• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.239-254
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• 2001

The in-depth learning course newly established in the 7th National Curriculum of Science is for students who have mastered regular subject matters on a science topic and want to learn it more deeply or by different ways. Individual learners have their own unique intellectual properties. The study examined the effects of in-depth science learning using multiple intelligence activities on the science inquiry abilities and interests of elementary school children. This study involved two fifth-grade science classes in Busan. Each class was assigned to comparison and experimental group. The science topics covered during the period of the study were Units of Matter and Earth. After studying each regular content formulated by the National Curriculum, the students of comparison group experienced traditional practices of in-depth science, whereas those of experimental one performed the Multiple Intelligence(MI) activities related to the content. Students of both groups were pre- and posttested using the inventories of Science Inquiry Ability and Science Interest. Also, after instruction on the topics, students were interviewed to collect more information related to their loaming. The results are as follows. First, the science inquiry abilities of children were increased by using activities based on MI during the in-depth science teaming. Two inquiry processes, that is, the Prediction which is regarded as one of the basic process skills in science and the Generalization regarded as one of integrated process skills showed statistically significant differences between the groups, although the differences of other skills not significant but more improvements in experimental group than comparison one. Second, the in-depth science loaming through MI contributed to the increasing of interests of the children in science. The scores on Science Interest measured in pretest and posttest with the two groups showed st statistically significant difference. For interest in science instruction, children of experimental group showed high level of interest for the various MI activities, and, although the comparison groups' level of the interest was low, they revealed that they want to experience the MI activities in future instruction of science. Interviews with the children randomly selected from the experimental group when they completed the in-depth programs showed that most of them had much interest in MI activities. Especially, they attributed significant meanings to the experiences of teaming with their friends and doing activities that they want to do. These findings have important implications about usefulness of MI in science instruction. The results also highlight the need for science teachers to provide a variety of experiences and to create environments which encourage the children to use MI to learn a science topic.

• Journal of The Korean Association of Information Education
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• v.21 no.1
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• pp.115-126
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• 2017

This study provided digital literacy concept, core area and class achievement connected computational thinking in order to reestablish digital literacy keeping pace with trend change. Main study's contents analyzed digital literacy concept and changing trend of digital technologies, provided characters of information subject matter education. Implications from these analyses is that necessary digital literacy is to support software education, contents being connected computational thinking and contents being necessary. And we committed Delphi investigation to 16 information education expert on total 67 achievements based on these previous studies. Survey results totally surpassed CVR criterion of digital literacy called information life and then readjusting parts of achievements through panel discussions because of partially being lower than Validity criterion. Finally achievements of Information Life came into existence 5 items for 1st, 2nd of elementary school level(ESL), 13 items for 3rd, 4th of ESL, 23 items for 5th, 6th of ESL, 16 items for middle school Level.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.429-440
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• 2017

This study investigated the influence of paired think-aloud problem solving on interactions among the pedagogical content knowledge (PCK) components considered in the processes of making written test items by pre-service chemistry teachers. The processes of making written test items using paired think-aloud problem solving in four small groups consisting of two pre-service chemistry teachers were recorded and transcribed. The analysis of the results revealed that the 'assessment in science education' of the five PCK components, regardless of the roles (solver or listener), was most frequently used in making written test items. 'Subject matter knowledge' and 'students' were also frequently used although less than the previous component. However, 'curriculum for science education' and 'instructional strategies and instruction for science education' was a little used. In the aspects of integration, the integrations between two or three components of various types were frequently found. The integrations among four or five components were also slightly found. However, the integrations of 'curriculum for science education' with the other components were less frequently found. The integrations of 'instructional strategies and instruction for science education' with other components were hardly found. The usefulness, limitations, and effective use of paired think-aloud problem solving as a strategy improving competency to make written test items and the PCK of pre-service teachers were discussed on the basis of the results.

• Journal of Christian Education in Korea
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• v.63
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• pp.183-219
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• 2020

The purpose of this study is to find out what their professionalism is and how their expertise grows among Christian alternative school teachers. Professionalism refers to the broad expertise such as specific knowledge, skills, and attitudes needed for a particular profession. The teacher expertise is also closely related to the life cycle of a teacher. The present study collected and analyzed the data using a mixed research method that combined a survey and interview. The survey, which involved 276 Christian alternative school teachers, asked about the current teacher's interest, the importance and retention of each element of professionalism, and, in addition, the level of external efforts and help in developing professionalism. The in-depth interview was conducted on 7 Christian alternative school teachers and identified the meaning of teacher professionalism, teacher quality and competencies, and environment for the professional growth. The results reveal that the professionalism recognized by Christian alternative school teachers is rather complex. It includes communication and relationship, calling and identity in addition to the curriculum and instruction expertise that reconstructs the curriculum from a Christian perspective. It is further found that teachers' decision to respond to the calling, subsequent continuous self-development, the teacher community that embodies such calling and efforts, and the school environment where autonomy and responsibility coexist, are equally important for their professional growth. Thus, in order to promote the professionalism of Christian alternative school teachers more effectively in the future, it would be necessary to provide programs that take the teacher's whole life cycle into account and are also directed to teachers themselves rather than to institutions. Considering the emphasis on the expertise in communication and relations, pre-service teacher education should focus not only on developing subject matter expertise, but also fostering communication and relational skills with students and other school community members.

• Journal of Korean Home Economics Education Association
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• v.18 no.1 s.39
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• pp.77-93
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• 2006

As our current society is increasingly demanding a Home Economics Education curriculum that projects the recent changes around us, in this study we hope to present which fundamental materials would be needed in Home Economics Education to satisfy the needs of learners in schools and to Provide actual practice and information crucial to live in the future society. A reform of the present Home Economics regime is needed, and as a result of critical analysis on the subject we found that it did not portray the plurality of family relations and cultures owing to the sudden changes in society, nor did it present an active curriculum that could be applied to the changes in social environments. This was partly because of the matter of establishing a proper academic identity of Home Economics Education, the matter of specializing curriculums and general methods of applying them, the academic conservatism in the field of Home Economics, and ineffectiveness of teacher reeducation as well as a lack of leadership on the part of administrative departments. The objective and content structure of Home Economics Education should be reformed to adjust to the current society by taking an approach focused on family and the consumer. In the family part, curriculums should include the formations of various family structures and home cultures to portray a more open concept of family, which should promote gender equality in matters of child upbringing and housework. From a humanitive perspective, Home Education should he dealing with the mediation and decision-making of individuals caught between social advancement and household functions. their communication skills in choosing and deciding, and furthermore their participation in their living communities which may present more material basis of critical scientific philosophies to be discussed in class. Additional themes such as sustainable consumption for earth environment and resource preservation and ways of application to rebuild our diminishing society must also be included in the education curriculum. We should look to find a more integrated approach to Home Economics Education rather than the present field based and specialized regime.

• Journal of Christian Education in Korea
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• v.66
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• pp.75-112
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• 2021

This study is purposed to prepare students in theological universities so that they contribute to their faith community as well as the broader social community in future through developing a practical course model for education of character formation. Facing the challenge of a high-tech revolution being progressed globally in this period, theological seminaries as the Christian-affiliated institute of higher education see the necessity to nurture their learners' competency of holistic personality comprehending cognitive, affective, behavioral, and more spiritual maturity as well as specialty in each subject matter. The holistic character capability of seminarians is closely related not only to their own self-realization, but also social community's well-being. This research had the following content and results. Chapter 1 brought up a subject to educational needs of the holistic character formation in the theological seminaries to meet the rapidly changing times. Chapter 2 considered the importance of character formation in the curriculum of the universities and theological seminaries in the times of high-tech revolution through the literature reviews related to. Chapter 3 clarified the elements of character education to be placed emphasis on theological seminaries and established the way of course planning. Chapter 4, using a course of Christian social education for illustration, described in order the whole process of course planning comprehending the need of planning, description of course concept, establishment and definition of learning outcomes, organization of learning experience(course content), teaching-learning activities, evaluation of learning outcome, and course improvement, which was visualized with the chart of the process of course design. Also, it provided a practical illustration of the conceptual map, an outline of content and an organization of units, and scope-sequence chart. Finally, chapter 5 gave an syllabus example in an integrative and digestive form as the course plan to be distributed to the students, which is the final result produced through the whole process of course planning. This research is intended not to present a overall curriculum planning of the university-level in the theological seminaries, but to develop a course-level curriculum focused on the formation of character. The author hope that this study would be used as a guideline in developing a course model to nurture the capability of the learners' holistic character.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.519-531
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• 2004

In recent years, there has been an increased emphasis on performance assessment to evaluate students' abilities. Our nation has introduced a change in testing and assessment. Additional work on the efficacy, reliability, and comparability in order to develop the performance assessment item has been needed in the enforcement of the 7th National Science Curriculum. Also, criteria for professional and technical standards has been needed to be developed. The purpose of this study was to draw out various key concepts and to develop achievement standards, assessment standards and performance assessment items based on the 7th National Science Curriculum on the subject matter of reproduction(chapter 13) and biological accumulation(chapter 17). And also, this study examined the validity of completed performance assessment items based on classical test theory and polytomous item response theory. Twelve key concepts in chapter 13(reproduction) and four from chapter 17(biological accumulation) were abstracted. Twenty-six achievement standards in chapter 13(reproduction), and nine in chapter 17(biological accumulation) were developed. The achievement standards were determined in terms of knowledge(K), process skill(P) and attitude(A). Twenty-five assessment standards in chapter 13(reproduction) and nine in chapter 17(biological accumulation) were developed. Based on the developed achievement standards and assessment standards, twenty-two performance assessment items(seventeen open-ended questions, three essays, and two portfolios) with concrete grading criteria were developed. Eight open-ended items were applied to 240 10th graders to evaluate reliabilities of the test which consisted of four items per each chapter. The results would be suggested that the applied items were valid for performance assessment because item difficulties and item discriminations were proper. There was not much differences in item discrimination between interpretation from classical test theory and that from polytomous item response theory. However, there were some differences in item difficulties between the interpretations of two theories because the characteristics of examinees were reflected in classical test theory.

• Journal of the Korean Geographical Society
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• v.42 no.3 s.120
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• pp.453-467
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• 2007

This study has shown that geography teachers need the professionalism in a Teaching and learning aspect. Together with the transition of epistemology and the operation of the Subject Matter-based curriculum, etc the demand for professionalism of teachers is much higher than ever. But the less discussion about what the professionalism of geography teachers based on subject traits and its components are has been mentioned. Especially the previous studies related with geography teachers usually distinguished the contents from the methods in the geography teaching in a dichotomy and tried to apply to a class model in the theoretical aspects, so they $didn't^{\circ}{\varnothing}t$ present the enough measures to improve the professionalism of geography teachers in the synthetic aspects. In this study, after I found the components of professionalism required to geography teachers in a teaching and learning, I tried to present measures to improve the professionalism of geography leathers in the macroscopic aspects. The geography teacher should be a teacher to design a region as a process than a result, and a teacher as a reflective practitioner than a technical practitioner. The improvement of professionalism should be achieved through the process of cooperation with an educational reflection in the individual aspects.

• Communications of Mathematical Education
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• v.27 no.1
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• pp.39-62
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• 2013

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, according to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of knowledge obtaining, instructional planning, instructional implementation, and instructional reflection. In this study, 1st and 2nd pilot studies was accomplished for revising evaluation standards and as a result, the procedure for implementing mathematics teaching using evaluation standards was changed to evaluate teachers own teaching using the standards focused on instructional reflection and according to the degree of satisfaction on reflecting their own teaching, standards on knowledge obtaining, instructional planning, instructional implementation would be utilized. Teacher survey is accomplished two times, by the subject of seven teachers. According ot the result of the first teacher questionnaire which was consisted of the essay type of questions on the degree of understanding the content of standards, the evaluation standards were revised. According ot the result of the second teacher questionnaire which was consisted of the essay type of questions on the application of standards, the evaluation standards were revised finally and the way of how to use the standards efficiently was suggested.

• Journal of the Korean earth science society
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• v.36 no.3
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• pp.258-279
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• 2015

The purpose of this study was to analyze the change of secondary earth science teachers' knowledge about the currents of the East Sea through drawing of a schematic map of oceanic currents. For this purpose, thirty two earth science teachers participated in the six-hour long training of learning and practice related to ocean current schematic map. The teacher participants performed drawing of the ocean current schematic map of the East Sea in three different phases, i.e.; pre-, post-, and delayed-post phase. In addition, all the maps conducted by participants were converted to digitalized image data. Detailed analysis were performed to investigate participating teachers' knowledge about the currents of the East Sea. Findings are as follows: First, the teacher participants have background knowledge about the ocean current map, but it reveals an incorrect knowledge about some concepts. Second, after teacher training, teachers' knowledge increased about the East Sea's currents, while a decrease was found in the differences between individual teachers' knowledge. This pattern was more evident in the delayed-post phase of drawing than in the post-phase occurred immediately after training. Third, the teacher participants were strongly aware of the need to improve the ocean current schematic map of the East Sea in science textbook in terms of scientific knowledge. In addition, they showed a high level of satisfaction about teacher training because they perceived that it was meaningful in various aspects; recognizing the importance of content knowledge and conjunction with instructional strategies, the needs of secondary science curriculum, and recognition of the nature of scientific knowledge. The results imply that teachers' subject matter knowledge plays a significant role to make science teaching effective.