• The Journal of the Convergence on Culture Technology
• /
• v.10 no.1
• /
• pp.121-128
• /
• 2024

With the recent rise in the use of AI-based online translation tools, interest in their methods and effects on education has grown. This study involved 30 prospective elementary school teachers who completed an English writing task using an AI-based online translation tool. The study focused on assessing the impact of these tools on English writing skills and their practical applications. It examined the usability, educational value, and the advantages and disadvantages of the AI translation tool. Through data collected via writing tests, surveys, and interviews, the study revealed that the use of translation tools positively affects English writing skills. From the learners' perspective, these tools were perceived to provide support and convenience for learning. However, there was also recognition of the need for educational strategies to effectively use these tools, alongside concerns about methods to enhance the completeness or accuracy of translations and the potential for over-reliance on the tools. The study concluded that for effective utilization of translation tools, the implementation of educational strategies and the role of the teacher are crucial.

• Journal of Korean Elementary Science Education
• /
• v.27 no.4
• /
• pp.371-384
• /
• 2008

The purposes of this study were to investigate perspective teachers' conceptions of liquid-state and get implications for the direction of science curriculum or professional development. The instrument was composed of seven questions focusing on aspects of liquid-state phenomena. The results showed that the participants have various alternative concepts about liquid-state. The problem revealed in almost every question was their macroscopic explanations for the phenomena. In addition, it appeared that the participants seemed to understand phenomena in terminology level, but they didn't know basic reasons or fundamental concepts about the phenomena. It is required to change the curriculum or instructional methods in secondary school and teacher education programs to anchor the scientific concepts on molecular or microscopic level.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2017.01a
• /
• pp.261-262
• /
• 2017

테크놀로지의 발전에 따라 중요성이 커지고 있는 테크놀로지 교수 내용 지식(TPACK)의 중요성이 커지고 있다. TPACK 관련연구는 TPACK을 향상시키기 위한 연구뿐만 아니라 테크놀로지의 범위를 확장하기 위한 연구도 이루어지고 있다. 선행 연구에서는 테크놀로지에 프로그래밍을 도입하였을 때, 기존의 테크놀로지보다 효과적으로 교육을 할 수 있다는 것을 확인하였다. 이에 따라 프로그래밍 기반 TPACK을 예비 교사에게 효과적으로 가르치기 위한 방안이 필요하다. 따라서 본 연구에서는 예비 교사의 프로그래밍 기반 TPACK을 향상시키기 위하여, 설계 기반 학습을 기반으로 Programming TPACK-DBL 교육 모델을 개발하였다. 후속 연구로써 개발한 교육 모델을 기반으로 한 교육 프로그램의 개발 및 적용이 요구된다.

• Research in Mathematical Education
• /
• v.18 no.1
• /
• pp.55-74
• /
• 2014

This study examined the potential teaching strategies of prospective elementary teachers and their perceptions of the procedural/conceptual nature of examples. Fifty-four prospective teachers participated in this study, engaging in two-phase tasks. Analysis of data indicated that: (a) Overall, the participants' perceptions were geared toward putting emphasis on conceptual understanding rather than procedural understanding; but (b) Generally, procedure-oriented strategies were more frequently incorporated in participants' potential teaching plans. This implied that participants' preconceived ideas regarding math examples were not always reliable indicators of their potential teaching strategies. Implications and suggestions for mathematics teacher preparation are discussed.

• The Mathematical Education
• /
• v.46 no.4
• /
• pp.465-482
• /
• 2007

The purpose of this study was to explore how pre-service elementary school teachers participate in a course specifically designed to help them learn how to analyze instruction in terms of the levels of cognitive demand of mathematical tasks. This paper describes what prospective teachers learned while reading the cases of "implementing standards-based mathematics instruction", analyzing all tasks of one unit in one elementary mathematics textbook, observing master teachers' mathematics instruction as well as their colleagues during the practicum period, and developing their own cases on the basis of the design and implementation of instruction focused on mathematical tasks. This paper includes various reflections of the prospective teachers.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2023.01a
• /
• pp.229-231
• /
• 2023

테크놀로지의 발달에 따라 수업에서 테크놀로지의 도입이 증가하고 있다. 테크놀로지는 학교 현장에 도입되어서, 교수-학습 형태의 변화와 교육 환경의 혁신을 이끌고 있다. 이에 따라 수업에서 테크놀로지 중요성은 더욱 증가하였으며, 예비 교사의 교육 모델에서 테크놀로지 지식을 함양하기 위한 노력이 이어졌다. 이에 따라 Mishra and Koehler(2006)의 TPACK 모델을 활용한 교육이 활발하게 이루어지고 있다. 본 연구에서는 TPACK 모델을 활용하여 예비 교사의 인공지능 융합 수업 전문성을 함양하기 위한 교육 모델을 개발하였다. 개발한 교육 모델은 브레인스토밍, 협력, 탐색(TPACK, AI, 교육과정, 교육적 맥락, 수업 사례), 수업 설계, 마이크로티칭, 수업 비평, 수업 성찰을 포함하였다. 본 연구에서 개발한 인공지능 융합 TPACK 교육 모델을 바탕으로 예비 교사의 인공지능 융합 수업 전문성 변화를 분석하는 후속 연구가 필요하다.

• Journal of The Korean Association For Science Education
• /
• v.38 no.1
• /
• pp.87-96
• /
• 2018

In this study, the trend of research and practice of science education for students with special educational needs was discussed in consideration of the aim of science education. Since the 1980s 'science for all' has been suggested as an important goal of science education and it has been pursued in the National Curriculum of Korea with differentiated teaching and learning approach. The meaning of 'science for all' should be expanded to science education for all students including minorities. However, comparing to 'normal' students, there have been relatively little researches and practices for those who need special educational supports as to meet their special talents or as to meet their special mental or physical challenges. Especially, the efforts for handicapped students or students with special educational needs (SEN) have been deficient in comparison to that of talented or gifted students. In this study the authors introduced the history and procedures of a 'Science Fair of Hope' with SEN students as an example of practice of science education for all, and then described the change among pre-service science teachers' attitudes towards disability and inclusive education, so as to discuss the practice and significance of science education for all students including SEN students.

• Journal of The Korean Association of Information Education
• /
• v.25 no.3
• /
• pp.459-469
• /
• 2021

In this paper, a case study of basic data science practice education for field teachers and pre-service teachers was studied. In this paper, for basic data science education, spreadsheet software was used as a data collection and analysis tool. After that, we trained on statistics for data processing, predictive hypothesis, and predictive model verification. In addition, an educational case for collecting and processing thousands of public big data and verifying the population prediction hypothesis and prediction model was proposed. A 34-hour, 17-week curriculum using a spreadsheet tool was presented with the contents of such basic education in data science. As a tool for data collection, processing, and analysis, unlike Python, spreadsheets do not have the burden of learning program- ming languages and data structures, and have the advantage of visually learning theories of processing and anal- ysis of qualitative and quantitative data. As a result of this educational case study, three predictive hypothesis test cases were presented and analyzed. First, quantitative public data were collected to verify the hypothesis of predicting the difference in the mean value for each group of the population. Second, by collecting qualitative public data, the hypothesis of predicting the association within the qualitative data of the population was verified. Third, by collecting quantitative public data, the regression prediction model was verified according to the hypothesis of correlation prediction within the quantitative data of the population. And through the satisfaction analysis of pre-service and field teachers, the effectiveness of this education case in data science education was analyzed.

• Journal of The Korean Association For Science Education
• /
• v.40 no.3
• /
• pp.307-320
• /
• 2020

This study explores how the positioning of two pre-service science teachers (PSTs) is reflected in their different epistemic understandings of inquiry-based lessons. We collected the PSTs' products during their design and enactment of an inquiry-based lesson and recorded their practices in the enacted lesson. Interviews were recorded and transcribed for analysis. The results indicate that one PST, Dohyung was positioned as a subject of evaluation throughout the course and the other, Jinwoo, was positioned as a preservice teacher and a subject of evaluation. Their positions were reflected in their epistemic understandings of inquiry-based lessons, which were developed when designing these lessons. During lesson design, both PSTs showed a shared understanding; they explained inquiry-based lessons as students setting and evaluating hypotheses under teachers' guidance. However, as they faced unexpected situations during lesson enactment, they developed different epistemic understandings. To receive a good grade, Dohyung showed a strong preference for anticipating situations that could occur in class and planning responses to them. He understood inquiry-based lessons as ones in which students conduct experiments to produce results expected by the teacher. On the other hand, Jinwoo emphasized the reasoning process based on students' prior knowledge and explained inquiry-based lessons as ones in which students construct new knowledge through a scientific reasoning process based on their knowledge. The findings of this study will contribute to developing strategies to support PSTs' development of their epistemic understandings of knowledge construction in inquiry-based lessons.

• Education of Primary School Mathematics
• /
• v.19 no.3
• /
• pp.211-222
• /
• 2016

This article examines K-8 pre-service teachers' (PSTs) engagement in lesson plan modification using the eight Mathematics Teaching Practices (MTPs) in Principles to Actions, the most recent landmark publication of framework by National Council of Teachers of Mathematics (NCTM) in the U.S. The activity consisted of four phases that involved the analysis and modification of an existing lesson plan. Fifty-seven PSTs participated in the activity throughout the semester, and data from each phase was analyzed using the inductive content analysis approach. PSTs' initial conceptions of lesson planning reflected little on teaching practices (i.e., the MTPs) with more emphasis placed on the form - rather than function - of lesson elements. With the opportunity to interpret MTPs and analyze lesson plans using MTPs as an analytical lens, PSTs demonstrated various interpretations of MTPs, made efforts to incorporate MTPs into lessons, and attended to the interwoven nature of MTPs. This article also shares the challenges, conflicts, and tensions reported by PSTs during their participation of lesson plan modification; as such, the results from this study will inform the research examining the pedagogical (im)possibilities for utilizing MTPs in mathematics teacher training programs.