• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.545-564
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• 2009

TPACK (Technological Pedagogical Content Knowledge) adds the technological knowledge to PCK (Shulman 1986), completing the combination of three kinds of knowledge, i.e. teacher's content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). In this study, I seek to design methodological ways to improve TPACK for preservice mathematics teachers by developing and analyzing team project-based classes with technology in a class of the first semester 2009 in a teacher's college in Seoul, South Korea. The goal of the team project is to design classes to teach mathematics with technology by selecting technology tools suitable for specific mathematical concepts or mathematics sections. In the early stage of the class in the college, the confidence levels among the preservice mathematics teachers were relatively low but increased in the final stage their mathematics teaching efficacy up to from 3.88 to 4.50. Also, the pre service mathematics teachers answered the team project was helpful or very helpful in developing TPACK; this result proves that lectures with technology which based on team project are excellent tools for the teacher to design classes with technology confidently. Considering the teacher's TPACK is one of the abilities to achieve the goals required in the information technology era, the preservice mathematics teachers are asked to plan and develop the lectures with technology, rather than just taught to know how to use technology tools or adapt to specific cases. Finally, we see that national-wide discussion and research are necessary to prepare customized standards and implementable plans for TPACK in South Korea.

• Journal of Life Science
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• v.23 no.1
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• pp.116-124
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• 2013

The aim was to examine resistance exercise-related genes after 8 weeks of resistance training. Thirty-two male Sprague-Dawley rats were divided into four groups: 4 weeks sedentary (4 wks CON, n=8), 8 weeks sedentary (8 wks CON, n=8), 4 weeks exercise training (4 wks REG, n=8), and 8 weeks exercise training (8 wks REG, n=8). The rats were trained to climb a 1-m vertical incline (85-degree), with weights secured to their tails. They climbed 10 times, 3 days per week, for 8 consecutive weeks. Skeletal muscle was taken from the flexor halucis longus after the exercise training. After separating the total RNA, large-scale gene expression was investigated by beadarray (Illumina RatRef-12 Expression BeadChip) analysis, and qPCR was used to inspect the beadarray data and to analyze the RNA quantitatively. The detection p-value for the genes was p<0.01, the M-value {M=$log_2$(condition)-$log_2$(reference)} was >1.0, and the DiffScore was >20. In total, the expression of 30 genes significantly increased 4 weeks after the exercise training, and the expression of six genes decreased. At 8 weeks, the expression of five genes significantly increased and that of 12 decreased. Several genes are potentially involved in resistance exercise and muscle hypertrophy, including 1) regulation of cell growth (IGFBP1, PLA2G2A, OKL38); 2) myogenesis (CSRP3); 3) tissue regeneration and muscle development (MUSTN1, MYBPH); 4) hypertrophy (CYR61, ATF3, NR4A3); and 5) glucose metabolism (G6PC, PCK1). These results may help to explain previously reported physiological changes of the skeletal muscle and suggest new avenues for further investigation.

• Communications of Mathematical Education
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• v.30 no.1
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• pp.101-120
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• 2016

The purposes of the study were to analyze pre-service mathematics teachers' MKT and to examine the perceptions of MKT to find implications for the improvement of pre-service mathematics teacher education program in the aspect of teachers' content knowledge. Twenty-six pre-service mathematics teachers participated in the survey to examine the perceptions of MKT and they also finished two MKT tasks which focused on a specific area of middle school geometry. According to the survey results, the participants thought that they have enough knowledge in all categories of MKT except KCT-2 and they appreciated the importance of MKT education in pre-service mathematics teacher education program. However, the participants showed difficulties in MKT task items which required SCK, KCS, KCT, especially, the proportions of those who showed appropriate knowledge on the items required SCK and KCT was less than 50%. These results show disagreement between the perceptions of pre-service mathematics teachers' MKT and practice of MKT.

• Journal of Elementary Mathematics Education in Korea
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• v.12 no.1
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• pp.1-25
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• 2008

The purpose of this study was to identify pre-service teachers' Pedagogical Content Knowledge (PCK) about decimal calculation. A written questionnaire was developed dealing with decimal calculation. A total of 152 pre-service teachers from 3 universities were selected for this study; they had taken an elementary mathematics teaching method course and had no teaching experience. The results were as follows: First, with regard to the method of decimal calculation, most pre-service teachers were familiar with algorithms introduced in the textbook. But with regard to the meaning of decimal calculations, they had difficulties in understanding decimal multiplication or decimal division with decimal number. Second, pre-service teachers recognized reasons of errors as well as errors patterns that student might make. But this recognition was limited mainly to errors related to natural number calculation. Third, pre-service teachers frequently commented about decimals algorithms, picture models, the meanings of decimal calculations, and connections to natural number calculations. Many of them represented the meanings of decimal calculations through picture models as to help students' understanding, while they just mentioned algorithms or treated decimal calculation as natural number calculations with decimal point.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.19-30
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• 2016

This study examined pre-service teachers' pedagogical content knowledge of fraction division in a context where they were asked to write a story problem for a symbolic expression illustrating a whole number divided by a proper fraction. Problem-posing is an important instructional strategy with the potential to create meaningful contexts for learning mathematical concepts, especially when real-world applications are intended. In this study, story problems written by 135 elementary pre-service teachers were analyzed with respect to mathematical correctness. error types, and division models. Patterns and tendencies in elementary pre-service teachers' knowledge of fraction division were identified. Implicaitons for teaching and teacher education are discussed.

• Journal of the Korean School Mathematics Society
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• v.21 no.1
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• pp.63-89
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• 2018

In this study, the researcher developed a course integrated mathematical problem posing activities in order to enhance pre-service mathematics teachers' ability to carry out problem posing activities in mathematics classroom, and examined the changes of pre-service mathematics teachers' perceptions about problem posing through the course. The problem posing course developed in this study consisted of three stages: education on the theories regarding problem posing; activities with problem posing; development and implementation of problem posing tasks. According to the results of the questionnaires, interviews, and class journals data analysis, the problem posing experiences provided in this study were very effective in improving pre-service mathematics teachers' understanding of the problem posing strategies and the benefit of problem posing activities to student learning. Particularly, the experience in various problem posing activities and the implementation experience of problem posing provided in the course played a key role in the improvement of pre-service mathematics teachers' understanding of problem posing and PCK.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.77-96
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• 2022

This study investigated how collaborative reflection between novice secondary science teachers promoted the development of teaching professionalism. We intentionally selected research participants who shared sufficient rapport. Data were collected by videotaping the classes taught by participants, pre-talk, post-interviews and nine collaborative reflection processes. All data were transcribed and analyzed. Results indicated that all three teachers showed changes in teaching practice. Minyoung's practice involved a teacher-led lecture, but through collaborative reflection, she could create a learning environment to enhance students' power and ownership in her class. Emphasizing academic rigor, Soyoung used to teach content outside the scope of the curriculum, but through collaborative reflection, she became more considerate of students' understanding. Finally, in Jiyeon's classes inquiry activities and theoretical explanations were separated from each other. However, she repeated her efforts to improve her class after collaborative reflection, allowing students to construct explanations through activities. In this study, three factors that promoted the development of teachers' pedagogical content knowledge through collaborative reflection were identified. First, the different teaching orientations of the three teachers who participated in this study, promoted sharing of opinions through collaborative reflection. Second, reflection based on teaching practice enabled practical feedback on the class, which enhanced the development of teachers' pedagogical content knowledge. Third, the equal status and formation of rapport between the three teachers created an environment for productive reflection. These results suggest that future teacher education programs should target communities that can promote collaborative reflection based on teachers' teaching practice.

• BMB Reports
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• v.32 no.4
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• pp.339-344
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• 1999

We studied the effects of ginsenosides in immature rats based upon the previous results that ginseng has a suppressive or anticonvulsive activity. To examine the suppressive effect of ginsenosides on kainic acid-induced seizures, the severities and frequencies were observed for 4 h after injection of kainic acid (KA; i.p., 2 mg/kg b.w.) using 10-day-old male Sprague-Dawley rats ($22{\pm}2\;g$). Protopanaxadiol saponins such as ginsenoside-Rb1 (Rb1), ginsenoside-Rb2 (Rb2), ginsenoside-Rc (Rc), and ginsenoside-Rd(Rd) generally reduced the seizure activities while protopanaxatriol saponins such as ginsenoside-Rg1 (Rg1) and ginsenoside-Re (Re) rather increased stereotypic "paddling-like" movements. When vinyl-GABA (v-G) was injected together with Rb1 or Rc, KA-induced seizure severities were additionally reduced only by the injection of Rc, but not by Rb1. The level of gamma isozyme of protein kinase C (PKC-${\gamma}$) in the hippocampus increased about three times as much as that of normal rats at 4 h after KA injection. The increased level of PCK-${\gamma}$ by KA was significantly reduced to about 35% by the coinjection with v-G alone, but it was not changed by v-G together with Rb1 or Rc. The increased level of PKC-${\gamma}$ at 4 h after injection of KA was not consistent with the reduction of seizure severities between Rb1 and Rc. These results suggest that Rc and Rb1 may reduce seizure severity independent of PKC-${\gamma}$ levels, and Rc may additionally act with v-G regarding the GABA metabolism during the stage of KA-induced seizures in the immature rats.

• Journal of the Korean association of regional geographers
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• v.17 no.4
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• pp.459-476
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• 2011

This research aims to figure out the impact of different reflective thinking methods on pre-service geography teachers' teaching knowledge. Four pre-service teachers in the same level were selected through the first simulated instruction, Then, different reflective methods were given them to carry out the reflection. Afterwards, they carried out their second simulated instruction. The change of average score of pre-service teachers was analyzed through the peer reviews and Paired samples T-test. The results are as follows. First, when the first peer review score were compared with second peer review, average score of all pre-service teachers improved. But, pre-service teachers who got cooperative reflection with a specialist had the widest variation in the increase level of average score comparing to those without reflection or reflective journal writing. Second, reflective journal writing through self-reflection led to their reflective thinking, but it did not induce them to reflective practice. Finally, pre-service teacher who got cooperative reflection with experienced teachers got the significant improvement in PCK through the T-test. In particular, it had significant statistical value in instruction section and understanding of students section. It demonstrates that the contextual section could be improved by self-reflection or repetitive class practices, while instruction section and understanding of students section needed consulting by assistants.

• 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.