• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.170-178
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• 2008

In this research, we observed the co-works among novice and expert science teachers who were involved in a science teacher association and explored their interactions. The science teacher association is K-12 science teachers' gathering near Seoul. This study is a case study with the participant observation and the private interview of 8 novice teachers and 3 expert teachers. Based on the collected data, interaction between novice and expert teachers was categorized as seven types; question and answer, demonstration, presentation, co-working, providing materials, listening, and showing interest. Several factors supporting such an active interaction were derived from this study; 1) Teachers perceived well about the importance and the merits of co-working with other science teachers. 2) The open and cooperative environment of the science teacher association supported teachers' interaction. 3) There were tasks that teachers needed to co-work such as the science fair and the science camp. 4) There were opportunities of interactions for publishing books and developing modules. 5) Lots of expert teachers were willing to help and co-work with novice teachers. We found that novice teachers could continue to grow in terms of the professional development under interactive, continuing and cooperative environment with expert teachers.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.296-308
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• 2018

The purpose of this study is to analyze the characteristics and differences of gesture between career teachers and novice teachers in elementary science class. In order to analyze the gesture of elementary science teachers, gesture analysis framework was developed. The teachers who participated in the experiment were 2 beginner teachers and 2 career teachers. We analyzed 'bones and muscles', 'digestion', 'breathing', and 'excretion' of 'body' section in the second semester of 5th grade. The video recording of the class scene with the camcorder was recorded and analyzed by Observer XT. The results of this study are summarized as follows. First, the career teacher lessens unnecessary gestures than the novice teacher. During the class, the career teachers lessened the gestures not related to the context of the class. These differences were more prominent in the activities of the group with many unexpected situations than those of the teachers who prepared the class contents. Second, career teachers have more communication control act than novice teachers. Career teachers have often made adjustments to induce learner presentations or control unnecessary utterances. Third, career teachers efficiently interacted with learners using gestures that can enhance communication.

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1443-1451
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• 2012

This study aims to investigate the gaze patterns of two expert and two novice teachers in one hour of lecture type class. Teachers recruited from the same middle school conducted the class each, wearing an eye-tracker. Gaze rate and gaze movement pattern were analyzed. The scene where teachers faced in the classroom was categorized into three zones; student zone, material zone, and non-teaching zone. Student zone was divided into nine areas of interest to see the gaze distribution within the student zone. Expert teachers showed focused gaze on student zone while novice teachers' gaze rate was significantly higher at the non-teaching zone, compared to expert teachers' one. Within student zone, expert teachers' gaze spread to the rear areas, but novice teachers' one was narrowly resided in the middle areas of the student zone. This difference in gaze caused different eye movement pattern: experts' T pattern and novices' I pattern. On the other hand, both teacher groups showed the least gaze rate onto the left and right front areas. Which change is required to teachers' gaze behavior and what must be considered in order to make effective teacher gaze in the classroom setting were discussed.

• Research in Mathematical Education
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• v.26 no.4
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• pp.291-310
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• 2023

In this paper, we propose a theoretical framework for Chinese high school mathematics teachers use new textbooks based on the work of Remillard (1999) and Chau (2014). Based on this framework, a multiple case approach was used to investigate how two high school mathematics teachers from Shanghai use new textbooks. The results suggest that in the curriculum mapping arena, both the novice teacher and the expert teacher often planned to appropriate the unit content, and sometimes planned to add supplemental content. When organizing the unit content, novice teacher always planned to follow the new textbook in sequence, while expert teacher often would follow the new textbook in sequence, but sometimes planned to rearrange the unit content. In the design arena, both the novice teacher and the expert teacher tended to appropriate the introduced tasks and definitions. The novice teacher often planned to appropriate the example problems and exercise problems, while the expert teacher often intended to flexibly use the example problems and exercise problems. In the construction arena, the novice teacher seldom adjusted the planned tasks; in contrast, the expert teacher adjusted the planned tasks more frequently. In the reflection arena, the novice teacher often thought she should improve the mathematics tasks, while the expert teacher almost always thought he needed to improve the mathematics tasks. The framework shown in this paper provides a tool to investigate how mathematics teachers use textbooks.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.406-425
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• 2019

The purpose of this study is to analyze The Effect of Teacher Participation-oriented Education Program (TPEP) centered on Multi-Faceted Analysis of Elementary Science Classes on the Class Expertise of novice teacher. First, in order to develop the TPEP, lectures and exploratory science classes were analyzed using imaging and eye-tracking techniques. In this study, the TPEP was developed in five stages: image analysis, eye analysis, teaching language analysis, gesture analysis, and class development. Participants directly analyzed the classes of experienced and novice teachers at each stage. The TPEP developed in this study is different from the existing teacher education program in that it reflected the human performance technology aspects. The participants analyzed actual elementary science classes in a multi-faceted way and developed better classes based on them. The results of this study are as follows. First, at the teacher training institutions and the school sites, pre-service teachers and novice teachers should be provided with various experiences in class analysis and multi-faceted analysis of their own classes. Second, through this study, we were able to identify the limitations of existing class observations and video analysis. Third, the TPEP should be developed to improve the novice teachers' class expertise. Finally, we hope that the results of this study are used as basic data in developing programs to improve teachers' class expertise in teacher training institutions and education policy institutions.

• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.206-218
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• 2018

The purpose of this study is to analyze the teaching behaviors and visual attention according to teacher's career in Elementary Science Inquire-based Class. Participants were four elementary school teachers in Seoul. They were all in grade 5 and taught science. According to the experience of elementary science education, two novice teachers and two expert teachers were identified. Participants taught Respiration in the 'Structure and Function of our Body' in the elementary science fifth grade. The mobile eye tracker used in this study is SMI's ETG 2w, which is a binocular tracking system. In addition, a video camera was installed behind the classroom to record the entire class. We recorded all the contents of the recorded video and analyzed the results. In this study, the actual practice time, participant's visual attention, and decentralized attention ability were analyzed by class phase. The results of the study are as follows. First, there was a difference between planned class time and actual practice time. The novice teachers were having difficulty in reconstructing the contents of education, and the expert teachers were reconstructing the curriculum and interacting with the students with high understanding and application of the curriculum. There were many differences between the novice teachers and the expert teachers in the tour guidance to confirm student activities. Second, if we look at the visual attention on the area related to teaching and learning by class phase, the novice teacher concentrates all the steps in a specific area, expert teachers showed an equal visual attention to meaningful areas of teaching and learning activities. Third, there was a statistically significant difference in activities 1-1, 1-2, 2-1, and 2-2 when the participants' decentralized attention ability. Expert teachers frequently checked students' understanding and interests. There was a lot of interaction with students. It is also shown through the decentralized attention ability that the novice teachers concentrate on a specific area, and the expert teachers have a high degree of decentralized attention ability and visual attention evenly.

• Journal of The Korean Association For Science Education
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• v.22 no.5
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• pp.1082-1102
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• 2002

Most of comparative studies in science teacher education so far have been conducted in terms of teacher education policy, pre- and in-service training system and curriculum, and certificate system. While such superficial information can be readily obtainable, it does not necessarily enable us to make access to reality of science teachers' professional development in respective countries, because practice in professional development among science teachers is deeply embedded into respective socio-cultural environment or climate. In order to get information on reality in science teachers' professional development, alternative approaches of research should be developed. This paper aims at pursuing an alternative way to approach reality of Japanese science teachers' professional development. An email survey of free description method with 29 in-service science teachers with a variety of years of experience in Ibaraki Prefecture, Japan, revealed that Japanese science teachers have developed their expertise through very close daily-based communication with their peer science teachers. At least, within their consciousness, neither formal in-service training programs, nor pre-service training programs have had much stronger effects on their professional development than such non-formal, daily-based, deep, apprenticeship-typed or in some sense, family-typed communication. The results suggest that in order to conduct meaningful comparative studies, we should take much more attention to how to make access to reality of science teachers' professional development.

• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.233-241
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• 2010

The purpose of this study was to apply the instruction consulting model for elementary science lesson with novice teacher. In this study the PIE(Preparation, Implementation and Evaluation stage) instruction consulting model was used. This model was introduced and offered during the electromagnet unit for sixth graders. The results of this study were as follows. First, in the assessment of the teacher's satisfaction with the instruction consulting the client teacher was found to be very satisfied. Second, the inquiry and scientific achievement for the students of the client's class were to increase in the experimental group, which demonstrated a statistically significant difference. Given the above results, the instruction consulting applied with the PIE model for novice teachers, who desire to raise the success rate of the experiment for students in the electromagnet unit of the elementary science class, helped the teachers to teach the students.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.507-518
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• 2004

The purpose of this study was to develop and validate an instrument for analysing secondary school science laboratory classroom. Three classroom of novice teachers were observed and administered Dana's (2001) situated laboratory activity instrument. Dana's situated laboratory activity instrument consists of eight categories. Each category includes four levels. Three doctoral students and two science education specialists participated in modification of the through 15 science education graduate students. To achieve reliability, the researcher and two raters observed and analyzed three videotaped classrooms through discussion. The finalized instrument was employed in four novice teacher' classes and result indicated the instrument to be useful in identifying the inquiry level of a secondary laboratory classroom. The inquiry level of four novice teachers was confirmation or observation.

• Journal of the Korean earth science society
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• v.42 no.5
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• pp.588-603
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• 2021

This study details a researcher's self-study journey in advancing from a computational thinking (CT) novice to an expert. The researcher went through a four-stage process, with a preliminary literature review preceding the four stages. From the literature review, the computational thinking analysis (CT_AT) tool was developed for use in stage one to analyze science, technology, engineering, art, and mathematic (STEAM) modules. Although no discernable patterns were found in analyzing the five science and five engineering-based modules, the analysis revealed which CT practices were missing or weakly exposed. In stage two activities were suggested to promote these missing or weakly exposed practices. Stage three required the researcher to develop his own STEAM module from the viewpoint of exposing students to CT. The fourth stage was to validate the CT_AT through interviews with pre-service and in-service teachers. These interviews led to changes in the CT_AT tool and, as a result, the researcher produced a guidebook that could be used by teachers in their own CT studies. This guidebook can be used by teachers to develop and become competent in CT skills.