• School Mathematics
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• v.4 no.3
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• pp.331-346
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• 2002

This study has two purposes. One is to know that it is Possible to use portfolio in the elementary math class. The other is to make a useful method for using portfolio. We got the following conclusion through the study. Portfolio gave students an opportunity that they could review their mathematical thinking. But it couldn't work very well for the low-level students. They didn't pay attention to the class. So, careful prepa-ration and training were necessary for the portfolio material. And the portfolio material must be prepared by appropriate contents. Teacher had to do math class by considering students ability. The math class could be much better for motivation, teaching-learning activity impro-vement and communication tool by using portfolio material. There are several imple-mentation processes in preparation, execution and utilization of the class. 1) Preparation: Teacher must decide if it is appropriate for portfolio by analyzing the course and textbook and set a final goal. And then teacher has to select an appropriate item and make a schedule for the class. The portfolio material must contain valuable things from which students learn mathematics and use in their life. The student level, utilization purpose and contents are considered when one prepares portfolio material. 2) Execution: Students are supposed to understand about the portfolio very well. It is important for them to get the opportunity for reviewing through math class diary, their opinion, friends opinion and teachers opinion. 3) Utilization: Parents review ameliorates the communication among teacher, student and parents about learning activity.

• The Journal of the Korea Contents Association
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• v.11 no.1
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• pp.448-457
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• 2011

In this study, the teaching material has been developed based on Polya's Problem Solving Techniques for preparing Korea Information Olympiad qualification and studying principle of computer. the basis of discrete mathematics and data structures were selected as the content of textbooks for students to learn computer programming principles. After the developed textbooks were applied to elementary school students of Science Gifted Education Center of J University, the result of study proves that textbook helps improve problem-solving ability using the testing tool restructured sample questions from previous test. We need guidebook and training course for teachers and realistic conditions for teaching the principles of computer.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.13 no.2
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• pp.165-170
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• 2013

This paper proposes a method of simplification for robot simulation creation using functional concise script. General robotics simulation authoring tools require professional knowledge regarding development language and their APIs, and these prerequisites are considered as a big obstacle in implementing robotics simulation. In order to resolve these problems, we developed an authoring tool using functional concise script in building simulation environment, and this concise script composes of simplified service commands and minimum options. In experiment, we educated students and teachers in High school to use this authoring tool and we verified that the proposed method makes it possible to build robotics simulation environment and control simulated robots through one-day training course for the novices.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.159-169
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• 1994

The purpose of this study was to establish the goals of Science Pedagogy as a subject curriculum. This study is served as the criterion for syllabus of teacher's university which instruct the preservice science teachers. To perform this study, by a premise of Science Pedagogy, the domains and the categories of science eduactional goals ware pursued by review of literature. In this study, the sources to establish science educational goals are national educational ideology, nature of science, interests and cognitive levels of children, and social demands. According to these sources, the domains of science educational goals are as follows; 1.cognitive domain 2.inquiry process domain 3.manual skills domain 4.creativiry domain 5.science attitude domain 6.S-T-S domain These six domains are essential to school science educational achievement. Therefore, these domains are surely reflected in the course of science preservice teacher's training. On the base of these domains of science educational goals, 1 general goal and 10 specific objectives of Science Pedagogy are proposed.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.25 no.2
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• pp.77-95
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• 2014

The purpose of this study is to analyze ego state types of teacher librarians by using egogram of the Transactional Analysis. It is the ideal ego state types for teachers that NP (Nurturing Parent), A (Adult) and FC (Free Child) are much higher than CP (Critical Parent) and AC (Adapted Child). But the teacher librarians are under higher CP and AC rather than A and FC. It means that the teacher librarians consider their values and belief as right things. Also it seams that they have not a conciliatory attitude but a hardened attitude that emphasize rules and standards. These ego state may be obstacle to their instructors role under the constructivist learning environment highlighting self directed learning of students. So, in the training course for the teacher librarians, informational and educational service course and development programs of education contents and instructional materials should be reinforced in order to strengthen their teaching competence and partnerships.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.514-525
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• 2005

The most important factor in providing education to gifted students as well as to students in general are the teachers themselves. However, at present in Korea, most of the teachers in charge of education for the gifted are educated by in-service training programs only for a short period of time. It is doubtful whether the teachers, who have taught ordinary students in general, can teach gifted students effectively only after completing such a short course. This research investigated the relationship between the teachers' beliefs about educating the gifted and the teachers' classroom practices in a Science Academy through case studies. The guiding questions for this study are as follows: First, what beliefs do the participating teachers have about education for the gifted? Second, how are the participants' beliefs reflected in their classroom practices? Of the five participants, two are physics teachers, two are biology teachers, and one is an earth science teacher. I observed and videotaped four classroom practices for each participant and conducted an in-depth interview with each participant. Further data were collected through e-mails with the participants. All data were carefully transcribed and analyzed. The results are as follows: Beliefs about education for the gifted do not exist independently, and form a belief system connecting with beliefs about teaching and learning, and subject matter. And the belief systems of participants can be divided into "student-centered," "teacher-centered," and "conflict chaos." In the classes of the participants who have "student-centered" belief system, students' questions or opinions played an important role and the participation structure in the classroom was determined by the students. On the contrary, participants who have "teacher-centered" belief system focused on teaching contents as much as possible in their classes. These teachers played a heavy role and formed a participation structure where students depended on their teacher's intellectual authority and therefore participated in their class passively. A participant who have "conflict chaos" belief did not form a firm belief system yet, and traditional beliefs about teaching and learning were reflected a lot in her classes. The research results imply teachers' beliefs play an important role in classroom practices and beliefs about teaching and learning and subject matter as well as beliefs about education for the gifted are important factors for teachers who guide gifted students. Additionally, I make some suggestions for the improvement of teacher education for the gifted.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1017-1030
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• 2010

In this study, an enriched in-service program for teaching scientific creativity was developed and implemented using the scientific creativity activities developed by Park, Park, & Lee (2008). In this program, science teachers performed scientific creativity activities by themselves and practiced the development of actual teaching materials. As a result, science teachers mentioned that they could achieve their goals by learning about various actual teaching materials and teaching strategies for gifted education. They also mentioned that the in-service program was interesting, had appropriate levels of learning difficulty, and that they would apply the teaching programs and teaching strategies to actual gifted education. Observing teachers' actual learning processes during the in-service training course, it was found that they actually participated in the in-service program for a long time intensively and could improve conceptual understanding in depth, but it was necessary to long-term creative thinking practice for being beyond the level of students' creative activities. Finally, from the analysis of teaching materials developed by teachers at the final step of the in-service program, it was found which aspects were developed well or were unsatisfactory, therefore, these findings could be applied for more improved in-service programs.

• 대한공업교육학회지
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• v.32 no.1
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• pp.55-72
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• 2007

The purpose of this study is to improve specialized high school of electrical field-to-work transition by a SWOT Analysis. The subject analyzed the curricula of 12 special highschool and surveyed 192 vocational teachers of them. In this study, a SWOT matrix was filled to improve transition from electric special high school to work, and the results was gotten as follows: First, the government should offer the military service special case for students of electric special high school, strengthen the course of CEO for the school master, and make the system to expand job training. Second, the provincial office of education should aid a functional training with a administrative ability and financial support, offer a list of industry visiting teachers to specialized high school, and promote a modification of the department according to a growth industry of the area. Third, each school should present a school education goal agreed with the purpose of specialized department and intensify the counselling of job selection and the application of the approved textbook.

• Journal of Korean Library and Information Science Society
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• v.51 no.4
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• pp.1-24
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• 2020

The purpose of this study is to explore the process of forming practical knowledge about library-based instruction of low-experienced teacher librarians. The study conducted interviews with six teacher librarians with less than three years of teaching experience. The analysis of the data collected focused on the teachers' self-knowledge and instructional knowledge, which are in the areas of practical knowledge. The results of the analysis of the study are as follows. First, the self-knowledge of teacher librarians was a teacher with leadership, who led students and teachers to reading education and information literacy instruction. Second, the self-knowledge of teacher librarians was most concretely formed in the process of pre-service teacher training, and the reflection on the teacher's image was taking place in the school field. Third, the knowledge of the instructional knowledge for library-based instruction was focused on library collaborative instruction, and various teaching methods were being learned and applied in school field. Fourth, there was a difference in the instructional knowledge of library-based instruction among teacher librarians. Through this study, it is suggested that the teacher training course and educational practicum activities should be changed by reflecting the contents of the actual school field, and the analysis of library-based instruction should be continued.

• 대한공업교육학회지
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• v.34 no.1
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• pp.155-170
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• 2009

This study aims at examining text contents and its writing directions and analyzing their validity to develop text books of "invention and problem solving", which will be used for advanced courses of specialized high school of invention and patents. To develop text book contents and writing direction, literature research and professional association meetings were performed and to verify validity on developed text book contents and writing direction, survey research was performed. The subjects of survey research to verify validity consist of seventy five teachers who participated in the training course for invention leaders hosted by International Intellectual Property Training Institute (IIPTI) of Korean Intellectual Property Office (KIPO). To examine validity on text writing directions, each area of the text, themes, and modules, questionnaires that consist of multiple choice questions, and open questions that participants can describe their opinions were developed. Text book writing plans are included in the questionnaires to help the understanding on text book contents. The conclusions drawn from results of validity analysis are as follows: First, each theme and modules of 'invention and problem solving' were properly developed for common text books for the advance course of specialized high school of invention and patents. Second, as for the text book writing direction of 'invention and problem solving', text books emphasize research ability and creative thinking. They were developed to help increase critical thinking, logical thinking and problem solving ability.