• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.12
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• pp.83-93
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• 2019

The purpose of this study is to suggest implications for maximizing the effectiveness and efficiency of IPP work-learning by studying the effects of the personal characteristics of trainees and firm's field teacher on trainees' employability. The following conclusions were drawn by verifying the causal relationship between factors based on a questionnaire (157 copies) distributed to 200 trainees (learning workers) of 9 universities participating in IPP work-learning training. First, in order to increase the employability of IPP trainees, it is necessary to select trainees with strong core competencies and failure tolerance by verifying individual characteristics of trainees. Secondly, companies should appoint senior staff with strong leadership and teaching capacity as corporate field teachers, and corporate field teacher training institutions should reinforce the training to improve their leadership. Third, work-learning companies should be selected as those with high social integration and absorption capacity, and those companies should try to build an organizational culture of acquiring and learning new technologies. The results of this study are expected to contribute to enhancing the effectiveness of work-learning training by establishing a training system that can systematically select trainees and participating companies and enhance the training capacity of companies and field teachers.

• 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 Chemical Society
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• v.65 no.4
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• pp.279-295
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• 2021

The purpose of this study was to investigate the effect of Character-centered instruction model on pre-service science teachers' awareness of both character education and character education in science education. First of all, pre-questionnaires about the sixteen pre-service science teachers' awareness of character education and character education in science education were asked. Through the lectures during a semester, they received an education about CoProC(Collaborative Problem-Solving for Character competence) model using Character-centered instruction model and character education. After the implementation, their changes of awareness were inspected through post-questionnaires. As a result of the study, it was revealed that general pre-service science teachers' pre-awareness of character education was mostly negative. The pre-service science teachers were more aware of character education in science classes than general character education. Even that, there seemed to be a greater tendency to think in connection with specific content and subject matter and character education rather than developing competencies due to the nature of the science subject itself. However, the experiences of the CoProC model changed their perception about character into a competent point of view, and thus influenced the change in their perception of character education. Therefore, education on character education methods for pre-service science teachers at teacher training institutions will increase their expertise in character education and help establish effective character education in school in the long term.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.291-301
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• 2023

The purpose of this study is to examine the perception of early childhood teachers on ecological art activities oriented to education for sustainable development. The research results are as follows. First, Early childhood teachers recognized the visual art of natural media, the pursuit of community values, and the participation and communication of social members as educational significance of ecological art activities. And difficulties in practicing ecological art were recognized as lack of educational environment, lack of ecological art teaching materials and specific examples, and teachers' lack of understanding of ecological art. Also, they recognized that ecological art activities foster core competencies in art experience area, such as nature-friendly communication skills, eco-friendly sensibility, and creative convergence skills. Second, regarding ecological art activities and sustainable development education, early childhood teachers considered the difficulties in practice as lack of awareness about sustainable development, lack of play meia and materials, lack of educational policies and support, and insufficient teacher training programs. Also, regarding the SDGs that can be practiced in ecological art activities, teachers were found to be highly aware of 'grow affordable and clean energy', 'improve clean water and sanitation', 'provide quality education' in the order. In the contents of education for sustainable development that can be practiced in ecological art activities, teachers are given the order of 'climate change response', 'clean energy', 'water and sanitation', 'quality education', 'health and well-being' and 'marine ecosystem'. was highly recognized. If an ecological art activity program is developed, the rate of responding that it will be used is high, so it is considered that the development of an ESD-oriented ecological art activity program is urgent.

• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.135-149
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• 2023

The purpose of this study is to develop and implement an integrated course model that centers around the subject of Home Economics Education Curriculum and Teaching Methods and its pedagogical approaches, as well as the subject of Chinese Language and Literature Curriculum and Teaching Methods and its pedagogical methods. This study aims to provide a framework to prepare pre-service teachers to effectively address a variety of educational issues in future educational settings. To achieve these objectives, the study utilizes Fogarty's connected model as a guiding framework to explore the impact of the integrated curriculum on fostering collaborative and divergent thinking among students. The findings of this research confirm that this model not only cultivates interdisciplinary competencies among course participants but also goes beyond the mere transmission of knowledge to build the capacities needed for forming an educational community, thereby increasing course satisfaction. Additionally, the study substantiates the importance of learner-centered strategies, cooperative learning, and diverse evaluation mechanisms. Such an integrated course model has the potential to revolutionize not only pre-service teacher education but also to be applicable in in-service teacher training, thus contributing to solving a broader range of educational issues.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.2
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• pp.181-193
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• 2024

Summative assessment provides information on how well students have achieved learning objectives, making the development of high-quality assessment items essential for accurate evaluation. This is one of the competencies that teachers must possess. This study aims to analyze summative assessment items created by pre-service elementary teachers, examining their intentions and the difficulties encountered in the item development process. The study involved 45 second-year students enrolled in an elementary teacher training university. They were grouped into teams of three and tasked with developing ten items, documenting the purpose of each item, the answer key, and the challenges faced during item creation. The collected summative assessment items were analyzed using a two-dimensional purpose classification table that includes Klopfer's taxonomy of educational objectives. The intentions behind the summative assessments and the difficulties faced during item development were inductively organized and analyzed through qualitative data analysis. The results revealed that pre-service elementary teachers adequately reflected scientific content elements but did not evenly cover assessment domains. The most challenging aspect for them was adjusting the difficulty level. Although they considered most factors that should be taken into account during item development, these considerations were not reflected in the actual items. These findings suggest that knowledge and experience are crucial in developing summative assessment items, and systematic lectures are necessary for pre-service elementary teachers.

• Journal of The Korean Association of Information Education
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• v.20 no.3
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• pp.235-242
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• 2016

Physical computing is utilizing principles of computing in the process of expressing one's ideas creatively and implementing them into tangible objects by combining hardware and software. Recent deployment of open source hardware and 3D printers increased the accessibility of physical computing. However, incorporating these into educational practices requires teachers' interest and competencies. This study aims to share the perceived opportunities of developing physical computing based lessons and challenges from teachers' experiences while primary teachers participated in learning fundamentals of physical computing and developing lessons. The findings of this study provide implications to the teachers who are interested in adopting physical computing into classes and in designing teacher training programs.

• Journal of the Korean earth science society
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• v.39 no.4
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• pp.388-400
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• 2018

The purpose of this study was to explore the nine components of computational thinking (CT) practices and their operational definitions from the view of science education and to develop a CT practice framework that is going to be used as a planning and assessing tool for CT practice, as it is required for students to equip with in order to become creative problem solvers in $21^{st}$ century. We employed this framework into the earlier developed STEAM programs to see how it was valid and reliable. We first reviewed theoretical articles about CT from computer science and technology education field. We then proposed 9 components of CT as defined in technology education but modified operational definitions in each component from the perspective of science education. This preliminary CTPF (computational thinking practice framework) from the viewpoint of science education consisting of 9 components including data collection, data analysis, data representation, decomposing, abstraction, algorithm and procedures, automation, simulation, and parallelization. We discussed each component with operational definition to check if those components were useful in and applicable for science programs. We employed this CTPF into two different topics of STEAM programs to see if those components were observable with operational definitions. The profile of CT components within the selected STEAM programs for this study showed one sequential spectrum covering from data collection to simulation as the grade level went higher. The first three data related CT components were dominating at elementary level, all components of CT except parallelization were found at middle school level, and finally more frequencies in every component of CT except parallelization were also found at high school level than middle school level. On the basis of the result of CT usage in STEAM programs, we included 'generalization' in CTPF of science education instead of 'parallelization' which was not found. The implication about teacher education was made based on the CTPF in terms of science education.

• The Journal of the Korea Contents Association
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• v.18 no.9
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• pp.248-259
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• 2018

The purpose of this study was to analyze the pre-service teachers' perception for education paradigm and teacher's teaching competency in the fourth industrial revolution era. For this study 53 pre-service teachers participated in the discussion instruction during one semester. The study result was to analyze the discussion reports of pre-service students using the grounded theory approach. As a result, the pre-service students responded that the school needs to change the learner-centered education and assessment method in the fourth industrial revolution era. Secondly, the result of the teachers' teaching competencies was the integrated curriculum reconstruction, information processing, empathy and understanding, creative teaching and instructional design, collaboration and communication. This study is expected to contribute to the change of education paradigm for pre-service teachers in the fourth industrial revolution era.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.203-215
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• 2009

A research problem for this study is formulated: "Is practical reasoning instruction effective on raising problem solving ability?" This study is a quasi-experimental study with independent variable of practical reasoning instruction and dependent variable of problem solving ability. Six class hours of experimental input for the 'Housing space' is implemented for an experimental group. T-test results show that practical reasoning instruction is effective on total problem solving ability whereas is not effective on 'implementing alternative action' sub-area of problem solving. This study suggests for the future studies to systematically design practical reasoning classes in consider of appropriate class times and sub-areas of problem solving. Input of an experienced teacher of practical reasoning is also recommended to generalize the results of the experimental study.