• 공학교육연구
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• 제16권5호
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• pp.9-17
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• 2013

The purpose of this study is to analyze elementary and secondary school teachers' recognition about engineering education in elementary and secondary school. For this, we surveyed elementary and secondary school teachers. The result of this study is as follow. First, most teachers perceived that engineering positively affect national competitiveness and development. They also found that engineering education helps student to select natural science and engineering field career. Moreover, they perceived that engineering contents are not applied in elementary and secondary schools curriculums, hence it does not stimulate interest in engineering. Therefore, they perceived that if engineering education contents are systematically applied in formal curriculum, it will have a positive effect on current engineering education. Second, most teachers perceived that roles of engineering education are to make students learn creative design and problem solving process and inform about the engineering field career. They perceived that the best grade to start engineering education is 4~6 grade in elementary school and the best way to apply engineering education is through distributing engineering education contents to related subjects. They also perceived that technology subject has the most relation to engineering education and science subjects; mathematics subject follow after.

• 한국초등과학교육학회지:초등과학교육
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• 제32권4호
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• pp.393-403
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• 2013

The purpose of this study was to investigate the perception of school teachers in science research ethics and perception of science research ethics education. A survey was administered for this study and a total 167 elementary and secondary teachers studying in K University graduate school participated. The survey was organized to examine participants' 1) science research ethics awareness, 2) status of science research ethics education, and 3) needs for science research ethics education, and 4) the perception of the direction of the science research ethics education in school. Each item was responded using either 1 to 5 Likert type scale, multiple choices questionnaires. The results were as follows: both of elementary and secondary school teachers showed above average interest in science research ethics and secondary school teachers showed significantly higher interest than elementary school teachers(p<0.05). In degree of awareness of science research ethics, plagiarism (M=3.98) was the highest, followed by free-riding(M=3.78), the scientist's social responsibility(M=3.71), and forge(M=3.61). In response science research ethics problem occurs in science education activities more than the average(M=3.39). Teacher's response on the teaching of science research ethics ranges from 3.02 to 4.47, but each science research ethics elements was showed a large deviation. Elementary and secondary school teachers responded that science research ethics education needed(M=4.34). Science research ethics education should be included in the school curriculum. Eighty-five percent of the teachers responded that the science research ethics education should be started from elementary school. 'Discussion-type classes with examples' was preferred as an effective teaching. And teachers needed 'instructional materials' and 'teachers training' for science research ethics education.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제19권2호
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• pp.141-153
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• 2015

This paper compares and contrasts the perspectives of effective mathematics teaching by 135 elementary school teachers, 132 middle school teachers, and 124 high school teachers using a questionnaire in South Korea. All groups of teachers chose in common the teaching and learning strand as the most important for effective mathematics instruction. However, elementary school teachers placed greater importance on the curriculum and content strand than their counterparts did. Elementary school teachers tended to agree more upon the 48 items related to good mathematics teaching than their counterparts did. The similarities and differences among the groups of teachers are expected to provoke discussion of what constitutes high-quality mathematics instruction and how such perspectives may be situated in the socio-cultural context.

• 한국환경교육학회지:환경교육
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• 제20권3호
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• pp.45-62
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• 2007

The purpose of this study was to analyze the status of environment-related teaching in elementary and secondary schools. A questionnaire survey was conducted for the study. Items in the questionnaire were developed based on the theory of environmental education and integrated education. The questionnaire was responded to 501 elementary school teachers, 273 middle school teachers, and 210 high school teachers in the city of Seoul and Kyunggi Province. The survey analysis revealed that elementary and secondary school teachers recognized 'environmental action skills' as the most important objective for school environmental education. Contrary to the teachers' expectations, it was found that there is insufficient teaching and learning materials for teaching in the domain of 'environmental action skills' and they could not confidently teach the skills in environment-related classes. For professional development of teachers in integrated environmental education, pre- and in-service programs will be developed systematically in a workshop to give teachers an opportunity to analyze teaching materials, design instruction plan, perform class trial, and evaluate the class situation for feedback. The results of this study can serve as a basic reference for improvement of environment-related subject education.

• 수산해양교육연구
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• 제26권5호
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• pp.1096-1107
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• 2014

The purpose of this study was to investigate teachers' recognition on field practice and effectiveness of creativity and character education. This study used post tests to examine the effects of teacher training for creativity and character education on 451 teachers. The results were as follows. Firstly, the average in satisfaction of teacher training for creativity and character education was 4.65 for elementary teachers and 4.35 for secondary teachers in summer, and 4.55 for elementary teachers and 4.42 for secondary teachers in winter. Secondly, effectiveness of teacher training on creativity and character education was showed highly as more than 4.0 and was higher in winter than in summer. Thirdly, in the case of field practice and effectiveness of teacher training for creativity and character education, the average of elementary teachers(3,66) was higher in respect of educational environment than that of secondary teachers(3.20) and the averages of elementary teachers and secondary teachers were 3.85 and 3.42 in respect of subject activity, respectively. In practising creativity and character education, it was analyzed that both elementary(ave. 3.89) and secondary(ave. 3.84) teachers went through some difficulties for curriculum reconstruction, development of instructional model, program development, and human and physical supports.

• 한국과학교육학회지
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• 제12권1호
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• pp.23-33
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• 1992

For the purpose of identifying alternative conceptions in biology held by both elementary and secondary school students, an open-ended questionnaire in the six areas of biology was devised and administered to both 21 elementary school science teachers and 32 secondary biology teachers. Results have Shown that 65 and 183 items were introduced by elementary and secondary school teachers respectively Our findings will be useful to many researchers who have concerned about the issus of misconceptions in biology as well as many biology teachers who have had difficulties in biology teaching due to students' preconceptions.

• 대한지구과학교육학회지
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• 제15권1호
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• pp.27-46
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• 2022

이 연구는 초등 및 중등 지구과학 예비교사들을 대상으로 생소한 경험 공간(Novelty Space)에 대한 인식 조사를 목적으로 하였다. 이를 위해 A 교육대학교의 초등 예비교사 38명과 B 대학교 지구과학교육과에 재학 중인 31명의 중등 지구과학 예비교사들이 설문에 참여하였다. 또한 연구 참여자 중 추가적인 면담 참여에 동의한 초등 예비교사 3명과 중등 지구과학 예비교사 9명, 총 12명을 대상으로 비대면 면담을 실시하였다. 생소한 경험 공간에 대한 요소를 사전 지식(인지), 사전야외학습 경험(심리), 야외조사지역과의 친숙도(지리)에 덧붙여, 사회적인(social) 요소과 기술적인(technical) 요소를 추가하였다. 초등과 중등, 학년를 기준으로 분류하였을 때 생소한 경험 공간의 요소에 대해 인지적 영역, 심리적 영역, 지리적 영역, 사회적 영역에서 통계적으로 유의미한 차이를 보였다. 통계적인 차이는 야외학습과 관련된 경험이나 자본이 중등 지구과학 예비교사들이 초등 예비교사들보다 더 많은 것으로부터 비롯되었을지도 모른다고 해석하였다. 반-구조화된 면담에서 초등 예비교사 및 중등 지구과학 예비교사 모두 가상야외지질학습의 가치나 필요성을 강조하였으며 특히 기술적인 영역에서의 역량을 강조하였다. 이 연구는 초등 및 중등 지구과학 예비교사들을 대상으로 야외지질학습을 실행하기 위한 생소한 경험 공간에 대해 현재의 교육 맥락적인 상황을 고려하여 새롭게 정의할 필요성을 제안할 뿐만 아니라 생소한 경험 공간 요소들을 구체화하였다는 점에서 학술적인 의의를 갖는다.

• 한국수학교육학회지시리즈A:수학교육
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• 제63권2호
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• pp.351-368
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• 2024

인공지능이 수학교육에서 효과적으로 활용되기 위해 고려해야 할 중요한 요인 중 하나는 인공지능을 수용하는 교사의 인식이다. 이에 본 연구에서는 인공지능 활용에 대한 교사의 인식을 인공지능의 정의와 활용 태도, 수학 교수 도구, 수학 학습 도구, 수학 평가 도구의 네 가지 범주로 구분한 뒤, 초등 교사 161명과 중등 수학 교사 157명의 인식을 분석하였다. 연구 결과, 교사들은 수학 교수 및 학습의 도구로 인공지능을 활용하는 데에 가장 긍정적인 인식을 드러냈으나, 자신의 수학 수업에서 인공지능을 활용하는 것과 관련된 인공지능에 대한 태도와 관련해서는 상대적으로 낮은 인식을 드러냈다. 또한 모든 문항에서 초등 교사가 중등 수학 교사보다 긍정 응답률이 높게 나타났고, 중등 교사의 경우 중립적 인식에 가진 교사의 비율이 초등 교사에 비하여 높게 나타났다. 본 연구에서 드러난 교사들의 인식을 바탕으로, 인공지능이 수학교육에 효과적으로 활용되기 위하여 교사들에게 필요한 구체적인 교수학적 지원과 방안에 대한 시사점을 논의하였다.

• 공학교육연구
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• 제21권3호
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• pp.38-45
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• 2018

The purpose of this study is to analyze the change of perceptions and images of teachers about engineering, according to practical training in laboratories of engineering research institutes. For this purpose, 149 elementary and secondary school teachers were surveyed before and after visiting the engineering research institutes and examined the perception of engineers and engineering. Through this teacher training program, perceptions and images of most teachers are changed positively and they can understand practically about engineering, and related fields. The results of this study can be used as basic data for the development, operation, and expansion of teacher training using advanced science and technology research institutes with excellent human and material resources.

• 한국초등과학교육학회지:초등과학교육
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• 제28권2호
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• pp.213-228
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• 2009

The purpose of this study was to examine whether the new introduction of elementary science experiment specialist is appropriate under the current situation of serious emphasis of the importance in science experiments in elementary science in Korea. For this study, the survey items were developed twice through the preliminary study. The results show that most elementary teachers consider the importance of experiment in elementary science and the critical role of science experiments to increase students' curiosity and scientific understanding. About 80% of the teachers stressed the professionalism in elementary science. Although 65% of the teachers believed their having basic professionalism, 53% of them appealed the difficulty in teaching science experiments to students. Nevertheless, 67.5% of the teachers opposed to the idea of teaching elementary science in separation between experiment and theory in science, and only 8% of them agreed the idea of induction or adoption of the college graduates majoring in science and engineering, or holding the secondary teacher's certificate. Further, over 60% of the teachers responded no necessity of inducing the new policy of elementary science specialist. Many numbers of teachers revealed their serious worries about the new policy because of their past experience to suffer from the side effects of inducing the teachers with secondary teacher certificate to the elementary school. In particular, they also made a proposal to make a good use of the current system of exclusive elementary science teacher in Korea. The educational implication and suggestions for policy making were discussed.