• English Language & Literature Teaching
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• v.17 no.3
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• pp.255-272
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• 2011

As the demand of English education is increasing, the demand for Native English speaking teachers (NEST) is rising, especially in Asian countries. However, due to the low number of NEST, the Korean government is suggesting that Filipino Women be used as English teachers as an alternative. This study aims to answer three questions: (1) are Filipino women in Korea qualified to teach English based on the error analysis of their written essays? (2) what are the linguistic features found in their diagnostic essays? and (3) is their written English better than Korean college students' written English based on the comparison of the two groups? The findings from the Filipino participants show the most frequently occurring errors are related to punctuation usage (commas and hyphens), vocabulary (word choice), verb usage, redundancy, and even as basic as capitalization usage. The results from the comparison of the two groups show that the percentage of the Filipino participants' written error was 14% while the percentage of the Korean participants was 17%. The findings would give us some ideas on the qualification of Filipino women in Korea as English teachers.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.145-156
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• 2000

Elementary school teachers' understandings about buoyancy were investigated through the questionnaire method. The questionnaire was composed of 4 questions on hydraulic pressure and 8 questions on buoyancy. The questions on buoyancy asked about the correlation of buoyancy with following basic concepts, density of liquid, volume of submerged object and so forth. 295 teachers on the 22 elementary schools in Busan, Yangsan and Gimhae were selected through random sampling method. The results of this study were summarized as follows: On the correlation of the magnitude and direction of hydraulic pressure with the depth of water, a large portion of the respondents had a scientific conception. But on the correlation of hydraulic pressure with density, the relatively small portion of them appeared to have a scientific conception. The respondents, on the whole, had a scientific conception about the correlation of buoyancy with density of liquid. But they seemed to have naive conceptions about the correlation of buoyancy with the volume of a submerged object and with the depth of water, the amount of water in container and the reduced amount of water by the object from container. We found that the respondents were context dependent and tended to search for solutions for the questions of buoyancy using the concept of pressure in the water. From above results, we suggested that in the would-be revised elementary science text book, the contents of pressure in the water should be introduced after the concept of weight in the water was gained.

• The Journal of Korean Association of Computer Education
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• v.21 no.4
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• pp.29-37
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• 2018

In this paper, questions from the last three years' appointment examinations for secondary teachers for informatics computer subjects are classified in a way to fit thirteen basic mandatory courses, for which the composition of scores and the number of questions tested were examined. Of these thirteen basic mandatory courses, questions from six basic mandatory courses with high frequency of assessment were analyzed on their score composition based on the evaluation area. In addition, questions testing knowledge in C language were analyzed separately. The results show scores for the curriculum content subjects ranged from 0% to 17.1%, and the ratio of questions tested from curriculum content subjects 0% to 15.8%. In addition, questions from three courses showed a large deviation in scores for each year. Second, the score composition based on the evaluation area showed a large discrepancy, ranging from 0% to 52.0%. Lastly, the questions tested on the C language exhibited high score on average at 33%. Based on the results from the analysis, this study proposed plans to improve ways to evaluate test takers' aptitude.

• Journal of the Korean earth science society
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• v.40 no.1
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• pp.68-85
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• 2019

The purpose of this study was to understand science teaching experiences of elementary school teachers who taught the system thinking-based science inquiry class. The phenomenological methods were applied to analyze four elementary teachers' meaningful experiences. The four step methods of phenomenological experience research proposed by Giorgi (1985) and interview questions developed by Seidman (1998) and Schuman (1982) were used in order to collect qualitative data. The major findings of this study were as follows: First, teachers intentionally tried to ask divergent thinking questions which promoted the system thinking in classes. The teachers used divergent thinking questions to promote their students' thinking activities and to induce students' system thinking. In addition, the receptive mood created by teachers and interactive environments had a positive effect on promoting system thinking skills. Second, teachers remarked lack of teaching and learning materials and difficulties in selecting themes of their classes in order to teach the system thinking-based science inquiry class effectively. In addition, it was very difficult for teachers to evaluate the contents and processes of students' learning correctly because there were little evaluative tools and methods readily available. The findings indicated that there were some limitations in maximizing the effects of system thinking-based science inquiry instruction due to elementary students' inappropriate process skills of inquiry activities. Findings of this study revealed significant insights about elementary school teachers' experiences regarding the system thinking-based science class.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.681-691
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• 2016

In this study, we investigated pre-service secondary chemistry teachers' use of teacher's guide in planning lessons. Eleven pre-service teachers at a college of education in Seoul participated in this study. Textbooks and teacher's guide books including various teaching materials were provided. Pre-service teachers used teacher's guide while they planned two lessons, which were a lecture and an instruction using science teaching model. A semi-structured interview was conducted. All of the teaching-learning materials and interviews were analyzed. The analyses of the results revealed that most pre-service teachers followed each lesson presented in teacher's guide, but they did not consider the structure of the whole unit and science curriculum. There were some cases that the exemplary lesson planning in teacher's guide helped them to select science teaching model. They modified the questions of textbook activity in planning their lecture. On the other hand, they modified the activity to fit each stage of the model in planning their instruction using science teaching models. Most pre-service teachers constructed their own worksheets by applying the materials of the teacher's guide. They recognized the components of assessment by considering exemplary lesson planning from the teacher's guide, and created questions by modifying the content of textbooks and teacher's guide books including various teaching materials. However, the questions which they made were limited in context of knowledge. They evaluated that introductory questions were not of interest to students, and modified or added new materials. Educational implications of these findings are discussed.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.270-283
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• 2020

The purpose of the study is to investigate the perception of elementary pre-service teachers about convergence program after conducting 'Making shadow book using my creative story' activity. The program consists elementary pre-service teachers to creat their own stories and using them to make a "shadow book." The program was conducted on 52 elementary pre-service teachers for eight weeks. After the end of the program, they were examined for their perception of the convergence program with the Likert scale questions and essay questions. The analysis results of the Likert scale questions showed that they scored very high on the objectives, contents and methods of the program, and the satisfaction, necessity and willingness to re-participate were also high. In addition, the analysis results based on keywords of essay questions about how the program operates, and its advantages and improvements made it possible to categorize them into instructional content, convergence education, teaching competency, thinking ability, psychology, and emotional experience. Through this study, we could see that by experiencing the convergence program ran by cooperative professors of different majors, elementary pre-service teachers naturally recognized the meaning, importance and necessity of convergence education, understood the contents of related subjects easily, and improved teaching competency. But, they also mentioned various improvements due to the situation of non-face-to-face classes.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.425-439
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• 2009

The purpose of this study was to investigate what elementary teachers know about students' science misconceptions and how the teachers plan for and address their students' misconceptions in instruction. The sample included 61 teachers who participated in a teacher training program irrelative to science education. A questionnaire into which Gomez-Zwiep's semi-structured interview questions was transformed was used to examine the teachers' understandings of definition, origin, examples, and so on of science misconceptions, and their instructional strategies for addressing their students' misconceptions before and while instruction. The results showed that many teachers (about 60%) did not have appropriate understanding of students' misconceptions, that the majority of the teachers (about 75%) did not consider misconceptions at all before teaching science lessons, and that almost all the teachers (about 90%) did not know particular strategies specifically designed for misconceptions.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.157-175
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• 2011

The purpose of this study is to compare learners' view on Korean and native teachers of English with regard to competence of teaching skills. A total of 166 high school students attending the same high school in Korea participated in a questionnaire survey. The students were asked a series of questions about their five Korean teachers of English and three natives. The analysis of the results indicates that the learners believed Korean English teachers would be better in teaching vocabulary, grammar and reading than native English teachers. The learners answered native English teachers would be better in teaching speaking, listening, and writing. In the areas of the accuracy of classroom language, the level of teacher-centeredness, and the amount of cultural information given in a classroom, there were no significant differences in the learners' responses between Korea and native teacher of English. By recognizing the differences of the learners' views on two different types of ELT teachers, we suggest that it would be beneficial for learners if we would utilize their views in designing and administrating a team-teaching program.

• The Journal of the Korea Contents Association
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• v.16 no.8
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• pp.568-579
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• 2016

This study tried to design survey questions to inquire continuity in the English curriculum between elementary and middle school by integrating English teachers' opinions. To achieve this goal, the authors designed three-step development procedure. First, to set fundamental structure of the research, the researchers elicited main keywords by adopting Keyword Extraction toward precedent studies. Next, implemented a survey to 102 English teachers and analyzed their quantitative and qualitative responses. Among them, 22 teachers were selected as interviewee. Based on the results drawn from the pilot survey and the interview, this study suggested a survey, containing 40 questions designed to examine seven factors and 3 open-ended questions, to be utilized in researching cognition of continuity of the English curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.103-121
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• 2010

The University of Education trains the teachers who are experts in the education and expects them to achieve the purpose of the education in the field. The goal of this study is to apprehend the characteristics of the belief and the faith of the elementary teacher and of the university student who are preliminary elementary teachers, about the mathematics and the mathematical teaching and learning and also to figure out what differences those belief and faith shows as the year goes by. In order to find the characteristics of the belief and faith, we have set up three research-problems and have found the answers of that by analyzing the replies of several multiple choice questions and essay questions we have invested for. We also have collected several information through the interviews and inspection. As a result, we have analyzed and charted the outcome of the statistical analysis of the answers about each questions and have discussed the remarkable features of those results which showed significant changes in the belief of elementary teachers about the mathematics and mathematical teaching & learning after taking the courses of "Life & Mathematics".