• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.552-566
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• 2010

This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers' checklists, reports of inspection classes, teachers' self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students' integrated thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.

• The KIPS Transactions:PartD
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• v.9D no.6
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• pp.1055-1062
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• 2002

Recently, the lesson plan document that is imported in the educational area is not provided to the educational information systematically, and the teachers are not easy to compose the lessen plan documentation. So, it needs additional time and effort to develope the lesson plan documents. Because of increasing the distributing network. web-based lesson plan system is required to all of the education area. Therefore, we need to compose the lesson plan that is possible to obtain the various teacher's requirement by providing creation, retrival, and reusability of document using the standard XML on web. In this paper, we developed the system for creating the common DTD (Document Type Definition), providing the standard XML document through the common DTD over the lesson plan analysis. In this system, it provides the editor to compose the lesson plan and supports the searching function to improvement of reusability on the existing lesson plan. We design the searching functions such as the structure base, facet and keyword. The composed lesson plans are interoperated with Database. Consequently, we can share the information on web by composing the lesson plan using the XML and save the time and cost by directly writing the lesson plan on web. We can also provide the improved learning environment.

• Education of Primary School Mathematics
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• v.19 no.3
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• pp.211-222
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• 2016

This article examines K-8 pre-service teachers' (PSTs) engagement in lesson plan modification using the eight Mathematics Teaching Practices (MTPs) in Principles to Actions, the most recent landmark publication of framework by National Council of Teachers of Mathematics (NCTM) in the U.S. The activity consisted of four phases that involved the analysis and modification of an existing lesson plan. Fifty-seven PSTs participated in the activity throughout the semester, and data from each phase was analyzed using the inductive content analysis approach. PSTs' initial conceptions of lesson planning reflected little on teaching practices (i.e., the MTPs) with more emphasis placed on the form - rather than function - of lesson elements. With the opportunity to interpret MTPs and analyze lesson plans using MTPs as an analytical lens, PSTs demonstrated various interpretations of MTPs, made efforts to incorporate MTPs into lessons, and attended to the interwoven nature of MTPs. This article also shares the challenges, conflicts, and tensions reported by PSTs during their participation of lesson plan modification; as such, the results from this study will inform the research examining the pedagogical (im)possibilities for utilizing MTPs in mathematics teacher training programs.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.41-58
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• 2022

This study aims to provide lesson plans that can simultaneously achieve both the learning goals of the 'Human Development & Family' domain of the 2015 revised Technology & Home Economics curriculum and the Sustainable Development Goals. Four steps including analysis, design, development, and evaluation and revision were followed. In the analysis step, the 'Changing Families and Healthy Families' unit was selected as it is relevant to the nine subgoals of the SDGs. In the design step, three sessions were planned with a problem-solving project approach. In the development step, three lesson plans for each session, individual and group activity worksheets for students, and guidelines for teachers were constructed. In the evaluation and revision step, criteria for evaluating the lesson plans were developed reflecting both the goals of the Home Economic curriculum and the SDGs. The validity of the lesson plans was reviewed by a panel of experts. Then, the revised lesson plans were finalized. This study provides an illustrative example of the lesson plans in the secondary education context that can be used to achieve the learning goals of the Home Economic curriculum and the Sustainable Development Goals at the same time.

• The Journal of Korean Association of Computer Education
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• v.14 no.2
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• pp.61-73
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• 2011

The analysis on learners made through the study focuses on the intention of the participants in the learning activities of the robot programming. Therefore, for the analysis of the learners' intention, which is tried in the study, TAM, the analysis tool used for understanding buying acts or buying intention of buyers in the business sector, is basically utilized, and the Flow theory is additionally applied, trying to know, through the quantum analysis methods, the factors to give influence on the intention for learners to take part in the robot programming lesson. For this, a quantum analysis was made by PLS analysis, a kind of structural equations. As the result of the analysis, it is confirmed that such factors as 'recognized utility' and 'recognized readiness' and 'Flow' give significant influence on the intention of learners' participation in the lesson. As the result of the synthetic analysis and in regard with the value of the programming lesson, it is found that the following factors give actual influence to the intention of learners: the group where learners belong or teaching-learning organizations together with creating social rapport, learning tasks given for learners, etc.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.191-205
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• 2006

The purpose of this study was to explore strategies used by pre-service elementary science teachers in planning a science lesson. The participants were six senior students from a national university of education located in the midwestern area of Korea. Data regarding their planning strategies were gathered through both thinking-aloud and observation. Research findings suggest that: three of the teachers had little understanding of the necessity of reviewing unit contents or prior learning for planning a science lesson; five student teachers relied heavily on learning objectives presented in teachers' guidebooks without considering their appropriateness; all teachers exhibited an intention of composing different activities or teaching approaches from teachers' guidebooks; only two teachers thought about learners' prior knowledge or understanding levels; five and three teachers had poor understanding of discovery learning models and importance of teacher's questioning, respectively; and five teachers paid little attention to assessment.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.123-135
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• 2021

In this study, we apply a lesson design process using an argumentation structure to preservice earth science teachers and analyzed argumentation levels displayed in the lesson plans written by preservice teachers in the process. As a result of the study, the preservice teachers designed a logically structured lesson by reflecting more argumentation components in the final lesson plan than the first one. In addition, in the case of lesson topics in which all argumentation elements were not explicitly presented in textbooks or curriculum, preservice teachers could not clearly reflect some argumentation components in the lesson plan. The conclusions and implications based on the results are as follows: First, it is necessary to use the argumentation structure as a tool to design logical science lessons, considering that argumentation levels of lesson plans written by preservice science teachers were improved by using argumentation structures in instructional design. Next, it is necessary to cultivate the preservice science teacher's ability to reconstruct the curriculum for science lesson design using the argumentation structure since argumentation levels of lesson plans written by preservice science teachers were limited to the argumentation components presented in the textbook and curriculum. Additionally, it is necessary to develop and apply a preservice teacher education program that uses the argumentation structure in the context of actual teaching activities so that preservice science teachers can not only understand argumentation but also improve their class expertise.

• Journal of the Korea Fashion and Costume Design Association
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• v.19 no.2
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• pp.49-61
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• 2017

The purpose of this study was to develop an educational program designed to allow students to experience 'up-cycling' first-hand during class and understand its significance by helping them improving their practical problem-solving abilities. Teachers of home economics, Korean, and social studies to third grade middle schooler were asked to analyze the curriculums of their subjects. The analysis results were then used to identify common elements among the units, reconstruct the curriculums, and develop an integrated lesson program to offer integrated activities. Based on these, a lesson program was developed to make an eco-bag and running shoes under the theme of 'up-cycling' in the unit of 'environmentally-friendly clothing and mending of clothes' in the home economics subject. The results were as follows: First, a topical fusion lesson program was developed to integrate three subjects together. The development process involved the integration of the topic of up-cycling, a program model for integrated lessons, and a teaching and learning process plan for topical integrated education. Secondly, a lesson program for home economics was developed that was applicable to actual home economics lessons based on the topical integrated lesson program. The lesson domains were divided into large, medium, and small to create a ten-lesson teaching and learning process plan needed for the lessons, teaching materials that could be put to actual uses in lessons, and activity and evaluation logs for learners.

• School Mathematics
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• v.15 no.4
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• pp.667-682
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• 2013

Though teachers' lesson plays, this article analysed teachers' knowledge for mathematical teaching about mathematical definitions and their pedagogical difficulties in teaching defining. Although the participant teachers didn't transmit definitions to students and suggested possible definitions of the given geometric figure in their imaginary lessons, they didn't teach defining as deductive organization of properties of the geometric figure. They considered mathematical definition as a mere linguistic convention of a word, so they couldn't appreciate the necessity of deductive organization in teaching definitions, and the arbitrary nature of mathematical definitions. Therefore, for learning to teach definitions differently, it is necessary for teachers to reflect the gap between the everyday and mathematical definitions in teachers'education.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.3
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• pp.847-856
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• 2017

The purpose of this study was to develop a teaching model to improve teaching demonstration competence of pre-service Fisheries and Marine teachers through class consulting. The results were as follows: First, the results of a survey on perception of 19 pre-service teachers showed that most of them did not know exactly about the teaching demonstration. Second, a teaching model through class consulting was developed in four stages: Preparation for class, doing lesson, watching lesson, reflecting class. Third, the developed lessons model was applied for 6 weeks, but it was hard to expect much change just for 6 weeks. If discussions about the content of the lesson plan are haven during prior class consulting, this will be helpful for pre-service teachers in making the real teaching plan. The class performer have to write a report on class analysis because it is necessary to try systematic analysis on teaching demonstration.