• 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.

• Korean Journal of Comparative Education
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• v.20 no.2
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• pp.95-128
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• 2010

This article presents a one and half-year process of Lesson Study conducted at a K-8 school in an urban district in the eastern U.S. Lesson Study, a Japanese form of professional development that centers on collaborative study of live classroom lessons, has spread rapidly in the U.S. since 1999 and has been argued as a promising alternative model for teacher-led school reform through professional development. The Lesson Study group described here was composed of five teachers, one administrator, and one instructional improvement coordinator belonging to the participant school and two instructional super-intendants from the school district. Data was collected from October 2007 to February 2009 and a qualitative case study method was employed for this study. Drawing a case of Lesson Study, this article intended to show how Lesson Study group members participated in planning, teaching, observing, discussing, and improving lessons collaboratively for student learning by enhancing teacher professional competence so that find directions for future implementation in Korea. This article investigates (1) process of Lesson Study, (2) issues Lesson Study group members mainly dealt with, and (3) changes have taken place in Lesson Study as it is conducted over time. (4) Finally, this article concludes with challenges to adopting Lesson Study successfully in Korea.

• Journal of the Korea Society of Computer and Information
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• v.25 no.1
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• pp.207-219
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• 2020

This study analyzed the change of teaching expertise of pre-service teachers through TPACK education. In this study, we applied a programming-based TPACK education program developed by Kim and Lee (2019) to 20 prospective teachers. To analyze the pre-service teachers' teaching expertise analyzed the lesson plan prepared before, during and after applying the educational program. As a result, Few teachers use technology in lesson plan, and the design of the instructor-led or experiment to confirmed content in curriculum or textbook. The use of technology has increased in the second Teaching Plan, but the technology was not used depending on the educational context. In the third lesson plan, all pre-service teachers were able to use technology in an educational context. Moreover, the teaching expertise of the pre-service teacher showed a statistically significant improvement in the lesson plan. This study founded that the programming-based TPACK education program was effective in enhancing the teaching expertise of the pre-service teacher.

• Journal of Engineering Education Research
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• v.19 no.2
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• pp.76-82
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• 2016

The purpose of this study is to identify core elements required of instruction consulting and to develop a systematic consulting procedure for successful Flipped Learning. The main contents of this study to achieve its purpose are as follows. First, core elements required of consulting are deduced by analyzing cases of instruction implemented with Flipped Learning. Second, consulting procedure is constructed based on core consulting elements of Flipped Learning. Based on the study results, the 3P process is suggested as the elements and procedure of instruction consulting for Flipped Learning. The 3P process has the following characteristics. The first stage Preparation involves guiding students to have an objective viewpoint about the lesson beginning with building a relationship with the instructor. Also, a lesson plan and source materials for lesson are selected and developed. The second stage Performance involves implementing lesson coaching oriented towards cooperative problem-solving to find better direction. The last stage Post-review involves introspection necessary for continuous quality improvement of lessons. The validity of the instruction consulting elements for Flipped Learning applied to deduce the aforementioned results has been verified after specialist review and field application.

• Hwankyungkyoyuk
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• v.20 no.3
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• pp.1-17
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• 2007

The purpose of this study was to establish objectives for ninth grade studies of heredity and evolution in middle school in an attempt to foster students' consciousness of bioethics, and it's additionally intended to develop and apply lesson plans handling different points at issue and to determine the effects of the lesson plans on the bioethics of middle school students. The subjects in this study were 152 ninth graders in a middle school, whose science scores were similar. An experimental group and a control group were made up of 76 students respectively, and a pretest was conducted with test paper developed by this researcher to assess their awareness of bioethics. The experimental group took lessons by using the teaching plans prepared in this study, and the control group received typical education according to the curriculum. And then a posttest was implemented with test paper developed in this study to compare the two groups. In addition their science grades were compared as well. The findings of the study were as follows: First, seven learning objectives were selected from three units related to bioethics in the third-year 8th category of heredity and evolution of middle school. Second, in order to attain the selected learning objectives, four session lesson plans were prepared. Third, the experimental group that studied using by the lesson plans made better progress in bioethics awareness and the gap between the two was statistically significant(t=6.61, p<.001). The former were ahead of the latter in consciousness about species equity(t=7.71, p<.001), the dignity of life (t=3.78, p<.001), human rights(t=2.99, p<.01) and equity among generations(t=2.66, p<.01), but not in awareness of the diversity of species. Fourth, there was no significant gap in science scores between the students studied according to the curriculum and those who received instructions by using the lesson plans developed in the study.

• 대한공업교육학회지
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• v.41 no.1
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• pp.128-146
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• 2016

The purpose of this study was to provide a basic research data for increasing the quality of 'creative engineering design' lesson and the teaching learning capability of high school teachers by analyzing the teaching learning management status and improvement plan of 'technology home economics subject' lesson for high school teachers. In order to investigate the teaching learning management status, the survey questionnaires from 63 teachers were collected from high school teachers who teach technology home economics subject currently and analyzed by statistical program SPSS 20. The main results of this study were as follows: First, for the contents of 'creative engineering design' lesson, the highest mean of response was 'creative thinking method'(M=4.22). In the learning activities, the teachers perceived the importance of the 'idea concept' highly. Second, in the management of 'creative engineering design' lesson, the teachers perceived the importance of the secure of tool, material budget, and practice space for the lesson highly. In the teaching capabilities, the teacher perceived the importance of the preparing teaching learning strategy most($$M{\frac{._-}{.}}4.14$$). Third, the teachers preferred to product for making uncomfortable things better in life and the other production outside from the content of textbook. Fourth, in the ratio of practice:theory lesson, they perceived the ratio of 3:7(36.5%), 4:6(25.4%), and 2:8(23.8%) are appropriate. In the assessment, the combination of production, portfolio, and presentation was preferred most. Fifth, there were statistically significant difference in teachers' interest and satisfaction and contents about 'creative engineering design' lesson between groups divided by the existence of practice space, certification held(technology teacher, non technology teacher), etc. Therefore, in order to improve the interest and satisfaction about the 'creative engineering design' lesson, the secure of space for technology practice and material budget were required. In addition, training and seminars program for improving the teaching capability for 'creative engineering design' lesson were required.

• Journal of Science Education
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• v.34 no.2
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• pp.405-420
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• 2010

The purpose of this study was to contrive the specific teaching plans based on the frame of 2007 revised science curriculum for applying open-inquiry lesson in real education situation and to research the effects of open-inquiry lesson on the student's science-related attitude, science process skill, and to investigate instructing teachers' cognition about open-inquiry. For this study, two fifth grade classes were chosen, one class was the experimental group, who were taught by open-inquiry based lesson, and another was the comparative group, who were taught by traditional method based lesson. The findings of this study were as follows: After open-inquiry lesson, the experimental group students came to enjoy open-inquiry learning and had the positive thought about it. After open-inquiry lesson, the experimental group marked higher mean score than the comparative group in science-related attitude's field but didn't showed the meaningful difference. On the other hand, in science process skill's field, the experimental group showed the significant higher improvement than the comparative one, especially in the subordinate area of basic science process skill. Finally, teachers who instructed students open-inquiry lesson thought open-inquiry lesson is the self-directed problem solving learning which raise the student's science process skill and interest. And the teachers thought the obstacles to instruct open-inquiry lesson are the lack of the student's cognition about open-inquiry and the insufficient circumstance for open-inquiry lesson. Therefore the teachers argued that the prerequisite for settling open-inquiry lesson successfully is to develope open-inquiry lesson curricula and teaching materials.

• East Asian mathematical journal
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• v.32 no.4
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• pp.519-543
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• 2016

Today the high school mathematics lesson has an effect on the scholastic achievement internationally, but fails to lead to the interest in the mathematics which stimulates the intellectual curiosity. Due to this, 2015 revised curriculum includes the effort to improve the emotional aspect of mathematics positively. It is needed that the teaching method through discussion and debate must be introduced to accomplish the objective of the mathematics in 2015 revised curriculum focused on the improvement of the ability and attitude to solve the problems creatively by increasing the mathematical communication skill of the students. The purpose of this study is to investigate the effect of mathematical essay-typed lesson focused on discussion and debate on the mathematical disposition and attitude of high school student. The findings from this study provided that the essay-typed lessons focused on discussion and debate improved the subject students' mathematical achievement and disposition and attitude, but it is not significant change.

• Proceedings of the Korean Society for Noise and Vibration Engineering Conference
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• 2010.10a
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• pp.179-180
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• 2010