• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.111-133
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• 2008

The purpose of this study was closely to explore the guidance experiences of senior elementary teachers who have had over 30 years of teaching experiences in elementary school based on interpretive(or hermeneutic) inquiry. The entry research question was 'What are the guidance experiences of senior elementary teachers like?' Seven senior elementary teachers working for O elementary School in G city participated in this study voluntarily. Each participant was interviewed twice in a consecutive manner. 14 periods of interview were completed all together and each period took about 40-60 minutes. In conclusion, this study conceptualized the guidance experiences of the senior elementary teachers(participants) as follows: First, the concepts of guidance held by the participants were conceptualized as 1) supporting and caring activity helping students to lead joyful school life, 2) assisting activity helping students to grow on good basic life habits, 3) character building activity helping students to lead integrative growth. Second, the fields and contents of guidance held by the participants were conceptualized as basic life habits, manners, and health & safety. Interestingly, these concepts were evolved in connection with their personal, practical teaching experiences rather than in-service teacher education. Third, the guidance methods frequently used by the participants were co-work with parents, exemplary storytelling, counselling, and praise. The participants applied these methods differently according to the grade, individual difference, and school curriculum policy to some degree. Fourth, the participants have experienced a lot of struggles with students, teachers, and parents in doing their guidance practices throughout the whole teaching career. Their guidance experiences commonly shifted from more teacher-centered or authoritative to more student-centered or relational way as their teaching years accumulated. Interestingly, all the participants more or less lived as lifelong learners to create their own right space as senior teachers in today's competitive and challenging landscape. This study strongly suggests that responsible teacher education can playa great role of enabling senior teachers to cope with guidance issues successfully. Compared with the speedy social change, the teacher education in Korea had been so authoritative, provider-based, subject-based until recently and it have not met the needs and wants of the elementary teachers in field. This trend has significantly hindered them from catching up with the needs of the speedy social change in terms of contemporary guidance issues. This study is limited in that the data is solely collected based on interview. So, an observational research is strongly suggested in order to uncover the situated understanding of the guidance experiences of elementary senior teachers.

• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.283-304
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• 2004

This study is to make strides toward an enriched understanding of changing a prevailing teacher-centered mathematics classroom culture to a student-centered culture by analyzing six reform-oriented classrooms of three elementary school teachers throughout a year This study provided a detailed description of important classroom episodes to explore how the participants in each class established a reform-oriented mathematics microculture. Despite the exemplary form of student-centered instruction, the content and qualities of the teaching practices are somewhat different in the extent to which students' ideas become the center of mathematical discourse and activity. Given the similarities in terms of general social norms and the differences in terms of socio-mathematical norms and mathematical practice, this study addresses some crucial issues on understanding the culture of elementary mathematics classroom in transition.

• International Journal of Human Ecology
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• v.11 no.2
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• pp.77-91
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• 2010

This study examined the Family and Consumer Sciences (FCS) National Standards with some examples at the state level, analyzed the previous studies relevant to curriculum implementation in the USA, and explored critical success factors in moving toward the new perspective curriculum in exemplary states. The process, in which the FCS discipline struggled to clarify the identity and image as well as to find the mission and vision, produced the FCS National Standards in 1998 and 2008 in the USA. The FCS National Standards were established to fulfill the mission of the FCS based on a critical science perspective. The previous research on a state level implementation indicated that the majority of FCS state administrators agreed that the National Standards positively influenced curriculum development. The critical success factors in integrating National Standards into local programs included the dissemination of thephilosophical works of Marjorie Brown, the foundation of the FCS curriculum with a critical science perspective, the establishment of National Standards corresponding to the philosophical works and a critical science perspective, the openness of state FCS administrators to educational reform, the construction of an infrastructure to support reform, and the commitment by university professors to develop a teacher training program. The critical success factors identified can be employed as an informative guide for the future development and implementation of the Family and Consumer Sciences curriculum in Korea.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.119-130
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• 2024

This study explores the possibility of using a generative artificial intelligence, ChatGPT, for student assessment in science subjects. In order to achieve our goal, we developed assessment items, collected students' responses, and input them into ChatGPT to implement the assessment procedures. Subsequently, we shared the assessment results from ChatGPT with science teachers and compared them to the teachers' assessment process to investigate the use of ChatGPT in student assessment. Regarding the results, in terms of setting the scoring rubric, we found the rubric generated by ChatGPT to be generally appropriate. However, the consistency between the scoring results obtained from ChatGPT and those determined by the teachers was relatively low. This inconsistency was more pronounced in items with additional assessment components and a more intricate rubric. In regard to feedback on student responses, there were some instances where the feedback generated was scientifically incorrect or beyond the scope of the curriculum, but there were also some positives, such as the provision of exemplary answers to questions and additional examples that helped students learn further. From these results, the teachers perceived limitations in using ChatGPT to conduct assessment in terms of reliability, which is considered crucial in student assessment, but suggested that it could be used to support assessment. Finally, synthesizing these findings, implications for utilizing ChatGPT in student assessment were suggested.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.237-251
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• 2020

Issues on climate change we are facing, such as global warming, are very important as it affects our lives directly. To overcome this, efforts to reduce greenhouse gases emissions (e.g., carbon dioxide) are necessary and these efforts should be based on our integrated understanding of carbon cycle. The purpose of this study is to examine the research trend on carbon cycle education and to suggest the value and direction of carbon cycle education for students who will be citizens of the future. We analyzed 52 carbon cycle education related studies collected from academic research databases (RISS, KCI, ERIC, Google Scholar, and others). As a result, we conclude that resources are still limited and more researches on verification and utilization of developed program, development of accurate and comprehensive tools for students' recognition and level assessment, developing educational model or teacher professional development, providing more appropriate curriculum resources, and the use of various topics or materials for carbon cycle education are necessary. Students' comprehensive understanding of the carbon cycle is important to actively react to the changes in the global environment. Therefore, to support such learning opportunities, resources that can be connected to students' daily experiences to improve students' understanding of carbon cycle and replace misconceptions based on the verification of existing programs should be provided in the classroom as well as the curriculum. In addition, sufficient exemplary cases in carbon cycle education including various materials and topics should be provided through professional development to support teachers teaching strategies with carbon cycle.

• Journal of Science Education
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• v.39 no.1
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• pp.99-112
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• 2015

This study aimed at investigating elementary teachers' stages of concerns and its changes about STEAM education. The participants of this study were 90 elementary school teachers implementing STEAM education in their schools. The Stages of Concern Questionnaire (SoCQ) was administered after the permission was granted by Hall. Data were collected three times from April, June, and December in the year of implementing the exemplary STEAM school. The results indicated that elementary school teachers' concerns toward STEAM education, the differences of the percentile scores of each stages of concerns, showed slightly low. The SoC of teachers in April showed that Awareness(Stage 0) was relatively very high and Consequences(Stage 4) was very low. However, in December, both Awareness(Stage 0) and Management(Stage 3) were very low. In particular, the percentile scores of Consequence(Stage 4) showed the big difference from 54.7 to 74.3. In addition, teachers who took science track in their high schools showed the relatively low score in the stage of Management(Stage 3). Teachers having the degree of Master of Arts presented the relatively low percentile score in the stage of Management(Stage 3). Teachers who majored in STEM related areas at the university presented the relatively low score in the stage of Management(Stage 3). The findings of this exploratory study may provide the useful insights into the integrative approaches of STEAM education.

• 대한공업교육학회지
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• v.39 no.1
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• pp.189-208
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• 2014

The purpose of this research was to investigate the critical issues and practical strategies that Korean technology teachers perceived. To accomplish the purpose of this study, a qualitative study was conducted to identify critical issues and practical strategies of Korean technology education targeted on Korean technology teachers. A purposeful sampling for choosing technology teachers was used for this study with three selection conditions: 1) 'Excellent Korean technology teacher' award winning teachers, or 2) technology teachers actively involved in both on-line and off-line teachers' association, and 3) leaders in local technology teachers' association. This study conducted exploratory in-depth interviews with selective 15 technology teachers regarding critical issues and practical strategies of Korean technology teachers. The interpretation of the interview content was conducted by two researchers using the thematic analysis which analyzed the frequency of concepts, words, and meanings held from collected data. In the conclusion, critical issues researchers identified were 1) curriculum problems, 2) education environment and facilities problems, 3) teachers' problems, 4) students' problems, 5) related research institution and college problems, 6) social problems. Secondly, Korean technology teachers agreed with following practical strategies 1) separating technology education from home economic education, 2) sharing practices on managing and improving educational environment and laboratory for technology education, 3) actively involving in technology teachers' group, 4) motivating students using hands-on activity 5) improving the quality and the quantity on technology teachers preparatory institution, 6) advertising the values of technology education to the public. Lastly, the positive factors to succeed technology education were 1) technology education satisfying social needs and 2) technology teachers' will or passion toward improving their technology classrooms. The negative factors to hinder technology education were 1) low self-respect of Korean technology teachers and 2) rejection or retarded acceptance toward social transition. Several recommendations based the conclusion were suggested as 1) implementing supplementary study toward selected critical issues and 2) conducting exemplary case studies regarding concrete practical strategies for improving challenges of Korean technology education.