teachers exhibited a strong awareness of the importance and necessity of SW/AI education, irrespective of school characteristics, region, educational experience, or prior involvement in SW and AI education. Nevertheless, the primary reasons for not implementing SW/AI education were identified as excessive workload and a lack of pedagogical expertise. An analysis of opinions on the essential conditions for implementing SW/AI education revealed that workload reduction, budget support, teacher training to enhance teacher competency, content distribution, expansion of subject-linked courses, and dedicated instructional time allocation were the major influencing factors. These findings indicate a significant demand for comprehensive instructional support and teacher capacity-building programs.