• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.509-525
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• 2016

This study is a follow-up study of the previous research for teacher education(Kim Nam Hee, 2006, 2009, 2013, 2014). This study was conducted with third grade students of the college of education in 2016. In this study, we guided to allow pre-service teachers to develop their teaching research ability and teaching practical skills using the results obtained from the in-service teachers training courses. Processes mainly performed in this study are as follows; learning the theory on Socrates' method, case study for thought experiment activities, instructional simulation using a Socrates' method, class analysis, textbook analysis, peer evaluation, self-assessment. Observing tutorial examples by in-service teachers, pre-service teachers were expanding their limited knowledge and experience. By analyzing the results obtained from this research processes, we checked the points to put more attention in future pre-service teachers education.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.16-26
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• 2022

This study was to investigate what pre-service teachers pay attention to when designing science lessons. As a result of analyzing the responses of pre-service teachers, it is analyzed that pre-service teachers are designing science lessons with emphasis on science inquiry, considering students' interest, level, and treatment of misconceptions, and closely related to daily life. In particular, it was found that elementary school pre-service teachers made a lot of comments on science class design that emphasizes experimentation and inquiry, so it was found that emphasizing inquiry was recognized as an important point in science lesson design. It is very positive that pre-service teachers recognize important aspects of science education, such as emphasizing inquiry. In addition, it is suggested that the opportunities for class design and demonstration through collaboration with teachers and colleagues should be increased for pre-service teachers' professional development of teachers.

• Journal of the Korean Chemical Society
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• v.65 no.4
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• pp.279-295
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• 2021

The purpose of this study was to investigate the effect of Character-centered instruction model on pre-service science teachers' awareness of both character education and character education in science education. First of all, pre-questionnaires about the sixteen pre-service science teachers' awareness of character education and character education in science education were asked. Through the lectures during a semester, they received an education about CoProC(Collaborative Problem-Solving for Character competence) model using Character-centered instruction model and character education. After the implementation, their changes of awareness were inspected through post-questionnaires. As a result of the study, it was revealed that general pre-service science teachers' pre-awareness of character education was mostly negative. The pre-service science teachers were more aware of character education in science classes than general character education. Even that, there seemed to be a greater tendency to think in connection with specific content and subject matter and character education rather than developing competencies due to the nature of the science subject itself. However, the experiences of the CoProC model changed their perception about character into a competent point of view, and thus influenced the change in their perception of character education. Therefore, education on character education methods for pre-service science teachers at teacher training institutions will increase their expertise in character education and help establish effective character education in school in the long term.

• Journal of Digital Convergence
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• v.20 no.4
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• pp.101-110
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• 2022

The purpose of this study is to design public service design education to strengthen the public service competencies of policy providers necessary in the changing service administration era and to confirm the effectiveness through empirical cases. Based on the theoretical research of public service and public service design, an educational program linking public service competency elements with public service design methodology was designed, and the effects through case studies and surveys demonstrated through workshops were confirmed. Team activities and practice-oriented methods and tools based on the contents of the public service design project were particularly effective in strengthening collaboration and communication competencies, and overall satisfaction was confirmed. The educational program model of this study is meaningful by presenting and demonstrating practical education linking public service competencies for policy providers, and future studies will subdivide and verify the effectiveness of competency-based education model design.

• Journal of the Korea Society of Computer and Information
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• v.22 no.7
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• pp.141-152
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• 2017

As the importance of technology increases, so too does its use in various areas. In education, technology is often used. However, due to teachers' lack of knowledge about technology, they often remain at the level of simple utilization, without applying it to learning. Thus, there is a growing need for Technological Pedagogical Content Knowledge (TPACK), which enables teachers to have knowledge about technology and use it appropriately given the content. Although TPACK studies are underway in many subjects, they suffer from the limited functionality of the included technology. To solve this problem, in this study, the range of technology in TPACK was extended to programming, and a TPACK-P model was developed to teach this expanded TPACK to pre-service teachers. To verify the effectiveness of this model, the TPACK-P training program developed during the 15th classes was applied to 19 pre-service teachers. We used Park and Kang (2014) as a tool to measure these teachers' TPACK before and after treatment to observe any changes. The results showed that the TPACK-P education program showed statistically significant improvement in all areas except Pedagogical Content Knowledge(PCK). Compared with the ICT-based TPACK training program, which was administered to a control group, the TPACK-P training program proved to be more effective in the development of Technological Pedagogical Knowledge(TPK) and TPACK among pre-service teachers.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.1-22
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• 2018

The purpose of the study was to examine the effects of mentoring experience in STEAM classes on pre-service mathematics teachers' teaching competency for STEAM education. The study was conducted with 23 pre-service mathematics teachers who participated in the mentoring program affiliated with free learning semester system during one semester. To investigate the changes of pre-service mathematics teachers' teaching competencies for STEAM education and the effects of the mentoring program, pre, post questionnaires, lesson journals, and whole group discussion data were collected. According to the results, pre-service mathematics teachers' competencies for 'knowledge of STEAM education', 'subject matter knowledge', 'teaching and learning methods', and 'learning environments and circumstances' categories were improved significantly after the mentoring program. Especially, some results indicated that pre-service mathematics teachers' teaching experiences in real STEAM classrooms were very helpful for the development of understandings of STEAM education and construction of practical knowledge.

• Research in Mathematical Education
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• v.18 no.1
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• pp.41-54
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• 2014

This study investigated the visual-mental capability of pre-service and in-service mathematics teachers as well as academicians making a career change to mathematics teachers with regard to manipulations of two geometric shapes (from 2- to 3-dimensional). Moreover, it investigated whether there are differences between the visual-mental capability of these participant groups. Findings illustrate that most of the participants demonstrate an adequate visual capability relating to the task dealing with a cube. Conversely, very low percentage of participants manifested a visual-mental capability in a task requiring the identification of a solid resulting from rotation of a square page, whose diagonal serves as the rotation axis. The study indicates that learners' high visual view should be developed in order to enhance their visual-mental capability.

• Journal of Information Technology Services
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• v.6 no.1
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• pp.17-30
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• 2007

The rapid development of information and communication technologies has resulted in rapid increase in the qualitative and quantitative information that can be accessed by information technology. Furthermore an enormous amount of information is provided in various formats. However, there are a group of people who are not able to even approach to targeted information due to physical or environmental problems. Visually handicapped users constitute a class of these users. In this paper, a method of developing user interface for web-based education service is described for the visually handicapped users to access information more efficiently. First, this paper analyzed the problems of visually handicapped users to access information targeting representative domestic sites that supply education services. And based on the results of the above analyses, Nest, this paper explains the web-based education service interface implementation method according to types of the content to be delivered. Lastly, the validity of this method is provided by testing a web page based on the implementation method according to the types of content.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.05a
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• pp.421-426
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• 2013

Under the education system which is shifting to smart circumstances the level of literacy competencies of pre-service teachers who carry out teaching and learning in the future will be drawn in this study. Because above all the role of inservice teachers is so important that smart education may be smoothly carried out and established, this study has been done for the purpose of establishing the understanding of smart literacy of pre-service teachers who carry out smart education in education field in the future and proposing what competencies be needed. To achieve this goal, first, examined the understanding of smart literacy of pre-service teachers on a basic research. Second, analyzed the competencies level of pre-service teachers on the basis of the index of core competencies for smart education. Third, proposed improvement plan for building up smart literacy core competencies of pre-service teachers. The subjects of this study were surveyed pre-service teachers in a college of education. On the grounds of study it is necessary that define a concept of smart literacy applicable to pre-service teachers and derive standard indexes of core competencies for smart education, also study proposed the requisite curriculum which is capable of fulfilling smart literacy core competencies and improvement plan for building up smart literacy core competencies which is able to reinforce field adaptability as smart education carried out in the high-tech learning circumstances like real education field.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1049-1062
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• 2004

In this study, various scientific viewpoints of 'motion of objects' were analyzed from the Aristoteles age to the Newton age. From the analysis, a questionnaire was developed which was including causes of motion, forms of motion, and preservation quantity of movement. The conceptions of pre-service science teachers were researched by the questionnaire developed in this study based on the science historical viewpoints. The subjects were twenty sophomore students of physic education major and thirty four of other science education major who majored common science education also in a college. Most of the pre-service teachers of physical education major had inertia and Newton's force conception related to the question situations of 'causes of motion' and 'forms of motion'. But a lot of the pre-service teachers of physic education major and other science education major had viewpoints of Descartes or Huygens related to the question situation of 'preservation quantity of movement'. Only few pre-service teachers regardless of major had Newton's viewpoint which represented in current Korean science curriculum for secondary school.