• The Mathematical Education
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• v.59 no.1
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• pp.63-80
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• 2020

This study analyzed 3,114 articles published in KCI journals and 1,636 articles published in SSCI journals from 2000 to 2019 in order to compare domestic and international research trends of mathematics education using a topic modeling method. Results indicated that there were 16 similar research topics in domestic and international mathematics education journals: algebra/algebraic thinking, fraction, function/representation, statistics, geometry, problem-solving, model/modeling, proof, achievement effect/difference, affective factor, preservice teacher, teaching practice, textbook/curriculum, task analysis, assessment, and theory. Also, there were 7 distinct research topics in domestic and international mathematics education journals. Topics such as affective/cognitive domain and research trends, mathematics concept, class activity, number/operation, creativity/STEAM, proportional reasoning, and college/technology were identified from the domestic journals, whereas discourse/interaction, professional development, identity/equity, child thinking, semiotics/embodied cognition, intervention effect, and design/technology were the topics identified from the international journals. The topic related to preservice teacher was the most frequently addressed topic in both domestic and international research. The topic related to in-service teachers' professional development was the second most popular topic in international research, whereas it was not identified in domestic research. Domestic research in mathematics education tended to pay attention to the topics concerned with the mathematical competency, but it focused more on problem-solving and creativity/STEAM than other mathematical competencies. Rather, international research highlighted the topic related to equity and social justice.

• Journal of the Korean earth science society
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• v.31 no.4
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• pp.378-391
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• 2010

The purpose of this study was to investigate the graph interpretation ability and perception of high school students and preservice secondary teachers in Earth science. We developed two different instruments; one was a graph interpretation ability inventory that consists of 9 graph types with 18 items, and the other one is two questionnaires to explore the participants' perception about Earth science-related graph. The results of this study are as follows: High school students and preservice secondary teachers demonstrated their remarkable ability in interpreting a line graph, but showed their limited ability with the graph of overlapped and directional change, which means the graph interpretation ability was affected by a graph type; two groups participated in this study revealed a considerable difference in the graph interpretation ability depending on the grade level; preservice teachers were superior to high school students in discriminating two graphs, the representation method, which are different with the same topic; and many participants in both groups considered that the property of Earth science graph was considerably different from that of other science subjects, especially in directional change graph, scatter graph, contour map, and domain graph. The results suggest that the effective graph instruction strategies be developed in Earth science learning.

• The Mathematical Education
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• v.55 no.4
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• pp.397-416
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• 2016

This study analyzed the quality of mathematics classes with observations using the instrument, MQI(Mathematical Quality of Instruction). Class recordings and interviews were conducted on 2 pre-service teachers and 4 in-service teachers. This study recorded and analyzed 3 or 4 classes for each mathematics teacher by using revised MQI. There were a total of 8 raters: 2 or 3 raters analyzed each class. MQI has four dimensions: Richness of the Mathematics, Working with Students and Mathematic, Errors and Imprecision, Student Participation in Meaning-Making and Reasoning. In the dimension of 'Richness of Mathematics', all teachers had good scores of 'explanations of teacher' but had lower scores of 'linking and connections', 'multiple procedures or solution methods' and 'developing mathematical generalizations.' In the dimension of 'Working with Students and Mathematics', two in-service teachers who have worked and having more experience had higher scores than others. In the dimension of 'Errors and Imprecision', all teachers had high scores. In the dimension of 'Student Participation in Meaning-Making and Reasoning', two pre-service teachers had contrast and also two in-service teachers who hadn't worked not long had contrast. Implications were deducted from finding to improving quality of mathematics classes.

• Asia Pacific Journal of Corpus Research
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• v.4 no.2
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• pp.75-87
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• 2023

This paper presents a revised version of the vocabulary analyzer for self-reflection (VACSR), called VACSR v.2.0. The initial version of the VACSR automatically analyzes the occurrences and the level of vocabulary items in the transcribed texts, indicating the frequency, the unused vocabulary items, and those not belonging to either scale. However, it overlooked words with multiple parts of speech due to their identical headword representations. It also needed to provide more explanatory result tables from different corpora. VACSR v.2.0 overcomes the limitations of its predecessor. First, unlike VACSR v.1, VACSR v.2.0 distinguishes words that are different parts of speech by syntactic parsing using Stanza, an open-source Python library. It enables the categorization of the same lexical items with multiple parts of speech. Second, VACSR v.2.0 overcomes the limited clarity of VACSR v.1 by providing precise result output tables. The updated software compares the occurrence of vocabulary items included in classroom corpora for each level of the Common European Framework of Reference-Japan (CEFR-J) wordlist. A pilot study utilizing VACSR v.2.0 showed that, after converting two English classes taught by a preservice English teacher into corpora, the headwords used mostly corresponded to CEFR-J level A1. In practice, VACSR v.2.0 will promote users' reflection on their vocabulary usage and can be applied to teacher training.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.76-90
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• 2022

In this study, after applying the argument structure class design program for 20 preservice earth science teachers, we conducted individual in-depth interviews, analyzed the data, and derived a scientific argumentation PCK development model. The scientific argumentation PCK development model consists of three dimensions: Scientific argumentation PCK, PCK ecosystem, and reflective practice. Scientific argumentation PCK is demonstrated in the process of designing or executing classes using argumentation structures as an instructional reasoning tool. PCK ecosystem, consisting of the existing conventional PCK components, is a dimension surrounding the scientific argumentation PCK, and these two dimensions develop by interacting with each other. Reflective practice regulates each dimension and develops it in various ways by mediating the two dimensions of the scientific argumentation PCK and the PCK ecosystem. The conclusions drawn based on the results are as follows: First, preservice science teachers can demonstrate scientific argumentation PCK in the process of design and implementation of lessons using argumentation structures as a pedagogical reasoning tool. Second, it is necessary to develop the PCK for pedagogical reasoning tools such as scientific argumentation PCK in advance for the development of science teachers' PCK, since the scientific argumentation PCK can develop various components of the PCK ecosystem. Finally, it is necessary to use scientific argumentation PCK to support the preservice teacher's reflective practice, seeing that the scientific argumentation PCK promotes the development of PCK ecosystem components by inducing reflective practice.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.12
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• pp.177-185
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• 2017

In order to succeed in gifted education, it is necessary to educate teachers with professional skills and qualities that meet the psychological characteristics of gifted students and satisfy their educational desires. The purpose of this study is to explore the characteristics of the science/mathematics gifted students the preservice teachers who participated in the service learning in the hothousing center annexed to the university, and the direction in which the Korean hothousing should proceed. For this, the service learning was conducted in the hothousing institution targeting three students attending A education college for 12 weeks. As a result of study, the gifted children showed the outstanding cognitive, affective, and creative natures which were expressed positively or negatively according to the situation. The study participants recognized the teachers had a duty to admit the distinctive nature of the individual gifted children and to provide the specially contrived education for them for the qualitative improvement of the Korean hothousing. Simultaneously they thought the gifted children should be regarded as ordinary children before the gifted persons and treated as the children. The necessity for preservice teachers to take the hothousing lectures requisitely and provide the learning chance focusing on the practical contents beyond the hothousing teacher training was brought forward in order to develop the systematic hothousing curriculum.

• Journal of the Korean earth science society
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• v.35 no.4
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• pp.277-289
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• 2014

The purpose of this study was to analyze the questions of earth science knowledge presented in elementary science textbooks. In group activities, The questions were created by preservice elementary teachers assuming that they were teaching the earth science knowledge in science education classes at university of education. Types, frequencies, and sources of the cognitive background knowledge of the questions were analyzed. The results demonstrated the followings. First, types, concentrations, and sources of the cognitive background knowledge of the questions were different depending on the domains of earth science. Specifically, in astronomy domain, the frequencies and concentrations of the questions showed different trends compared with other domains in its individual lessons. It suggests that instructional strategies that reflected the difference found in each lessons be appropriately designed and used. Second, it was found that 'schools' was the most dominant sources of the cognitive background. 'Friends' were also found to be very important sources, thus promoting students' interaction with their peers would become an important strategy in science teaching. It was also found that mass media such as 'internet' and 'TV' were roughly rated the same as 'schools' which illustrated that mass media could be utilized in science instruction. Third, since types, concentrations, and frequencies of the questions were diverse in the lessons of units, it is suggested that diverse instruction strategies also be taken into account as an educational approach in teaching the subjects in teacher education.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.225-237
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• 2017

In this study, we investigated the characteristics of the individual processes of pre-service chemistry teachers in making written test items. For this, we analyzed the think-aloud processes of eight pre-service chemistry teachers while making six written test items about gas laws and their in-depth interview scripts. The characteristics of the processes were found to be divided into six categories; the lack of systemicity in planning stage for making written test items, the lack of awareness and consideration for the interrelationship between instruction and assessment, the diverse criteria in determining test item types, the difficulties in judging behavioral domains and difficulties of items in the table of specification, the limitation in using teacher's guides and misunderstanding of teacher's guides, and the limitation in point and/or content of review and differences depending on the time of review. These can provide some significant guidelines and implications in finding ways to improve pre-service chemistry teachers' ability to make written test items.

• Education of Primary School Mathematics
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• v.20 no.2
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• pp.153-162
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• 2017

This study examined elementary pre-service teachers' (PSTs') perceived preparedness of high-leverage practices (HLPs) in mathematics teaching. Eighty-one elementary PSTs who enrolled in four sections of an elementary mathematics methods course at a Midwestern University in the United States participated in a survey that inquired their self-reported confidence and competence levels on HLPs. This study specifically investigated the comparison between PSTs' perceptions of HLPs and the mathematics teacher educators' expectations. Findings show several glaring differences between the PSTs' perceptions and experts' perceptions in regards to the complexity of some HLPs. This study suggests that initial teacher training programs should include more specific investment in PSTs' insights into details of each teaching practice in mathematics by deliberate decompositions.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.437-451
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• 2010

The purpose of this study was to analyse beginning science teachers' PCK. For the purpose of this study, two beginning science teachers were chosen in public middle school. Qualitative data were collected through classroom observation recording, semi-structured interviews, and other document data. Data were analysed using the constant comparative method. The results indicated that the two beginning science teachers' PCK had little differences; both have insufficient knowledge of science curriculum and assessment, and their PCK had quite differences in the instructional strategies and the orientations toward teaching science. Though they were aware of students' various levels, their common teaching method focused on delivery of science text knowledge for poor understanding about student. In conclusion, the two beginning teachers' PCK were still similar with preservice teachers. To develop beginning teachers' PCK, it needs to change the paradigm of pre-service teachers education program and to expand in-service teachers training and supporting program.