• Journal for History of Mathematics
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• v.27 no.5
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• pp.347-364
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• 2014

This study aims at what is required knowledge and ability to pre-service math teachers in teacher certificate examination. First, the items are analyzed and among questions of discipline of mathematics education in the last five years are analyzed and classified. Second, an analytical framework suitable for item analysis is examined and the items are analysed by the analytical framework. Finally, helpful implications for discipline of mathematics education assessment can be drawn from this study. It is found that the discipline of mathematics education assessment has the following characteristics: 1) It assesses specific content of the assessment component; 2) It assesses a teacher's theoretical knowledge, practical knowledge and creative knowledge in terms of teaching ability; 3) There are six cognitive assessments; 4) There is an item for difficulty adjustment.

• Journal of The Korean Association For Science Education
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• v.13 no.3
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• pp.377-388
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• 1993

This research was developed to investigate the apprehension of the ideal image of science teacher and the view of science teaching profession. The samples were drawn from middle/high schools students, university students of colleges of education, science teachers of secondary schools. principals of middle schools and masters of high schools, and professors majoring in science and/or science education. Data were collected through the use of questionaires. The samples responded differently to the Questions depending on their personal needs and professional viewpoints. Very few of the students wanted to be a science teacher in the future. Even the many numbers of college students gave up becoming a science teacher. Furthermore greater portion of science teachers were not satisfied with their profession as science teaching. More findings are described in the paper.

• Research in Mathematical Education
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• v.15 no.1
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• pp.93-104
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• 2011

Sixty-four EC-6 teacher candidates were asked to elaborate on the method they used when interrupting seven mathematical pictorial models. The instrument used was research designed but modeled after a 4th grade released state tests. This study was conducted in the southern part of the United States. A panel of experts worked with the researcher to determine the most appropriate initial approach to interrupting the mathematical pictorial model. The pictorial models examined such concepts as measurement, place value and time. Since the questions were on a 4th grade level, it was expected that the teacher candidates would score 100%, however, this was not the case. The results will be given in the paper as each question is discussed. The results of the survey are being used to develop teaching modules for teacher candidates in mathematics methodology classes.

• Research in Mathematical Education
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• v.18 no.3
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• pp.209-221
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• 2014

In the last few decades there has been much interest in how mathematics can be effectively taught and learnt. The Third Wave is a unique ongoing international collaborative mathematics education research project, which aims to explore the relevant values of effective school mathematics teaching from both the teacher and student perspectives. As part of this project, this study investigates the related findings from students on the Chinese mainland. Multiple data were collected through classroom observations, focus group interviews, and written, open-ended questions. Twenty-four students from junior and senior secondary schools were invited to write down their views on an effective lesson, a good mathematics teacher, and how to do well in mathematics learning. Results showed that among the eight values determined in the study, the values of involvement, explanation, and examples were embraced by students across all grades. Students preferred teacher-led mathematics teaching. Junior secondary students placed more value on teachers' personalities, whereas senior students placed more value on teachers' teaching manners.

• KIPS Transactions on Computer and Communication Systems
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• v.12 no.10
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• pp.291-298
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• 2023

In this paper, we study whether the programming questions of the Informatics·Computer recruitment tests were suitable for selecting teachers with required programming skills. The average points of the programming questions constituted 38%(20.8 points) of the total scores for the entire curriculum based on the results from analyzing the previous questions in the past 5 years. Moreover, the distribution of points for each evaluation criteria within programming and data structure, two exam subjects which have a high proportion of programming questions, demonstrated a large deviation ranging from 0% to 47% and 0% to 53% respectively. In this study, a questionnaire survey was conducted on 31 teachers to examine if the previous programming questions were suitable for measuring teachers' competency in programming abilities required in the actual teaching experience. Computational thinking ability was ranked the highest at 58% in response to the area that needs to be evaluated in the recruitment test. In response to the relevance of previous questions, problem solving ability was ranked the highest at 2.84 on a 5-point scale, but the overall appropriateness was deemed low. C language and Python were regarded as the computer languages suitable to be tested for programming questions with each ranked 55% and 45%. The finding confirms that teachers preferred Python and the incumbent C language to others. Based on the results of the questionnaire, we recommend changes in the programming questions to improve the selection criteria.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.149-160
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• 2007

This study was conducted to investigate the relationships between the patterns of elementary school teachers' explanations and the patterns of students' questions types on scientific phenomena. for the purposes of this study, we collected questions related to scientific phenomena from 255 $3rd{\sim}6th$ students in 2 elementary schools. Classifying the students' questions collected, 20 representative questions for each type were selected. Data regarding teachers' scientific explanation from 62 teachers of 3 elementary schools were also collected. The results of the analysis of the questions for each science field show that the students in the 3rd, 4th, and 5th grades have the most questions regarding biology, and those in the 6th grade have more questions regarding earth science. Regarding question types, object exploration questions and explican exploration questions formed the majority. Moreover, the higher the students' grades, a decrease in the number of conjectural questions and an increase in the number of causal questions were observed. As a result of the analysis of the teachers' explanation, the following explanation types could be discerned; conjecture, hypothesis, prediction, teleological explanation, information given to feed exploration questions, as well as verification and information supply fer verification purposes. There were 4 kinds of relationships between question types and explanation types. One was the explanation fitting to each question type, a second was the explanation with additional content than the question required, a third was where the explanation was inappropriate to the question, and a forth was where the teacher responded that they "don't know." This study, investigating the relationships between questioning as a scientific inquiry process and explanation, will help to promote discussion regarding science classes in elementary school.

• School Mathematics
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• v.12 no.3
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• pp.425-438
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• 2010

Wide employment of open questions is one of the notable features of Korean elementary school mathematics textbooks based on the national curriculum revised in 2007. This study closely looks into mathematics textbooks and teacher's guides for third and fourth graders in the revised curriculum, and discusses the ways those open questions are being presented and the assumed premises of the presentation. It then points out some problems associated with their contents and format, such as the problems with presentation contexts, question sentence styles, question sequences, and the like. Lastly, it summarizes the research issues for further study on open questions in terms of the meaning of open questions, guidelines for teachers, and the roles of teachers and textbooks.

• Korean Journal of Occupational Health Nursing
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• v.8 no.1
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• pp.92-102
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• 1999

The purpose of this study was to investigate the correlation between spiritual wellbeing and hope, and perceived health status of teachers. Subjects for this study were 244 teachers sampled from middle schools in Kyungpuk. Data was collected from August 10, 1998 to August 30, 1998 using a self-reporting questionnaire managed by a trained interviewer. The measurement tool for spiritual wellbeing was a self-report questionnaire which consisted of 20 questions as 6 point Likert scale developed by Palautzian and Ellison(1982). The tool used do measure hope was developed based on a questionnaire consisting of 4 point Likert scale. Analysis of the data done by use of descriptive statistical methods, t-test, Pearson correlation. The result of this study are as follows : 1. The mean score for spiritual wellbeing was 82.32 and the range was 48-120. Among the components of spiritual wellbeing, the mean score for religious wellbeing was 39.23 and for existential wellbeing, 43.09. 2. The mean score for hope in the teacher group was 84.43, and in the school health teacher group, 88. 33, and this was statistically significant. 3. The response rate on good health for the perceived health status questions in the teacher group, 48.2%, and in the school health teacher group, 42.4%. 4. In testing the hypothesis concerning the relationship between spiritual wellbeing and hope, there was a strong positive correlation in both groups. In a comparison of coefficients of religious, existential wellbeing and hope, there was more stronger correlation in existential wellbeing than that in the other two. 5. In testing the hypothesis concerning the relationship between spiritual wellbeing and perceived health status, there was a weak positive correlation in both groups. 6. The mean score for spiritual wellbeing in the school health teacher group was higher than that in the teacher group and the difference was statistically significant. From the above results it can be conclude that : 1. There was strong positive correlation between spiritual wellbeing and hope. 2. There was correlation between spiritual wellbeing and perceived health status. 3. There was difference for spiritual wellbeing between the school health teacher group and the teacher group, and this was statistically significant.

• Communications of Mathematical Education
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• v.22 no.1
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• pp.41-52
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• 2008

In this paper, some factors such as the perspective of children, instructional materials(especially activities in textbooks for elementary school mathematics), and teacher's questioning styles are discussed as ones influenced on students' immersion in leaner-centered instruction. This discussion is based on the author's two implementations of the kind of two instructions. About the first theme, constructivists assert that even children who are in elementary school can have reflective abstracting ability. Teachers' asking questions with the belief differ from ones with traditional perspective of children, which is relevant the third factor. They value and respect learners' thinking outcomes, even though they are not sometimes wrong and have errors. Also, they have them opportunities to think different from others and to ask how they get their answers. To do these, they frequently ask open-ended questions, not closed. All of them is possible through the activities provided in textbooks. Some characteristics which can prompt such teacher's questions using activities in elementary mathematics textbooks are discussed.

• 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.