• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.67-78
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• 2009

The purpose of this study is to identify the basic scientific knowledge of in- and pre-service elementary school teachers, specific areas having insufficient knowledge and the reason for the lack of understanding. For the study, we analyzed the survey asking basic scientific knowledge to in-service elementary school teachers within an urban communities and pre-service elementary school teachers enrolling the first, the second and the third year in National University of Education. The results shows that there is the lack of understanding about scientific knowledge such as boiling points, perihelion, substances, and elements, which elementary school teachers should have exactly known. With regard to the age, an effort is required to increase scientific knowledge of the in-service teachers in 50's, compared to those in 20s' and 30s'. In the pre-service teachers, the average in the third year was significantly higher than that in the first and second year. Regarding the major background in high school, both of in- and pre-service teachers who completed the science course showed significantly higher average than those who completed the liberal arts course. In addition, regarding the major in the university, the average of the group with science and engineering major was higher than that of the group with other majors.

• Korean Journal of Human Ecology
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• v.10 no.1
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• pp.71-80
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• 2007

This study was carried out to investigate dietary habits and nutrition knowledge of teachers, who are in charge of actual education of nutrition knowledge and dietary habits for students, of the elementary schools. Five hundred male and female teachers, who attended the programs for teacher's qualification of 1st and 2nd grades and function education during summer vacations, were surveyed using of questionnaire at Jeollabuk-do Educational Training Institute. A lot of teachers have had undesirable dietary habits. The most frequently(65.4%) used sources of nutrition knowledge were mass media such as TV, radio, magazines and newspapers, About 93% of teachers recognized nutrition education for the students, and 75.6% of them answered that their dietary habits may have an influence on students' dietary habits. Or, teachers' nutrition knowledge level was found to be low in general. The improvement of dietary habits and their nutrition knowledge of the teachers are very important because their dietary habits and nutrition knowledge have an influence on formation of students' dietary habits.

• The Mathematical Education
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• v.45 no.4 s.115
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• pp.381-406
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• 2006

This work aims to investigate mathematics teachers' knowledge and belief on the high school probability and statistics. For this aim, two research questions are estabilished as follows. (1) How is mathematics teachers' knowledge on the main contents of the high school probability and statistics in the 7th mathematics curriculum? (2) What is mathematics teachers' belief on the high school probability and statistics? Survey and interviews were carried out to answer the above research questions. Subjects of the survey were 2 7mathematics teachers who were answered to questionnaire. Among them, 3 volunteers were chosen by provinces for in-depth interview. Research findings in mathematics teacher's knowledge are as follows. Firstly, mathematics teachers do not have much of mathematical knowledge on the newly added and changed contents of the high school probability and statistics in the 7th mathematics curriculum. Secondly, mathematics teachers do not change their teaching-learning method for probability and statistics. Thirdly, many teachers think that the use of technology and reconstruction of the textbooks are required in teaching and learning of the high school probability and statistics. But, they stick on their own way. Research findings in mathematics teachers' belief are as follows. Firstly, many mathematics teachers view the nature of statistics as a branch of the applied mathematics and put the value of high school probability and statistics on the practical usefulness, Secondly, many mathematics teachers think that understanding concepts and improving problem solving ability are the best method of the teaching and learning. Thirdly, many mathematics teachers think that high school probability and statistics textbooks should cause motivations and interests in order not to give up studying probability and statistics. It is expected that the above findings can be used to change teachers' teaching and learning methods and to improve teachers training program.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.297-314
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• 2018

This article aims at providing implication for teacher preparation program through interpreting pre-service teachers' knowledge by using Shulman-Fischbein framework. Shulman-Fischbein framework combines two dimensions (SMK and PCK) from Shulman with three components of mathematical knowledge (algorithmic, formal, and intuitive) from Fischbein, which results in six cells about teachers' knowledge (mathematical algorithmic-, formal-, intuitive- SMK and mathematical algorithmic-, formal-, intuitive- PCK). To accomplish the purpose, five pre-service teachers participated in this research and they performed a series of tasks that were designed to investigate their SMK and PCK with regard to students' misconception in the area of geometry. The analysis revealed that pre-service teachers had fairly strong SMK in that they could solve the problems of tasks and suggest prerequisite knowledge to solve the problems. They tended to emphasize formal aspect of mathematics, especially logic, mathematical rigor, rather than algorithmic and intuitive knowledge. When they analyzed students' misconception, pre-service teachers did not deeply consider the levels of students' thinking in that they asked 4-6 grade students to show abstract and formal thinking. When they suggested instructional strategies to correct students' misconception, pre-service teachers provided superficial answers. In order to enhance their knowledge of students, these findings imply that pre-service teachers need to be provided with opportunity to investigate students' conception and misconception.

• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.189-206
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• 2016

The purpose of this study was to analyze the mediating effect of pedagogical content knowledge of science teaching on the relations among child care teachers' burnout, science teaching anxiety, and science teaching efficacy. For this study, questionnaires were distributed to 355 teachers working at child care centers in Jollanam-do. The analysis of data was conducted with SPSS WIN 18.0. The results of this study were as follows. First, child care teachers' burnout lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' burnout on their science teaching efficacy. Second, child care teachers' science teaching anxiety lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' science teaching anxiety as an independent variable on their science teaching efficacy. These findings imply there is a need to boost pedagogical content knowledge during in-service teacher education programs.

• Korean Journal of Childcare and Education
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• v.13 no.1
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• pp.185-200
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• 2017

Objective: This study was conducted to investigate the effects of early childhood teachers' teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics on their teaching intention of mathematics. Methods: A total of 266 early child teachers in Busan participated in this study. They completed a set of question naires which consisted of questions about teaching beliefs, mathematics teaching efficacy, pedagogical content knowledge of mathematics, and the teaching intention of mathematics. The collected data were analyzed using the SPSS program. Results: First, we observed several positive correlations among the four variables. Second, we found that early childhood teachers' constructive teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics had effects on their teaching intention of mathematics. The knowledge about teaching-learning methods for mathematics among the subcategories of pedagogical content knowledge of mathematics was observed as the strongest predictor for the teachers' teaching intention. Conclusion: We need to take more interest in the pedagogical knowledge about teaching-learning methods of mathematics in teacher training courses in order to enhance teachers' teaching intention of mathematics. As a result, this will makea contribution to high quality math education for young children.

• The Korean Journal of Community Living Science
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• v.23 no.3
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• pp.357-368
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• 2012

The purpose of this study was to investigate the influence of teachers' knowledge of infant development and efficacy of child care on perception of professionalism. The participants of this study were 264 child care teachers who were in charge of infants in child care centers in Gyunggi Province. Instruments to measure teachers' knowledge of infant development, efficacy of child care and perception of professionalism as teachers were used in this study and the data were analyzed by descriptive statistics, the hierarchical regression, and the structural equation model analysis by AMOS. Based on the hierarchical regression, efficacy of child care influenced on perception of professionalism rather than knowledge of infant development. The moderation effect of efficacy of child care existed in the relationship between teachers' knowledge of infant development and perception of professionalism.

• The Mathematical Education
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• v.55 no.1
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• pp.91-106
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• 2016

The aim of this study was to analyze characteristics of teachers' knowledge about reductio ad absurdum. In order to achieve the aim, this study conducted didactical analysis about reductio ad absurdum through examining previous researches and developed a questionnaire with reference to the results of the analysis. The questionnaire was given to 34 high school teachers and qualitative methods were used to analyze the data obtained from the written responses by the participants. This study also elaborated the framework descriptors for interpreting the teachers' responses in the light of the didactical analysis and the data was elucidated in terms of this framework. The specific features of teachers' knowledge about reductio ad absurdum were categorized into five types as a result. This study raised several implications for teachers' professional development for effective mathematics instruction related to reductio ad absurdum.

• Korean Journal of Health Education and Promotion
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• v.15 no.1
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• pp.31-48
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• 1998

A study of 232 secondary school teachers was conducted to explore their knowledge, attitudes, behaviors, and interests concerning AIDS and HN infection, in order to develop in-service training program for teachers and effective teaching strategies across the curriculum for students. 1. Teachers of 12.9% reported that they had attended in-service training concerning AIDS and HIV. 2. Teachers of 75.4%, 68.2%, 73.7% offered correct answers to the knowledge section pertaining to the transmission of HN, prevention of mv infection, and HIV antibody testing. 3. Significant correlations were found among knowledge, attitudes, interests, and between interests and behaviors, related to AIDS and HIV. Teachers who had relatively more knowledge and positive attitudes related to AIDS, had an more interest in AIDS, expressed stronger intentions to care for, and took more positive attitudes toward working with and teaching AIDS patients than other teachers did.(Correlation through Factor Analysis).

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1427-1442
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• 2012

This study tracked the changes of preservice biology teachers' pedagogical knowledge along with science teaching efficacy throughout sequentially developed science methods course I and II over two consecutive semesters. Two courses, science methods course I and II, aimed these preservice teachers to discuss the notion of science teaching with teaching and learning theories, to learn science instructional models, to design lessons utilizing science instructional models, and to eventually implement microteaching. The preservice teachers were mainly engaged in cooperative instructional planning activities through science methods course I, and engaged in cooperative microteaching activities through the science methods course II. This study revealed that preservice teachers successfully developed pedagogical knowledge and science teaching efficacy after two science methods courses. The science methods course I where cooperative instructional planning activities occurred helped the preservice teachers to improve pedagogical knowledge but not science teaching efficacy. Based on their pedagogical knowledge development, then, these preservice teachers increased science teaching efficacy belief after completion of the science methods course II.