• The Mathematical Education
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• v.44 no.2 s.109
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• pp.215-228
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• 2005

The purpose of this study is to development the scoring framework for teacher knowledge of fractions. This framework is qualified in the content-validity by professional educators' evaluation and in the reliability by correlation coefficient. 2 math educators judged that this framework is composed of appropriate scoring category, scoring criterion, and scoring level. After 2 teachers scored the tasks, correlation coefficient was calculated between evaluators. The coefficient is evaluated high in that it is more than 0.80.

• Proceedings of the Korea Society of Information Technology Applications Conference
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• 2005.11a
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• pp.343-351
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• 2005

It will not be impossible to develop an Information Systems and Information Technologies (IS/IT) program and a curriculum that represents the true needs of the IS/IT industry until IS/IT educator, reduce the gap perception and IS/IT practitioner's perception of IS/IT knowledge and technical skills that the industry might need. This paper represents and analysis of perceptions about IS/IT knowledge and skills that IS/IT practitioners might consider important. This study is based in Korean. The findings give us a very important lesson for IS/IT academicians that their understanding about the required knowledge and skills for the IS/IT career is not in line with that of IS/IT industry. Classifies the critical knowledge/skill set according to content or domain of knowledge by means of a survey. This is conducted in accordance with what IS/IT practitioners and educators can easily relate. The survey uses this approach and includes four broad categories of critical information Systems and Information technologies (IS/IT) knowledge/skills: IS/IT technology knowledge/skills, organizational and societal knowledge/skills, interpersonal knowledge/skills, and personal trait knowledge/skills.

• School Mathematics
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• v.15 no.2
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• pp.443-457
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• 2013

This study investigated the perceptions of beginning teachers about teacher knowledge. Reflections and improvement of their class knowledge have been perceived as the most important factors by beginning teachers. In terms of utilization of actual classes, teacher knowledge, mathematical concepts and correlations such as connection linked to class contents and hierarchy have been used the most. Among the needed teachers knowledge, knowledge of student understanding and mathematics content knowledge was the most essential knowledge that could be mainly formed through classroom experience and teacher training program. On the other hand, knowledge about technology and assessment was not necessary or useful factor for beginning teachers. To facilitate formation of beginning teachers' knowledge, teacher introductory program, mentoring program, interactive relationship with teacher education institutes, curriculum improvement for teacher education institute and the development and dissemination of various teachers training program would be required.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.91-104
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• 2018

Objective: The purpose of the study was to explore early childhood teachers' content knowledge and knowledge level on unification education through an analysis of a concept map (Novak & Gowin, 1984). Methods: The subjects, including 65 early childhood teachers in a metropolitan area, were asked to draw concept maps illustrating their understanding of unification education for young children. The collected concept maps were analyzed using the methods utilized by Novak and Gowin (1984) as well as You and Kim (2018). Results: In terms of early childhood teachers' content knowledge, 282 superordinate concepts and 1,766 subordinate concepts were shown. The 282 superordinate concepts were categorized into 7 representative superordinate concepts: understanding of North Korean, understanding of separation/unification, identification as Korean citizen, unification policy, relationship between South Korea & North Korea, educational activities, connection with home and society. In terms of early childhood teachers' knowledge level, the numbers of subordinate concepts and hierarchical level were shown to be varied according to the 7 representative superordinate concepts. Conclusion/Implications: Discussions were included to support and enhance early childhood teachers' content knowledge on unification education for young children through the development of comprehensive programs and teacher education.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1385-1402
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• 2013

This study analyzes pre-service teachers' PCK dealing with visualization of the contents related to boiling point elevation and teaching methods in mock-lessons. As a result of analyzing pre-service teachers' knowledge based on PCK factors, most of the pre-service teachers accentuated on understanding boiling point elevation conceptually, whereas some of the others inclined to make students understand boiling point elevation in a scientific way, let the kids use numerical formulas to describe the concept, and motivate them to learn through the examples in real life. The pre-service teachers represented majority of the important facts of boiling point elevation as the knowledge required to understand things conceptually. However, they did not focus on improving the scientific thinking and inquiring levels of the students. Also, the pre-service teachers tended to teach at the level and order of the textbook. In some other cases, they considered the vocabularies and materials in the textbook (which could have been highlighted in the editing sequence) as the main topic to learn, or regarded the goal as giving students the ability to solve exercises in the textbook. It turned out that the pre-service teachers had a low level of knowledge of their students. It is recommended that they should make use of the materials given (such as data related to the misconception of students) during the training session. The knowledge of teaching and evaluating students was described superficially by the pre-service teachers; they merely mentioned the applications of models, such as the cyclic model and discovery learning, rather than thinking of a method related to the goals, or listed general assessment methods.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.325-338
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• 2021

In this study, we developed a 15-week educational program for TPACK(Technological Pedagogical Content Knowledge) development of 40 pre-service teachers in a university for teacher training. We also developed a TPACK evaluation framework to evaluate the practical competency of TPACK of pre-service teachers. The developed evaluation framework consisted of 5 levels, from 0 to 4, TPK(Technological Pedagogical Knowledge), TCK(Technological Content Knowledge), and TPACK, respectively. As a result of the evlauation, the levels of TPK, TCK, and TPACK development stages of most pre-service teachers were consistent, but some pre-service teachers' TPK and TCK did not match. It was found that the TPACK stages follow the lower level between TPK and TCK. In addition, as a result of an investigation into the hindrance factors of the TPACK development of pre-service teachers with low TPACK stages in the use of technology, they have distrust of students' ability to learn with self-regulation, distrust of students' ability to interact, and recognition of practical limitations in the school field. Based on these findings, we argued that it was necessary to provide an educational program to help pre-service teachers develop balanced TPK and TCK and eliminate the hindrance factors of the TPACK development of pre-service teachers about technology-using classes.

• Journal of The Korean Association For Science Education
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• v.22 no.5
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• pp.991-1009
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• 2002

This qualitative study investigated two preservice teachers' conceptual ecologies in professional development during the science teacher preparation program. The notion of a conceptual ecology contains nature of knowledge, science and science teaching, learning, and content knowledge and comfort level. The data were collected during the participants' preservice year and their practicum experience. Both data collections and analyzing were from the various sources of interviews, teaching observations, journals, and information and profiles by the participants' supervisor. Two preservice teachers serve as cases representative of this study. Results show that problems preventing the preservice teachers from moving closer to conceptual change teaching were their understandings of the nature of science and the nature of knowledge. The preservice teachers' views about knowledge come from, and what knowledge is, are largely shaped by the nature of science and learning drive pedagogy and classroom practice. Knowledge of and comfort with the subject matter are also important.

• ETRI Journal
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• v.38 no.6
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• pp.1229-1239
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• 2016

For efficient interaction between humans and robots, robots should be able to understand the meaning and intention of human behaviors as well as recognize them. This paper proposes an interactive human intention reading method in which a robot develops its own knowledge about the human intention for an object. A robot needs to understand different human behavior structures for different objects. To this end, this paper proposes a hierarchical behavior knowledge network that consists of behavior nodes and directional edges between them. In addition, a human intention reading algorithm that incorporates reinforcement learning is proposed to interactively learn the hierarchical behavior knowledge networks based on context information and human feedback through human behaviors. The effectiveness of the proposed method is demonstrated through play-based experiments between a human and a virtual teddy bear robot with two virtual objects. Experiments with multiple participants are also conducted.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.663-679
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• 2011

This case study focused on three science teachers who participated in the Research Experience for Teachers (RET) program conducted by the Center for Bridging Advanced Science and Education (CBASE). The RET program provides opportunities for participants to experience experimentations in a science laboratory for six months, enabling teachers develop teaching materials based on their experience from the RET program. The purpose of this study was to explore how the teachers had developed their professionalism through participation in the program and which factors promoted the professional development of science teachers. In this research, we defined pedagogical content knowledge (PCK) as the required knowledge for teachers to develop for their professional development. As a result of the RET program, all three participants showed integration of PCK elements: orientation to teaching science, knowledge of science, knowledge of students, knowledge of teaching, and knowledge of sources. The PCK elements which had been developed by the RET program were applied in school context and the teachers' belief became clear and strong. The teachers were able to understand the process of authentic science as they learned it from 'legitimate peripheral participation' in the authentic research context. They also showed dynamic integration between newly established elements of PCK by reflecting on the school context while developing the teaching materials. The professional development of each teacher was different depending on the purpose and PCK, which participants had already possess. This study will provide meaningful implication for the development of professional development program for science teachers based on research experience.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1219-1236
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• 2013

The purpose of this study was to investigate the association between subject matter knowledge (SMK) and pedagogical content knowledge (PCK) for science teachers. To this end, a total of 26 secondary Earth science teachers participated in this study and a concept diagnostic questionnaire and a lesson planning task of atmospheric pressure were devised to give an indication of participating teachers' SMK and PCK, respectively. The results of this study are summarized as follows: First, participating teachers showed a variety of SMK levels about atmospheric pressure. Second, teachers at high level of SMK focused on 'supplementary' and 'fundamental' curriculum contents for in-depth conceptual understanding, but teachers at low level of SMK, on the contrary, stressed 'applicative' curriculum contents. Third, teachers at high level of SMK grasped students' misconceptions and difficulties in learning atmospheric pressure far more concretely than teachers at low level of SMK. Lastly, teachers at high level of SMK showed a tendency to use learner-centered instructional strategy by utilizing students' prior knowledge, but teachers at low level of SMK were inclined toward teacher-directed concept explanation. Based on this study, some implications for effective science teacher preparation programs were also discussed.