• Journal of the Korea Society of Computer and Information
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• v.22 no.7
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• pp.141-152
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• 2017

As the importance of technology increases, so too does its use in various areas. In education, technology is often used. However, due to teachers' lack of knowledge about technology, they often remain at the level of simple utilization, without applying it to learning. Thus, there is a growing need for Technological Pedagogical Content Knowledge (TPACK), which enables teachers to have knowledge about technology and use it appropriately given the content. Although TPACK studies are underway in many subjects, they suffer from the limited functionality of the included technology. To solve this problem, in this study, the range of technology in TPACK was extended to programming, and a TPACK-P model was developed to teach this expanded TPACK to pre-service teachers. To verify the effectiveness of this model, the TPACK-P training program developed during the 15th classes was applied to 19 pre-service teachers. We used Park and Kang (2014) as a tool to measure these teachers' TPACK before and after treatment to observe any changes. The results showed that the TPACK-P education program showed statistically significant improvement in all areas except Pedagogical Content Knowledge(PCK). Compared with the ICT-based TPACK training program, which was administered to a control group, the TPACK-P training program proved to be more effective in the development of Technological Pedagogical Knowledge(TPK) and TPACK among pre-service teachers.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.295-308
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• 2007

The purpose of the study is to develop an effective model of a science teachers' professional development program. This study consists of two parts: (1) the theoretical review of science teachers' professional development and (2) a case study of a science teachers' professional development programme in the UK. After reviewing recent research on pedagogical content knowledge and new approaches to educational research, the following suggestions emerged: (1) Continuing Professional Development(CPD) should be embedded in teachers' real practice in the classroom and (2) embedded in the everyday life of learners' within the community. (3) CPD should support the development of teachers' communities of professional practice. The case study of 'CPD through Portfolios of Evidence' in the British programme indicated that collecting explicit evidence of good practice in the classroom and establishing agreement as to what constitutes good practice in a teachers' community helped teachers' professional development. Finally, what emerged from the case study of the CPD programme in the UK and the theoretical review of PCK was the following. An effective CPD model of science teachers should comprise these three stages: (1) providing opportunities of professional development, (2) changing practice in the classroom and research, and (3) spreading and sustaining change. The whole process is circular.

• Journal of the Korean earth science society
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• v.38 no.3
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• pp.222-238
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• 2017

The purpose of this study is to explore a learning progression for integrated process skills in Earth science inquiry. For the purpose, a hypothetical learning progression (HLP) that capture how students' integrated process skills of science become sophisticated over time is developed through the literature review. This learning progression contains four components of the integrated process skills of science: designing inquiry, collecting data, analyzing data, and forming conclusion. Three hypothetico-deductive inquiry tasks of Earth science that start from recognition of the given problem to the forming conclusion are developed in order to document students' integrated process skills. A total of 126 students from middle, high, college level students participated in this study. After conducting the Earth science inquiry tasks, the integrated process skills of individual students are assessed by element based on HLP. In addition, the validation process for HLP was administered by applying the Rasch model using the students' assessment data. Finally, based on the analyzed data, the empirical learning progression (ELP) is developed by revising and supplementing the HLP. This study can help to find scaffolding methods to effectively improve the students' integrated process skills in Earth science inquiry class by identifying the factors that affect students' development of integrated process skills. It also provide implications for improving teachers' PCK of Earth science inquiry instruction.

• Journal of Science Education
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• v.45 no.2
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• pp.172-186
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• 2021

The purpose of this study is to analyze the science lesson plan of pre-service elementary teachers about condensation. Pre-service elementary school teachers in A national university of education was included in this study. Through the analysis of prior research and expert review, a framework for analysis of science lesson plan of pre-service elementary teachers was derived. The results of the using the analysis frame are as follows: First, the ability to apply the instructional model in the science lesson plan about condensation differences in pre-service elementary teachers need to be enhanced due to deviations, and teaching on the exact understanding of condensation-related concepts of pre-service elementary teachers is also needed. Second, there is also a deviation of pre-service elementary teachers in the beginning, development, and finishing composition of lesson course, so feedback should be supplemented. Third, in the sub-domain of lesson environment, there was a demand for specific know-how on the lesson environment. Therefore, support is needed for related PCK growth. Fourth, the sub-domain of lesson evaluation have a variety of perspectives on timing and subjects, and some missing about learning objectives in the composition of evaluation content are found to require complementary teaching. In order to improve this situation, it was found that there was a need to prepare conditions for improving science teaching professionalism of pre-service elementary teachers through in-depth discussions on the teaching methods and organization related to science education in the university of education course.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.285-291
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• 2020

In manufacturing, humans are being replaced with robots, but expert skills remain difficult to convert to data, making them difficult to apply to industrial robots. One method is by visual motion recognition, but physical features may be judged differently depending on the image data. This study aimed to improve the accuracy of vision methods for estimating the posture of humans. Three OpenPose vision models were applied: MPII, COCO, and COCO+foot. To identify the effects of face-covering accessories and image preprocessing on the Convolutional Neural Network (CNN) structure, the presence/non-presence of accessories, image size, and filtering were set as the parameters affecting the identification of a human's posture. For each parameter, image data were applied to the three models, and the errors between the actual and predicted values, as well as the percentage correct keypoints (PCK), were calculated. The COCO+foot model showed the lowest sensitivity to all three parameters. A <50% (from 3024×4032 to 1512×2016 pixels) reduction in image size was considered acceptable. Emboss filtering, in combination with MPII, provided the best results (reduced error of <60 pixels).

• Journal of the Korean earth science society
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• v.29 no.4
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• pp.352-362
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• 2008

This study explored pre-service teachers' mental models about eclipse phenomena to investigate their understandings on the earth science concept needed f3r an integrated approach. We conducted in-depth interviews with two different contexts on 30 secondary and 36 primary pre-service teachers participants, and analyzed phenomenological primitives (p-prims) and facets of causal explanations about eclipses. Based on this study, we identified four different levels of mental models about eclipses. Four mental models were categorized as (1) Screening model, (2) Orbital plane model, (3) Hybrid model, and (4) Shadow cast model. Screening model is a flawed mental model, orbital plane model is an incomplete correct mental model, and shadow cast model is a scientifically correct mental model. Hybrid model, composite of two or more mental models, use multiple mental models simultaneously. Orbital plane model was the most widespread mental model in secondary pre-service teachers group, whereas screening model was used frequently in primary group. It was found that the level of mental model could be determined by the level of facet and p-prims. We confirmed context sensitivity of the mental models and perceived the necessity of integrated approaches to promote progression of mental models. Implications of our findings for enhancing pre-service science teachers' topic-specific pedagogical content knowledge (PCK) associated with eclipse phenomena are also discussed here.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.477-490
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• 2011

The concept of pedagogical content knowledge (PCK) has been developed and expanded to identify essential components of mathematical knowledge for teaching (MKT) by Ball and her colleagues (2008). This study proposes an alternative perspective to view MKT focusing on key developmental understandings (KDUs) that carry through an instructional sequence, that are foundational for learning other ideas. In this study we provide constructive components of KDUs in fraction multiplication by focusing on the constructs of 'three-level-of-units structure' and 'recursive partitioning operation'. Expecially, our participating preservice elementary teacher, Jane, demonstrated that recursive partitioning operations with her length model played a significant role as a KDU in fraction multiplication.