• 한국초등수학교육학회지
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• 제14권3호
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• pp.659-680
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• 2010

평가는 수학 교실에서 의미 있게 활용된다. 최근 대부분의 수학교실에는 교수 학습이 결합된 수행평가가 도입되고, 또 평가는 많은 사람들(학생, 교사, 학부모, 행정가)의 관심을 받고 있다. 그러나 수학교실의 수행평가에도 불구하고 일부 교대생은 임용시험에 대한 불안 때문에 학원을 찾고, 또 일부 강좌에는 그러한 학생들의 불안을 외면할 수 없게 되었다. 왜냐하면 학생의 불안을 외면한 수행평가는 자칫 공허해지고, 또 그들의 수학적 힘을 효율적으로 증진할 수 없기 때문이다. 본고는 초등교원 임용시험(2010)을 수학 심화과정 관점에서 접근하고자 한다. 본 연구 결과는, (1) 초등교원 임용시험 기간은 단축되어야 한다. (2) '어법 원고지 사용법'은 수학적 관점에서 접근되어야 한다. (3) 교대생 시험불안은 임용시험보다는 합격자 수감축에서 비롯된다. (4) 영어 교과의 비중은 재고되어야 한다.

• 한국초등과학교육학회지:초등과학교육
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• 제36권3호
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• pp.227-245
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• 2017

The purpose of this study was to explore the possibility of implementing 'responsive teaching (RT)' in elementary school science classrooms. A review of relevant literature yielded a tentative framework of RT which consisted of three characteristics of RT and example practices for each characteristic. The RT framework was used to analyze elementary science lessons on the topic of the transpiration in plant leaves. The data sources were audio recordings of three $5^{th}$ grade classrooms which included both the whole-class instruction and student group activities. The data were examined through collaboration between the teacher who had taught the lessons and a university-based science education researcher. It was revealed that the implementation of RT was limited when the teacher's intervention was focused on completing tasks; when it was out of the contexts of student activities; when the teacher provided earlier what students were supposed to find out by themselves; and when the teacher's comments were evaluation-centered. By contrast, the implementation of RT was made highly possible when the teacher's intervention induced an intellectual debate among students; when the teacher negotiated meanings with students; when the teacher connected what students shared to scientific knowledge; and when the teacher prompted students to solve a new problem. Implications about implementing and studying RT were discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제35권4호
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• pp.389-405
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• 2016

The purpose of this study was to analyze elementary school teachers' understanding, certainty, and familiarity with 13 key concepts of wave physics that are presented in textbook and teacher's guidebook. 123 elementary school teachers answered concept tests and questionnaires. In the results to these tests and questionnaires, teachers demonstrated a high level of understanding and high certainty in understanding with regard to the concepts of sound generation, effect of medium on wave, timbre, wavelength, and trough and crest of wave. For the topics of sound velocity, wave reflection and wave transmission, teachers demonstrated a high level of understanding but low certainty in understanding. With regard to sound propagation, teachers demonstrated a low level of understanding and an improperly high certainty in that low understanding. Teachers lacked knowledge, i.e., displayed a low level of understanding and low certainty in sound strength, sound frequency, constructive interference and destructive interference. In constructive and destructive interference, the teachers also displayed a low level of familiarity. We analyzed the differences in teacher's understanding, certainty, and familiarity according to teacher demographics defined by the teacher's gender, teaching experience with concepts of sound, career, curriculum track while in high school, and major in university. There were no significant differences in understanding, certainty, or familiarity as defined by gender, teaching experience, and career. However, these displays of knowledge were affected by the teacher's curriculum track in high school and their major. These results suggest that the teacher's understanding of, familiarity with, and certainty in wave physics concepts are more influenced by their learning experience than by their teaching experience. Therefore, we suggest additional learning opportunities for teachers (such as teacher training programs) in order to improve teacher knowledge and correct teacher misconceptions in wave physics.

• 한국응급구조학회지
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• 제9권2호
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• pp.39-53
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• 2005

This study examines need and qualification of safety education teachers with elementary school students and aims to provide data for improving safety education of elementary school As a result of study, it was found that on need of safety education teacher at elementary school, 'very needed' showed the highest response and students who answered 'the first class emergency medical technician' on qualification of safety education teacher showed the highest safety consciousness and low rate of safety accidents. Therefore, for improving safety education at elementary school, adoption of optional course at college or university to learn qualification and functions necessary for being special teacher and institutional support by the ministry of education that employment after passing elementary school teacher appointment examination are needed.

• 아동학회지
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• 제36권2호
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• pp.95-110
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• 2015

In this study, an analysis of the actual conditions and needs regarding elementary school teacher's levels of cooperation was conducted. This was done from the assumption that it is essential for good communication and cooperation to exist between elementary school teachers and after-school care teachers to provide the most reliable after-school care environment possible. Individual interviews with 6 elementary school teachers were conducted, and the results of the data analysis were as follows. First, the necessity for close communication and interaction between teachers was clearly established, due to the obvious advantages obtained from cooperation on supporting children and improving the teacher's levels of expertise. However, contrary to this, the elementary school teachers in fact did not have very good communication between themselves and the after-school care teachers. Second, the problems in cooperation revealed a degree of disapproval regarding the perceived independence of after-school care teacher's duties, a sense of burden arising from interaction with a large number of teachers, the lack of communication time due to the workload of elementary school teachers, and the lack of material resources. Third, teachers further stated that although they were generally interested in after-school care classes, and showed approval of the role of after-school care teachers, regular meetings, and an expansion of the current messenger systems of communication with after-school teachers are clearly needed.

• 한국과학교육학회지
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• 제28권5호
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• pp.464-470
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• 2008

이 연구에서는 Draw-A-Science-Teacher-Test Checklist(DASTT-C)를 이용하여 국내 초등교사들의 과학 교수에 대한 자기 이미지의 특징을 조사했다. 서울시, 경기도, 강원도 지역의 초등교사 178명을 대상으로 설문조사를 실시했다. 연구 결과, 국내 초등교사들의 과학교수에 대한 자기 이미지는 4개의 과학 과목(물리, 화학, 생물, 지구과학)에서 모두 '학생 중심'보다는 '교사중심'인 경향이 강했다. 이는 초등교사들의 과학 교수관이 구성주의보다는 전통주의적인 경향이 강할 가능성을 시사한다. 따라서 구성주의에 기초한 예비 및 현직 교사교육과정을 효과적으로 설계하는 방안을 마련할 필요가 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제38권1호
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• pp.87-101
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• 2019

The purpose of this study was to investigate elementary school teachers' perception and the status of education program on science museum field trips by using a questionnaire (188 teachers) and interview (6 teachers). The results of the research are as follows. First, factors influencing elementary school teachers who choose the science museum as a place for field trips were 'student's interest', 'teacher's own experience related to the science museum', 'science curriculum', 'suggestions from a fellow teacher', 'space available for field work' and so on. Second, 82% of the respondents conducted pre-education program, but they mainly conducted safety education. Third, the teacher conducted post-education program less than pre-education program. In the post-education program, the most activities were to express and share knowledge and experience gained from the science museum. Fourth, 52.2% of the teachers provided tasks or activity sheets during science museum field trips. Fifth, the teachers mainly served as safety guide. In addition, the teachers thought that safety guide was the most important role of teacher in science museum field trips. Sixth, the teachers thought that the method of viewing the science museum's collection, which emphasizes the role of docent rather than the teacher, was more educational.

• 디지털융복합연구
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• 제18권11호
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• pp.51-58
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• 2020

본 연구는 교사 배경변인과 교사효능감이 학생 참여형 수업에서 초등교사의 수업행동에 어떠한 영향을 미치는지 분석하기 위한 목적으로 수행되었다. G 지역에 재직 중인 초등학교 교사 122명을 대상으로 설문조사를 실시하였으며, 변수 간의 영향 관계를 분석하기 위해 회귀분석을 수행하였다. 연구결과, 교사효능감의 하위변인인 자기조절효능감과 과제난이도 선호가 초등교사의 수업행동에 유의미한 영향을 미치는 것으로 밝혀졌다. 교사의 수업행동 중 수업지식과 수업동기유발에 대해서는 자기조절효능감이 과제난이도 선호보다 더욱 높은 영향을 미쳤고, 수업의사소통에 대해서는 과제난이도 선호가 자기조절효능감 보다 영향력이 더욱 높은 것으로 나타났다. 연구결과를 바탕으로 학생 참여형 수업에서 초등교사의 바람직한 수업행동이 나타날 수 있는 방안에 대해 고찰하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제35권2호
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• pp.205-215
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• 2016

This study aims to investigate how elementary teachers use teachers' guide in preparation for science lessons. First, different uses of teacher's guide were analyzed. Second, how and why teachers use each section in teacher's guide were analyzed. For the study, 24 elementary school teachers were interviewed in depth. The semi-structured in-depth interviews were conducted individually and/or in small group, and additional interviews were held when necessary. The results showed that most of the teachers used teacher's guide only substitutionally, and some teachers rarely use teacher's guide, while only 3 out of 24 teachers used teacher's guide in detail. The reasons that teachers used the teacher's guide substitutionally or rarely were that most science lessons include experiments, and science textbook itself provides enough information for preparation of science lessons for 3rd and 4th grade students. The results also revealed that only few teachers read the general guideline in teacher's guide. Some sections of teacher's guide were not used. The sections that many teachers used were the aims of lesson, the learning system of the unit, background knowledge, flow of lesson, learning contents and activities. This study specifically examined the actual use of teacher's guide for lesson preparation and discussed implications for the development of more helpful teacher's guide.

• 수산해양교육연구
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• 제24권5호
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• pp.653-661
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• 2012

The purpose of this research is to analyze teacher's lesson language pattern based on robot class. For this research as an analytical tool AF (Advanced Flanders) was utilized. Actually ClassReport ver 1.0 computer program was used in the process of input data. From the results of the Flanders index, The major instruction sequences were 4-8-3 in elementary school and 4-8 in middle school. The teacher's remarks in robot class in the elementary school rank 'instruction', 'question'. And In the middle school rank 'instruction' and 'positive advice' are very high ratio, but 'indication' is low ratio. The teacher constantly teach and ask question ratio in the middle school was higher than elementary school. But a tendency for non-indication was low ratio in the middle school than elementary school. These results could provide effective cues and information on how to to improve instruction.