• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.643-655
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• 2016

The purpose of this study is to figure out the characteristics of teacher's scaffolding that can promote the social construction of scientific models by analyzing a teacher's scaffolding that actually promoted the social construction in a real classroom context, so that we can better understand the teacher's scaffolding. For this study, a total of 32 middle school students and their science teacher in Seoul were observed and videotaped. The level of social construction were categorized in four stages. We divided the teacher's scaffolding by whether the level of social construction has changed or not, and analyzed teacher's scaffolding in each group. Teacher's scaffolding were categorized based on its object, purpose and means. The object were categorized into two types; small-group and individual. The purpose were categorized into two types; process-help and product-help. The means were coded into Diagnostic strategies(Reading, Listening, Questioning), Checking diagnosis and Intervention strategy(Instruct, Explain, Hint, Confirm). The result show that teacher's scaffolding is helpful in the social construction of scientific models when it supports small-groups more than individuals, and process-help more than product-help. It also shows that in diagnostic strategies, questioning and listening are effective. Finally, using checking diagnosis promoted interactions among students and a 'confirm' intervention strategy should be avoided because it has no positive effect on changes in the level of social construction. This study provides the features of the teacher's scaffolding that promotes social construction of scientific models in middle school classes.

• The Mathematical Education
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• v.61 no.1
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• pp.63-82
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• 2022

The aim of this study was to analyze the changing process in a middle school teacher's discourse capability through reflection to lessons, thereby providing the implications for activities to improve the quality of lessons. To that end, this study explored the characteristics of change in the teacher's discourse capability of promoting students' participation while the teacher repeated instruction implementation and meeting for reflecting the implementation. Through the reflection, the teacher noticed his own matters about dealing with the students' responses and presentations. By attempting to address the matters in the instructions and reflecting the attempt, the teacher was able to accelerate the students' participation in the lesson discourse through enhancing productivity and openness of the discourse. The result of this study demonstrated that lesson reflection beneficially influenced development of teaching profession related to discourse capability.

• Health Policy and Management
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• v.13 no.3
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• pp.1-20
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• 2003

The purpose of this study was to investigate the current status of health promotion policies about antismoking, and the relationship between policy status, enforcement of smoking restrictions and perceptions of smoking behaviour among teachers. A representative sample of 173 teachers$.$school inspectors from 150 elementary$.$middle$.$high schools in Gangwon-do was surveyed during Gangwon-do Office of Education's antismoking and temperance training course in 2002 (response rate 60.7%). One staff member from each school was also analyzed regarding school antismoking polices for students and teachers in several locations within and outside the school building. The results showed that 118 elementary$.$middle$.$high schools (78.7%) had an antismoking policy and more schools had a written policy on student antismoking than on teacher antismoking. Most schools (92.4%) in the sample banned smoking by students, but 52 schools (44.1%) allowed smoking by teachers in restricted areas. However, teachers reported seeing smoking sometimes in the toilets (42.7%) or the playground (40.0%) among students and sometimes in the staff room (31.3%) or about every day on school premises (52.7%) among teachers. Irrespective of the type of policy or restrictions on smoking, the association between having a ban on student/teacher smoking and teachers' perceptions of student/teacher smoking in school was not significant. In conclusion, we suggest that most schools must have explicitly an antismoking policy on both students & teachers and enforce consistently a ban in promoting a healthy school environment(smoke-free schools).

• Journal of the Korean Society for Library and Information Science
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• v.49 no.3
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• pp.233-252
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• 2015

The purpose of this study is to analyze inquiry tasks of textbooks in middle schools social studies under the information literacy process and find out teacher librarians' educational information service on the side of information literacy education. Results of the analysis show that middle school students who carry out the inquiry tasks of social studies should select sources, seek its' related information and create their products through writing reports or presentation. Compared with information literacy process of the "Library and Information Skills", the First step of task definition and figuring out information needs and the Third step of representation of information are being implemented. For this reason, teacher librarian could reduce social studies teachers' burden of class and promote students' inquiry activities by teaching skills of suitable materials seeking strategies for solving their task, understanding and synthesizing the information and evaluating their process and result. Therefore, it is necessary to activate collaborative teaching between the teacher librarian and the social studies teacher based on the information literacy.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.269-281
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• 2008

In Korea, the criteria for the requirements of a secondary school science teacher's certificate are based entirely on the subjects and/or areas as prescribed in laws for the teacher's licensure examination. However, the criteria do not account for the specific competencies or qualities that a good science teacher should possess. The objective of the research was to explore and suggest the three lists of the image of an ideal science teacher, science teacher's role and science teacher's competency that might be used to establish the criteria for science teachers' certificate and the curricular content for science teacher education in Korea. In order to achieve this objective, the study used such research methods as literature analysis, status survey in combination with on-line workshop, in-depth interview, and professional consultation. The participants in the research comprised of a group of 258 students (186 middle school students and 72 high school students) and 13 in-service science teachers (8 middle school science teachers, 5 high school science teachers) for questionnaire survey and on-line workshop, and 4 science teachers for in-depth interview. The list of the image of ideal science teacher, science teacher's role, science teacher's competency contains 44, 32, and 75 statements, respectively. Based on the results of the research, this paper suggested that the criteria for the Korean secondary school science teacher's certificate requirements be selected and organized in consideration of the teachers' competencies rather than the courses and/or subject areas. It is also implied in the paper that further research over a period of time is necessary for using the competencies for curricular contents and/or science teacher's certificate standards.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.103-112
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• 2017

The purpose of this study was to investigate elementary and middle school teachers' perception and the need for the application of 2015 revised science curriculum. Four hundred and sixty-eight elementary school teachers and four hundred and twenty-two middle school teachers were surveyed. The results of the research are as follows. many elementary and middle school teachers responded that major changes in the 2015 revised curriculum were applicable in school science education. However, they expected that the lack of teaching and learning materials, lack of experiment preparation time, and lack of their understanding about how to improve the scientific core competencies and how to use the content system were major difficulties in applying the major changes in the 2015 revised science curriculum. They also thought that teaching and learning materials were needed in order to apply the 2015 revised science curriculum. Based on these results, this study suggested content for teacher training, the role of teachers, and formation of a teacher community.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.129-143
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• 2000

The Survey of Teaching Practice and the Factors of Satisfaction on Teaching Practice in Home economics Education The purpose of this study was to investigate teaching practice and factors on satisfaction of educational practice in home economics education of middle and high school, to provide information for improving educational practice. The subjects were 365 college students who had the educational practice in 1999. A questionnaire was used. The results were as follows: 1. Seventy on point eight percent of the subjects choose their teaching-practice school by themselves, however 25.2% of them was recommended by college. Twenty five point six percent of the subjects satisfied the orientation of the college, but 32.8% of them didn’t. Thirty four point four percent of the subjects indicated the form of practice documents was good, whereas 27.9% of them it needed more improvement. 2. Fifty four point eight percent of the subjects used their own research room. The orientation of teaching-practice school was good(36.4%) but 20.0% of the subjects dissatisfied. Eighty nine percent of the subjects managed the class as vice supervisory teachers, 46^ of them had example instruction, the number of subjects practised at middle school and public school were more than high school and private school respectively. 3. The score of educational expertise of teachers was 3.66 and the teacher educators’was 3.85 The score of educational expertise of the teacher educators who were in college of education(3.87) was higher than in general teacher course(3.77) at p$\leq$0.05 4. The score of educational practice satisfaction in the all subjects was 3.67. The factors to effect the satisfaction of the educational practice were the kind of research room, the orientation plan of the practice school and the management of the class, The score of the educational practice satisfaction was correlated with the score of educational expertise of teachers and teacher educators. and the agrresive attitude to the teaching practice of the teacher educators.

• The Mathematical Education
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• v.43 no.2
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• pp.115-137
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• 2004

In this paper, we verified the effect and appropriateness of the scheme to cure the math. disliking disposition which is the cause of underachievement in learning. We choose 3 middle schools as the subject of experiment for this research. Each experiment class consists of 27∼30 students(underachievers) whose final test results of 1st school year in the middle school are 30∼60 points. In this case, we also select some middle level students whose test results are more than 60 points for the normal experimental condition. For this research, we developed the suitable test materials to cure the mathematics disliking disposition of underachievers. We applied those test materials to the experiment schools during 2.5 months and we analysed the variation of disliking disposition, the variation of math. dislike students' number and the cure rate of the math. disliking disposition. From the results of this experimental study, we find that the factors of teacher and math recognition environment have only the significant difference of math. disliking disposition between experiment class and comparison class under the 5% significance level in one middle school. We understand that this results caused by teachers' careful advice and guidance in that middle school. We also find that the number of student who dislike mathematics decreased in two middle schools. Furthermore 50% of math. disliking dispositions are cured for 9 disliking factors in the lower grade group(the group of underachievers) and as a whole, we can see that 50% of cure rate for the 7 factors of math. disliking in two middle schools. So we can understand that the experiment of our research was performed successfully in two middle schools. In this research, we find out that the scheme to cure the disliking dispositions for the factors of math. disliking depends on the factors of teacher who take charge of cure. So teachers must take interest in and must have careful concern to students and their math. disliking.

• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.43-52
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• 1986

It is the purpose at thus survey to get hold at problems in teaching integrated science in middle school. For this purpose, problems and suggestions were collected by questionnaire which were made out by middle school science teachers. Through the analysis of the questionnaire, it was found that the present curriculum of science education in the college of education and the in-service training program were not suitable for training middle school science teacher. Form the results of the analysis, this survey concluded that the curriculum and program mentioned above need improvement as follows. (1) science education curriculum in the college of education should be set up with two part. One is the part that middle school science teachers are trained and the other is the part that high school science teachers are trained. (2) In-service training program should be set off into two kinds. One is the program that middle school science teachers are trained and the other program that high school science teachers are trained.

• Journal of Families and Better Life
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• v.26 no.6
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• pp.95-105
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• 2008

This study examined the mediation effect of life satisfaction between social support and loneliness. The subjects were two hundred and eighty fifth grade elementary school and second grade middle school adolescents in Seoul. The instruments used were questionnaires about loneliness and other factors relevant to loneliness. Social support factors existing in an adolescent's external environment include the support of parents, peers, and teachers. And life satisfaction as a psychological characteristic was concerned with the adolescent's sense of self, school life, home environment, and family relations. Data were analyzed by using the t-test, Pearson's correlation and regression. Major findings were as follows: (1) There were significant differences in parent and teacher support, satisfaction with school life, home environment, and family relations between early adolescents and mid adolescents. (2) Parental, peer, and teacher support, contentment with oneself, school life, home environment, and family relations were negatively related to the fifth-grade early adolescent's loneliness. Peer support and contentment with oneself, school life, and home environment were negatively related to the second-grade middle adolescent's loneliness. (3) Life satisfaction had a mediation effect between peer, parental, and teacher support and loneliness in fifth grade early adolescence. Whole life satisfaction had a mediation effect between only peer support and loneliness.