• 대한지구과학교육학회지
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• 제4권3호
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• pp.199-204
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• 2011

This study examines eighteen elementary teachers knowledge and teaching practrice of climate change using the KQEM survey, modified from the survey developed by Leiserowitz, A., Smith, N. & Marlon, J.R. (2010). The survey includes 11 questions from KQEM survey and 2 open ended questions about teachers' knowledge of climate change and their understandings of important climate change concept for elementary students. All of the participant teachers were purposefully selected for the study and were participated in the study volunteerly. The data for this study were analyzed both quantitatively and qualitatively. The result of this study indicates that the teachers have knowledge of climate change specifically about the topics of causes of climate change and consequences of climate change such as shifting biome and ecological impacts. While most of the teachers described climate change phenomena using scientific knowledge, some of the teachers (N=2) showed misconceptions about climate change phenomena. Most of the teachers thought the causes of climate change and potential solutions to reduce climate change are important concept that elementary students need to understand about climate change. Actually, most of the teachers are currently teaching the causes and consequences of climate change (N=13) potential solutions to global warming (N= 8). This study could inform teacher educators about what elementary teachers understand about climate change and what elementary teachers are currently teaching about climate change.

• 대한수학교육학회지:수학교육학연구
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• 제16권3호
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• pp.251-272
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• 2006

이 연구는 수학 수업개선에 초점을 맞춘 관행공동체의 형성과 참여를 통해서 교사들의 변화를 탐색하는데 그 목적이 있다. 수업개선 관행공동체를 통해서 교사들은 수학 수업에 관한 다양한 담론과 지식을 공유하게 되고 결과적으로 수학 수업전문성 신장을 위한 다양한 기회를 갖게 되었다. 이 연구에서는 교사들의 변화를 신념과 수업관행의 측면에서 접근하였다. 그 결과 아동들의 수학 학습방법에 대한 교사들의 신념 측면에서 지속가능한 수학 수업개선의 가능성을 보여 주었다. 또한, 수업관행의 변화 측면에서 교사들의 수학 수업이 학습자 중심 경향으로 변화하고 있는 것으로 드러났다. 이러한 변화는 설문분석에서뿐만 아니라 실제 수업분석 결과에서도 그대로 드러나고 있다. 결국 성공적이고 지속가능한 수학 수업의 변화를 위해서는 수업의 변화에 대한 가치 및 수학 교과와 관련된 전문적인 지식을 공유할 수 있는 환경이 조성되어야 함을 본 연구는 시사한다.

• 한국과학교육학회지
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• 제41권3호
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• pp.251-266
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• 2021

본 연구의 목적은 고경력의 한 초등학교 교사의 생애사를 살펴보고 그의 생애 과정 동안 일어난 과학 수업의 변화 양상을 이해하는 것이었다. 연구 참여자인 박 교사와의 생애사 면담 및 생애사 자료를 바탕으로 생애 이야기를 작성하고, 박 교사의 생애 동안 어떤 외부 요인과 개인 요인의 상호 관계 속에서 과학 수업이 변해 왔는지 그 양상을 시기별로 나누어 분석하였다. 연구의 결과로서 수업 변화기 I에서는 박 교사가 외부 요인의 영향을 적극적으로 수용하여 수업을 변화시킴으로써 학생 중심의 과학 수업에 대한 전문성의 싹을 틔웠음을 알 수 있었다. 반면, 수업 변화기 II에는 박 교사가 외부 요인에 의한 수업 변화 흐름에 비판적으로 대응하면서 자신만의 수업 방식을 다져 나갔다. 마지막으로 수업 변화기 III에서는 박 교사가 자신의 개인 요인에 의해 외부 요인의 영향을 긍정적인 것으로 전환하면서 수업 변화를 이루었다. 이러한 결과를 토대로 수업 변화를 위해서는 교사의 생애 주기와 전문성의 정도를 고려한 정책이 필요하며 교육 변화와 관련된 요인들에 대한 교사들의 성찰과 전환 노력이 있어야 함을 제안하였다.

• East Asian mathematical journal
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• 제34권2호
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• pp.155-176
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• 2018

The purpose of this article is to study the change of mathematics teaching efficacy of pre-service mathematics teachers in teaching practice course. For this purpose we collect data through questionnaire from 61 pre-service mathematics teachers. To make a questionnaire we rearrange Ryang's MTES items. The pre-service mathematics teachers fill out the questionnaire before and after teaching practice course. The data are analyzed by paired t-test using SPSS23. The result of paired t-test show that the difference between pre-test scores and post-test scores is significant statistically. So we can conclude that the mathematics teaching efficacy of pre-service mathematics teachers is changed and improved after teaching practice course.

• International Journal of Advanced Culture Technology
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• 제10권3호
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• pp.226-236
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• 2022

We compared and analyzed the changes in students' science grades and their effects on science grades by level (upper, middle, and lower) according to non-face-to-face and face-to-face teaching-learning. 66 students from A Middle School in Gyeongsangnam-do were selected for the study. As a result of analyzing the change in science grades according to the teaching-learning type, the average score of science grades by non-face-to-face teaching-learning was lower than the corresponding score of science grades of face-to-face teaching-learning. As a result of comparing the level of understanding of learning content according to the evaluation type (paper-written, study-paper) in non-face-to-face and face-to-face teaching-learning, the average scores of science grades by paper-written and study-paper evaluations in non-face-to-face teaching-learning were significantly low. In addition, as a result of comparing the effect on science grades by level according to the teaching-learning type, the average score of science grades of lower-ranked students in non-face-to-face teaching-learning was relatively low.

• 한국초등과학교육학회지:초등과학교육
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• 제34권4호
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• pp.458-475
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• 2015

The purpose of this study was to analyze the responses of pre-service elementary teachers to the plant learning using plant-observation activities and observation journal writings. Thirty pre-service teachers participated in this study. Before and after practicing plant observation and observation journal writing for 11 weeks, pre-service teachers' interest to plants, attitude to plant-observation teaching, and plant-observation teaching efficacy were examined using a questionnaire. Also, the observation journals, reflective journal writings, and interviews were analyzed to investigate their qualitative change. In addition, the pre-service teachers were classified by multi-dimensional scaling and cluster analysis with respect to attitude to plant-observation teaching and observation journal writing, and teaching efficacy. While the pre-service teachers showed significant increase of the interest to plants and plant-observation teaching efficacy, and positive change of the attitude to plant-observation teaching, there was a little difference between gender with more positive effects on females. The positive attitude changes of pre-service teachers included positive recognition about plants and the diversity, increased interest and curiosity about plants, careful observation about nearby plants, and independent learning and positive inquiry with plants. In terms of teaching efficacy, they showed positive change such as enjoyment and satisfaction with plant-observation, confidence as elementary teachers in the future, and recognition about the importance of elementary teachers for plant education. However, the changes were different among the groups classified by attitude to plant-observation teaching and observation journal writings, and plant-observation teaching efficacy.

• 한국과학교육학회지
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• 제21권5호
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• pp.773-794
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• 2001

Many studies on the professional development of science teachers demonstrated that induction teachers' conceptions of teaching science are important factors in developing their professionalism. The present study was conducted to describe in detail the progress of two science induction teachers, June and Mike, towards conceptual change teaching, and to investigate secondary induction science teachers' conceptions of teaching science by analysing their conceptual ecologies. The study was interpretive, using multiple data sources to achieve a triangulation of data. Both June and Mike held strongly positive learning in their views of knowledge and science. Holding positivist views of knowledge and of science is likely to be a major obstacle for anyone coming to understand constructivism and its implications in teaching for conceptual change. This argument resonates in several key ways with the teachers' cases, even though I recognize differences between scenario and teachers, and between teachers themselves.

• 한국과학교육학회지
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• 제19권2호
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• pp.305-314
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• 1999

선행연구에서 조사한 화학 변화에 대한 학습자의 선개념과 이를 근거로 개발한 개념변화 수업 지도안 및 학습자의 학습 동기를 고려한 개념변화 수업 지도안을 학생들에게 투입하였을 때, 학습자의 학습 동기에 따라 개념변화 수업 모형의 효과가 어떻게 나타나는지 알아보았다. 본 연구를 통하여 학습자의 흥미나 태도, 동기 등 정의적인 측면을 고려하지 않고 단지 학습자의 인지구조에만 초점을 맞춘 기존의 개념변화 수업 모형틀을 재평가하고자 하였다. 이를 위하여 중학교 2학년 학생들을 대상으로 통제 집단과 실험 집단을 구분하고 수업 전 학습 동기를 조사하였다. 그 후에 '화학 변화' 단원을 전통적인 수업과 개념변화 수업으로 지도하고 사후 학습 동기를 조사하였다. 학습동기를 고려한 개념변화 수업을 받은 집단, 학습자의 인지만을 고려한 개념변화 수업을 받은 집단, 그리고 교과서에 의존한 전통적인 수업을 받은 집단 모두 수업을 받은 후에 학습 동기가 증진된 것으로 나타났다. 특히 학습자의 학습 동기를 고려한 개념변화 수업은 학습자의 인지만을 고려한 개념변화 수업이나 교과서에 의존한 전통적인 수업보다 학습 동기의 증진에 효과적이었다. 이러한 효과는 특히 수업을 받기 전에 학습 동기가 낮았던 학생들에게 더욱 크게 나타났다. 수업에 따른 개념의 이해도 증진의 효과를 분석한 결과에 따르면, 세 종류의 수업을 받은 학생들은 모두 수업 후에 개념의 이해도가 증진된 것으로 나타났다. 그러나 그 중에서도 학습동기를 고려한 개념변화 수업 집단과 학습자의 인지만을 고려한 개념 변화 수업 집단이 교과서에 의존한 전통적인 수업 집단(통제 집단)보다 사후 개념 이해도가 높았다. 특히 수업 전 학습동기가 높았던 학생들은 학습 동기를 고려한 개념변화 수업을 받았을 경우 교과서 중심의 전통적인 수업을 받았을 경우보다 개념의 이해도가 높아진 것으로 나타났다. 또한 수업 전 학습동기가 낮았던 학생들의 경우에는 학습 동기를 고려한 개념변화 수업을 받음으로써 학습동기가 증진하는 것으로 나타났다.

• 한국조리학회지
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• 제5권2호
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• pp.31-56
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• 1999

Culinary department of college may gradually becoming up to the center of food science with the growing of the foodservice industry in the Korea. Espcailly, culinary department of hotel is expected to be the popular job by opening Cook Law. According to the change of perception on the culinary job, culinary department of college has to change from nonpopular department to popular department. From the view of these changes, this study analyzes the curriculum in culinary department of college which hotel and foodservice industry desire. curriculum in culinary department of college can be consist of various teaching objectives, teaching contents, and teaching styles. But curriculum must be consist of teaching objective, teaching content, and teaching style which hotel and foodservice industry desire. This study measured on the response of the hotel and foodservice industry on the curriculum in culinary department of A college. Based on the measuring, this study presented the suggestions on the curriculum as follows. First, to provide the information on the selection of new employee in the hotel and foodservice industry. Second, maintenance and inprovement of teaching objective, teaching content, and teaching style. Finally, on the basis of this study, the careful studies on the curriculum development in culinary department of college have to be followed in the future.

• 기본간호학회지
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• 제24권2호
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• pp.157-166
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• 2017

Purpose: This study was done to explore recognition of accreditation for nursing education, job satisfaction and intention to change teaching area for faculty in Fundamentals of Nursing. Methods: Participants were 104 faculty members teaching Fundamentals of Nursing. Each participant responded to a questionnaire. Data were collected from June 25 to October 25, 2016, and analyzed using SPSS 23.0 for descriptive statistics, t-test, ANOVA, and Pearson correlation coefficient. Results: The participants' recognition of accreditation in nursing education was $3.45{\pm}0.81$ out of 5 and in the sub-items, the score for quality improvement in professors in Fundamentals of Nursing was lowest at $3.21{\pm}1.03$. Job satisfaction was $3.30{\pm}5.30$, and intention to change teaching area was $2.62{\pm}1.00$. Attributes related to practice appear to be major reasons why participants intended to change their teaching area and scores for intention to change teaching area were medium or higher. Conclusion: Results indicate that it is necessary to develop strategies to improve job satisfaction and reduce intention to change teaching area for faculty with less experience in Fundamentals of Nursing education. Development of strategies, management and support are needed to improve young professors' job satisfaction and reduce intention to change teaching area.