• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.289-296
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• 2002

The purpose of this study is to analyze STS contents in the elementary school science textbooks developed under the 7th national curriculum. Major findings from the analyses are as follows: (1) The Percentage of STS contents included is 26% by the number of pages, and 40% by the lesson hour, Higher proportions of the STS contents are found in the domains of ‘energy’ and ‘material’. By grade level, the coverage of 5th grade textbooks is relatively low. (2) Most STS topics are related to science rather than technology or society. (3) In many cases, STS contents are used in the whole processes of a lesson. (4) Most activities are 'group activity' or 'experiment.observation'. There are few activities of 'role playing', 'spot study' or 'interview'. These results indicate that recent STS education trends are reflected on the revised textbooks well. However, it is suggested that some improvement is needed, such as diversification of topic or activity.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.334-346
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• 2012

For teachers' conceptions and understandings are critical to their decision making and classroom practice, this study attempts to understand pre-service elementary teachers' views and practices of science inquiry during peer teaching practice. Fifteen 4th year university students in teacher education program participated in peer teaching practice. Their teaching and reflective discussion were video and audio recorded and written lesson plans were collected for data analysis. Five science teacher educators individually looked into the data and shared their comments and interpretations on pre-service teachers' views and practice. The study findings suggest that pre-service teachers emphasized the importance of providing students with motivating resources in the beginning of lesson, employing certain inquiry teaching models, the process of predicting and dis/proving via experiment, and teachers' minimal intervention as the important features of inquiry teaching. Science teacher educators emphasized that it is critical to help children understand inquiry questions in the beginning of inquiry process, to be mindful of children's problem solving and critical thinking rather than following instruction models or simply going through prediction and test process. They also commented that teachers' guidance could lead a good inquiry process in classroom practice, not always interfering students' inquiry. Based on the findings, the study suggests science teacher educators need to understand what and how pre-service teachers view and practice science inquiry teaching and consider these as useful resources where they can start effective teaching for pre-service teachers at the university level.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.467-482
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• 2012

In this research, the TRIZ program was developed for the growth of creativity of elementary school students. As for the TRIZ program that was developed in this research, it reconfigured the 40 of principles of the TRIZ within current curriculum, so that it would be possible for all elementary school students to receive their education in school for the growth of creativity. In order to adopt the 4-stages-class model that was developed, I made sample kit for utilizing TRIZ, and developed lesson plans along with materials 13-worksheet for lower-grade students, as well as lesson plans along with materials 12-worksheet, for higher-grade students. This program was applied to 2nd grade students of Y elementary school and 6th grade students of J elementary school, and according to the DESK theory, I subdivided the creativity into fluency, flexibility, originality, and exquisiteness, and it was shown that all of fluency, flexibility, originality, and exquisiteness were developed in elementary students who participated in TRIZ program compared with non-participated students. In conclusion, it was possible to understand that TRIZ program was effective for the growth of creativity of elementary school students.

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.375-384
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• 2017

The objective of this study is to suggest problems and complementation of Korean curriculum by comparatively analyzing curriculums of domestic/foreign musical-related departments. In order to compare differences in domestic/foreign curriculums, selecting musical-related departments of domestic colleges with four-year course and 2 or 3-year course, and also five musical-related schools in the US and another five schools in France, the actual lesson status of dance curriculum was researched. In the results, for the development of Korean musical, it would be necessary to reorganize its curriculum. First, the systematic dance curriculum suitable for musical site would be needed. Second, the dance technique lesson suitable for diversified musical expressions should be strengthened. Third, teaching methods for the characterized musical dance would be necessary. Above all, we need effective education method concerned with performance venues. Musical students are facing difficulties in performing acting, singing, and dancing at the same time. In reality, it is even tough to learn a single area among them. For the original Korean-style musical that could be imitated by no one, the systematic curriculum of college is very important.

• Journal of Digital Convergence
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• v.17 no.7
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• pp.341-349
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• 2019

Today, art education needs education of media image production or media in the extended field. The purpose of this study is to develop the basic visual grammar and communication ability. We developed and applied the teaching plan for the interview video production as the fusion lesson. 3 classes were conducted for 30 middle school students. The results obtained through the analysis of the pre & post questions and student works are as follows. First, the students used the shot size and stable composition through the interview video production. As a result, this class was effective for the acquisition of the basic video grammar. Second, students improved their ability to ask and listen, understand and organize through interview. As a result, students were able to apply the basic video grammar through the interview video production lesson, effectively producing the interview image.

• The Journal of the Korea Contents Association
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• v.19 no.3
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• pp.466-474
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• 2019

The purpose of this study was to investigate the enhancing creative competency and changes in academic challenge for the pre-service teachers. For this purpose, 94 pre-service teachers participated in project learning through the preparation of the convergence instruction and the class demonstration during one semester. The pre and post questionnaire survey was conducted the measurement of creative leader competence and K-NSSE for academic challenge. Analysis of data was performed using the IBM SPSS 18.0 program for the corresponding sample t test. The creative competency included 'higher mental thinking', 'problem solving', 'curiosity', 'sensitivity' 'task commitment', 'the pursuit of social value', and 'co-operations and considerations'. This results was significant(p< .05). Academic challenge, high-order learning domain and learning strategies domain were significant(p< .05). Based on this, in order to generalize the convergence education and convergence lesson, it is necessary to design various convergence lessons and practice study to make a plan and practice it. In addition, the implications for the necessity of correcting and supplementing the effects after repeated convergence lessons were discussed.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.125-140
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• 2023

In elementary school mathematics, the addition and subtraction of fractions are difficult for students to understand but very important concepts. This study aims to examine the teaching methods and visual aids utilized in the context of common denominator fraction addition and subtraction. The analysis focuses on evaluating the lesson flow and the utilization of visual representations in one national textbook and ten certified textbooks aligned with the current 2015 revised curriculum. The results show that each textbook is composed of chapter sequences and topics that reflect the curriculum faithfully, with each textbook considering its own order and content. Additionally, each textbook uses a different variety and number of visual representations, presumably intended to aid in learning the operations of fractions through the consistency or diversity of the visual representations. Identifying the characteristics of each textbook can lead to more effective instruction in fraction operations.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.349-368
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• 2023

The purpose of this study is to explore ways for students to connect conceptual and procedural knowledge in mathematical modeling lessons. Accordingly, we selected the greatest common divisor among the learning contents in which elementary school students have difficulties connecting conceptual and procedural knowledge. A mathematical modeling lesson was designed and implemented to solve problems related to the greatest common divisor while connecting conceptual and procedural knowledge. As a result of the analysis, it was found that the mathematical modeling lesson had positive effects on students solving problems by connecting conceptual and procedural knowledge. In addition, through actual class application, a teaching and learning plan was derived to meaningfully connect conceptual and procedural knowledge in mathematical modeling lessons.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.543-563
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• 2020

This study explores how the teaching practices of two teachers changed during scientific modeling classes. It also aims to understand these changes in terms of the teachers' modeling pedagogical content knowledge (PCK) development. The study participants were two elementary school teachers and their fifth-grade students. The teachers taught eight lessons of scientific modeling classes about the human body. The data analysis was conducted for lessons 1-2 and 7-8, which best showed the change in teaching practice. The two teachers' teaching practices were analyzed in terms of feedback frequency, feedback content, and the time allocated for each stage of model generation, evaluation, and modification. Teacher A led the evaluation and modification stages in a teacher-driven way throughout the classes. In terms of feedback, teacher A mainly used answer evaluation feedback in lesson 1-2; however, in lesson 7-8, the feedback content changed to thought-provoking feedback. Meanwhile, teacher B mostly led a teacher-driven model evaluation and modification in lesson 1-2; however, in lesson 7-8, she let her students lead the model evaluation and modification stages and helped them develop models through various feedbacks. The analysis shows that these teaching changes were related to the development of modeling PCK components. Furthermore, the two teachers' modeling PCK differed in teaching orientation, in understanding the modeling stages, and in recognizing the value of modeling, suggesting the importance of these in modeling teaching practice. This study can help improve the understanding of modeling classes by revealing the relationship between teaching practices and modeling PCK.

• The Mathematical Education
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• v.57 no.2
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• pp.75-92
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• 2018

Based on Perceptions about Mathematics Teachers (PMT) perceived by high school students, measured by 2189 students from Seoul Educational Longitudinal Study 2014 (SELS 2014), latent profile analysis (LPA) identified five distinct types of student groups (positive, partial positive, middle, negative, extreme negative). These student of positive, middle, and negative groups are positive, moderate and negative perceptions about math teachers. Partial positive group generally had a positive perception about mathematics teachers, extremely negative group was very negative about mathematics teachers. Both of these groups had peculiarly inconsistent trends and several anomalies. The Multinomial logistic regression analyses also indicated that individual factors (gender, major, self-concept, resilience, self-assessment, career maturity), school factors (friendship, relationship with school teachers) and parental factors (academic-relationship, emotional-relationship) were significant predictors of PMT profile groups. The Analysis of variance also indicated that mathematics class (attitude, satisfaction and atmosphere), Mathematics achievement were significant predictors of PMT profile groups. The profiling of perceptions about mathematics teachers resulted in enhanced understanding of the complex range of processes students employed. During mathematics class, implementation of smooth interactions and communications between students and teachers added in the teaching and learning of mathematics.