• Title/Summary/Keyword: Preservice Teachers

Search Result 330, Processing Time 0.028 seconds

Development of the Artificial Intelligence Literacy Education Program for Preservice Secondary Teachers (예비 중등교사를 위한 인공지능 리터러시 교육 프로그램 개발)

  • Bong Seok Jang
    • Journal of Practical Engineering Education
    • /
    • v.16 no.1_spc
    • /
    • pp.65-70
    • /
    • 2024
  • As the interest in AI education grows, researchers have made efforts to implement AI education programs. However, research targeting pre-service teachers has been limited thus far. Therefore, this study was conducted to develop an AI literacy education program for preservice secondary teachers. The research results revealed that the weekly topics included the definition and applications of AI, analysis of intelligent agents, the importance of data, understanding machine learning, hands-on exercises on prediction and classification, hands-on exercises on clustering and classification, hands-on exercises on unstructured data, understanding deep learning, application of deep learning algorithms, fairness, transparency, accountability, safety, and social integration. Through this research, it is hoped that AI literacy education programs for preservice teachers will be expanded. In the future, it is anticipated that follow-up studies will be conducted to implement relevant education in teacher training institutions and analyze its effectiveness.

Case Study: A Preservice Teacher's Belief Changes Represented as Constructivist Profile

  • Kwak, Young-Sun
    • Journal of The Korean Association For Science Education
    • /
    • v.21 no.5
    • /
    • pp.795-821
    • /
    • 2001
  • This Qualitative study investigated a preservice teacher's developing views of learning with the influence of constructivist epistemology taught in the Math, Science, and Technology Education (MSAT) Master of Education (M. Ed.) preservice teacher education program. The MSAT teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching, as revealed by faculty interview data. It is important at this point to emphasize that there are significant epistemological and ontological differences between different versions of educational constructivism (i.e., individual, radical, and social constructivism) and that these differences imply different pedagogical practices. For the 16 preservice teachers included in a larger study, the epistemological and ontological characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to construct a constructivist profile for each preservice teacher's views of learning (i.e., a profile containing ontological beliefs, epistemological commitments, and pedagogical beliefs). Of the sixteen participants in the larger study, five significantly changed ontological and epistemological beliefs and eleven did not. Profile changes for the five who did change also resulted in changes in their conceptions of science teaching and learning (CSTL). In this article, one of the five teachers case was presented with rich quotes. This case study documents how a preservice teacher transferred his ontological and epistemological beliefs to his pedagogical beliefs and maintained the consistency between his philosophical beliefs and CSTL. It also demonstrated implications that changes in components for an educational constructivist profile have for a preservice teacher's view of himself as teacher. Data indicated the possibility that a constructivist-oriented preservice teacher education program can influence students' conceptions of science teaching and learning by explicitly introducing constructivism as an epistemology rather than as a specific method of instruction. Implications for both instructional practices of teacher education programmes and research are discussed.

  • PDF

Preservice Teachers' Beliefs about Integrating Artificial Intelligence in Mathematics Education: A Scale Development Study

  • Sunghwan Hwang
    • Research in Mathematical Education
    • /
    • v.26 no.4
    • /
    • pp.333-349
    • /
    • 2023
  • Recently, AI has become a crucial tool in mathematics education due to advances in machine learning and deep learning. Considering the importance of AI, examining teachers' beliefs about AI in mathematics education (AIME) is crucial, as these beliefs affect their instruction and student learning experiences. The present study developed a scale to measure preservice teachers' (PST) beliefs about AIME through factor analysis and rigorous reliability and validity analyses. The study analyzed 202 PST's data and developed a scale comprising three factors and 11 items. The first factor gauges PSTs' beliefs regarding their roles in using AI for mathematics education (4 items), the second factor assesses PSTs' beliefs about using AI for mathematics teaching (3 items), and the third factor explores PSTs' beliefs about AI for mathematics learning (4 items). Moreover, the outcomes of confirmatory factor analysis affirm that the three-factor model outperforms other models (a one-factor or a two-factor model). These findings are in line with previous scales examining mathematics teacher beliefs, reinforcing the notion that such beliefs are multifaceted and developed through diverse experiences. Descriptive analysis reveals that overall PSTs exhibit positive beliefs about AIME. However, they show relatively lower levels of beliefs about their roles in using AI for mathematics education. Practical and theoretical implications are discussed.

Observation and analysis of elementary mathematics classroom discourse (초등 수학 수업의 이해를 위한 관찰과 분석)

  • 이경화
    • School Mathematics
    • /
    • v.4 no.3
    • /
    • pp.435-461
    • /
    • 2002
  • In this paper I attempt to survey on the theories of observation and analysis of mathematics classroom discourse. In order to discuss applicability of the theories I look at preservice teachers' observation of mathe-matics classroom and teachers' conception of mathematics lesson. In examining reports from preservice teachers' I identify how they understand mathematics lesson and how the theories can enhance their understanding. Not surprisingly, there are lots of obstacles for teachers to practice mathe-matics educational theories. 1 find some features of their efforts or attempts to overcome the obstacles in an attempt to gain insights into alternative ways of concep-tualizing the methods of observation and analysis through the interview and the discussion with teachers.

  • PDF

An analysis of preservice mathematics teachers' reading of curriculum materials: Focused on conditional probability (예비 수학교사들의 교육과정 자료 해석: 조건부확률을 중심으로)

  • Ku, Nayoung;Tak, Byungjoo;Choi, Inyong;Kang, Hyun-Young
    • The Mathematical Education
    • /
    • v.58 no.3
    • /
    • pp.347-365
    • /
    • 2019
  • It is important to pay attention to how teachers recognize and use curriculum materials in order to link written curriculum and enacted curriculum. In this study, 90 preservice mathematics teachers were surveyed to identify their perspective and reading of curriculum materials. Especially, we focused on the curriculum documents, textbooks, and teachers' guidebooks containing the concept of conditional probability which is addressed in highschool mathematics curriculum. The various misconceptions of conditional probability were reported in the many researches, and there are multiple methods to introduce conditional probability in mathematics classes. As a result, curriculum materials have some limits to be used as they are and considered to be reconstructable by participants, but their curriculum reading were mainly classified to be descriptive and evaluative, not to be interpretive. However, unlike curriculum documents, textbooks and teachers' guidebooks were partially interpreted by participants using their knowledge of conditional probability. The purpose of this study is to investigate the profession of mathematics teachers in terms of curriculum implementation. We expect that this study will provide a basic framework for analyzing mathematics teachers' works and suggest some implications for the professional development of mathematics teachers.

Relationship between Preservice Science Teachers' Relativist Epistemology and their Pedagogical Beliefs (예비 과학교사들의 상대주의 인식론과 과학 교수·학습관 사이의 관련성)

  • Kwak, Young-Sun
    • Journal of the Korean earth science society
    • /
    • v.23 no.3
    • /
    • pp.221-233
    • /
    • 2002
  • This study investigated preservice science teachers' understandings of philosophical foundations(i.e., ontological and epistemological beliefs) underlying constructivist notions of learning. The teacher education program these subjects participated in explicitly addressed philosophical notions consistent with different views of constructivism. For these preservice science teachers, the program provided them with the opportunity to reflect upon the implications that their ontological and epistemological commitments had for their role as a science teacher. Data from four in-depth interviews were used to explore changes in each preservice science teacher's ontological beliefs, epistemological commitments, and pedagogical preferences. Results indicated that ontological beliefs and epistemological commitments were not necessarily consistent with conceptions of science teaching and learning for these preservice teachers. While some students internalized idealist and relativist perspectives, they did not integrate these relativist epistemological views into their preferred instructional practices. Also, regarding the fallible and tentative nature of knowledge, data in this study indicated that participants' epistemological beliefs about scientific Knowledge did influence how they were thinking about their roles as science teachers. Implications for teacher education programs and research on preservice science teacher's philosophical beliefs are discussed.

Theoretical Investigation on Molecular Diffusion and Conceptual Change of Preservice Teachers by Inquiry Experiment (분자확산에 대한 이론적 고찰과 탐구실험을 통한 예비교사의 개념변화)

  • Seong, Suk-Kyoung;Baek, Jong-Ho;Jeong, Dea-Hong
    • Journal of The Korean Association For Science Education
    • /
    • v.30 no.1
    • /
    • pp.80-93
    • /
    • 2010
  • The scope of this study is: (1) to review or summarize the theoretical explanations of diffusion; (2) to investigate the preservice teachers' understanding of diffusion utilizing the inquiry experiment of diffusion that was developed in this study. The data was collected through questionnaires given to 41 preservice teachers in 3 universities and interviews with 20 subjects from this population, who conducted the inquiry experiment. During the experiment, the data was collected from the students' reports and 3 small groups' audio/video recordings. To understand preservice teachers' conceptions, reports, audio/video recordings, questionnaires and interviews were analyzed and discussed with co-workers. The results follow: (1) The differences between effusion and diffusion as well as equal-pressure experiment and equal-flux one on diffusion were discussed; (2) Most preservice teachers understood effusion and diffusion connected to Graham's law of diffusion by rote and have misconceptions about the diffusion process; (3) They observed two kinds of diffusion experiments (equal-pressure and equal-flux) by inquiry experiment, but the majority of them failed to find conceptual differences between these experiments. After the inquiry experiment, about 40% of the samples modified their conceptions about diffusion.

A Conception Analysis on Reproduction and Inheritance of Elementary Preservice Teachers (예비초등교사들의 생식 및 유전에 관한 개념 분석)

  • Hong Seung-Ho
    • Journal of Korean Elementary Science Education
    • /
    • v.24 no.4
    • /
    • pp.351-359
    • /
    • 2005
  • The aims of this research are to analyze elementary preservice teacher's conception and causes of their misconceptions on biological reproduction and inheritance. In future, it would be also to provide useful data for the effective teaching-teaming method in the elementary school as well as opportunities to correct their misconceptions, which help elementary preservice teachers have the appropriate scientific conceptions. Thirty kinds of test questions were designed in science curriculum for elementary students and biology textbook for university students in order to develop reproduction and inheritance's concepts. The questionnaire was given to 166 junior students of university of education in a local city. All statistical analysis was performed using SPSS version 10.0 program. The major results are as follows: Among 30 test questions, 2 questions in plants, 5 questions in animals and 2 questions in gene were appeared as misconceptions over $50\%$. The major reason to hold the misconceptions was influenced by 'learning up to now' category. The selection reasons of response were significantly different between scientific conceptions and misconceptions in 10 questions by analysis of variance. The gender also showed statistically significant differences between scientific conception and misconception in 3 questions by $\chi^2$ test. The selection reasons according to gender were significantly different between male and female students in 5 questions. For the reasons in forming misconceptions, they may cause by stereotype, conscious priority, differences of experiences, interest or attention, lack of professional Knowledge, and so on. Therefore, it was concluded that this research may help elementary preservice teachers to reconsider their conception for reproduction and inheritance and to be successful in science instructions fur elementary students.

  • PDF

Preservice Elementary Teacher Mental Models about Astronomical Phenomena: Seasons and Moon Phases (천문 현상들을 설명하는 예비초등 교사들의 정신모형의 구조: 계절과 달의 위상변화)

  • Oh, Jun-Young;Kim, Yoo-Shin
    • Journal of The Korean Association For Science Education
    • /
    • v.26 no.1
    • /
    • pp.68-87
    • /
    • 2006
  • The aim of this study was to understand the components that influence the mental models of preservice elementary teachers on the astronomical phenomena of seasons of the year and lunar phases of the month. For this, participants were selected from a university of education. Data was collected from a paper-pencil test and individual interviews with the participants. The results of this study showed that the preservice teachers had apparent synthetic mental models, and that the 'Distance Theory' and 'Occlusion Theory' had the greatest effect on their mental models. Furthermore, it was found that preservice elementary teachers' initial mental models of 'astronomical phenomenon' had their origin in personal belief sets (specific theory) related to 'astronomical phenomenon'. It was on these belief sets that they interpreted their observations and cultural information with the constraints of a naive framework of physics. The structures and possible sources for overcoming these synthetic mental models were also discussed in this paper. Lastly, implications for preservice elementary teacher education were presented.