• 한국디지털정책학회:학술대회논문집
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• 한국디지털정책학회 2004년도 춘계학술대회
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• pp.675-690
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• 2004

A new way of teaching on the Internet can be called Web Based Instruction (WBI). WBI goes far above and beyond teaching in the school. It will have an impact on overall educational activity that will dramatically change many existing educational processes and persuade most teachers to change their conventional teaching methods. The main purposes of this research were to make a comparative study of academic achievement between expository lecture and web-based instruction, and to identify the difference in academic achievement of learning tasks in pre- and post- experiments of WBI. The conclusions of this study were as follows. First. there are no differences in academic achievement between expository lecture and teacher- directed web based instruction. Second, there are no differences in academic achievement between expository lecture and teacher-assisted web based instruction. Third, there is difference in academic achievement between teacher-assisted web based instruction and teacher-directed web based instruction. Fourth, there are no differences in academic achievement of reading tasks in pre- or post- experiments of teacher-directed web based instruction. On the basis of the research results and discussion, we finally present a Web-Application-Model (WAM) to encourage the usage of Internet as a useful teaching channel.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제12권2호
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• pp.85-108
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• 2008

In this study, we created, implemented, and evaluated the impact of proportional reasoning authentic investigative activities on the mathematical content and pedagogical knowledge and attitudes of pre-service elementary and middle school mathematics teachers. For this purpose, a special teaching model was developed, implemented, and tested as part of the pre-service mathematics teacher training programs conducted in Israeli teacher colleges. The model was developed following pilot studies investigating the change in mathematical and pedagogical knowledge of pre- and in-service mathematics teachers, due to experience in authentic proportional reasoning activities. The conclusion of the study is that application of the model, through which the pre-service teachers gain experience and are exposed to authentic proportional reasoning activities with incorporation of theory (reading and analyzing relevant research reports) and practice, leads to a significant positive change in the pre-service teachers' mathematical content and pedagogical knowledge. In addition, improvement occurred in their attitudes and beliefs towards learning and teaching mathematics in general, and ratio and proportion in particular.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권2호
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• pp.131-144
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• 2012

The purpose of this study is to investigate the change of mathematics pre-service teachers' teaching behaviors in microteaching. This study is organized along the following lines: 1) mathematics pre-service teachers conduct twice microteachings, 2) the microteaching recordings and lesson observation reports written by pre-service teachers are analyzed. Through reviewing the first microteaching, pre-service teacher have reviewed and found out improvements of their teaching. In the second microteaching, pre-service teachers' teaching behaviors have been positively and effectively changed with respect to teaching methods, proposal of learning objectives, prior knowledge usage, presenting lesson's content, concise descriptions, brief language usages, multimedia, and appropriate questions. However, they frequently used inappropriate expressions from their unconscious habits. Therefore, the educational institutions should provide opportunities involved in well-structured microteaching training program with pre-service teachers, which in turn, help pre-service teachers to have more positive teaching competence.

• 공학교육연구
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• 제20권1호
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• pp.3-9
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• 2017

초등교사 39명을 대상으로, 첨단과학기술 교수에 대한 인식 및 교수효능감의 변화를 조사하였다. 초등교사들은 첨단과학기술에 대하여 관심이 있고 일상생활 속에서 첨단과학기술의 중요성을 인식하고, 또한 초등학교에서의 첨단과학기술 교육의 중요성 및 필요성에 대해서도 공감하고 있는 것으로 나타났다. 그러나 초등교사들은 첨단과학기술 교육의 과학학습 동기 유발과 과학 분야의 진로 지도 등 유용성에 대하여 확신하지 못하는 것으로 조사되었다. 특히 초등학교 수준에서 첨단과학기술 교육의 적합성에 동의하지 않았다. 또한 현재 초등학교에서 첨단과학기술을 가르칠 환경 조성이 필요하다고 인식하고 있었다. 첨단과학기술 STEAM 프로그램의 개발 및 적용 후의 초등교사의 첨단과학기술에 대한 교수효능감 변화는 통계적으로 유의한 차이가 있었다(t=-13.67, p<0.01).

• 한국과학교육학회지
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• 제26권6호
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• pp.723-731
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• 2006

이 연구에서는 중학교 1학년 28명을 대상으로 변칙사례에 의한 인지적 반응 유형에 따른 정의적 반응 및 학생들이 제시하는 효과적인 개념변화 교수-학습전략을 조사하기 위한 면담을 실시하였다. 연구 결과, 변칙사례의 신뢰성과 타당성을 강조할 경우 인지갈등이 더 잘 유발되는 것으로 나타났다. 흥미와 불안과 같은 정의적 반응이 나타나는 양상은 인지적 반응 유형 및 대안가설의 제시 유무와 명확성에 따라 달랐으며, 정의적 반응이 개념학습 과정에 긍정적인 영향을 준다고 생각하는 학생들이 많았다. 신념감소, 주변신념변화, 신념변화 반응을 보인 학생들의 경우, 효과적인 개념변화를 위해 필요하다고 생각하는 교수-학습전략이 대안가설의 제시 유무에 따라 다르게 나타났다. 이에 대한 교육적 함의를 논의하였다.

• 한국학교수학회논문집
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• 제4권2호
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• pp.125-134
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• 2001

It is necessary that at any rate we try to decrease underachievers by learning deficiency in mathematics to extreme limits under circumstances that mathematics becomes more requisite daily in the 21st century's informative society. However, the traditional teaching method causes a lot of problems in elevating the needed ability for the newly changing society. Accordingly, for the purpose of letting underachievers by learning deficiency have much interest in mathematics, seek the qualitative elevation, have the feelings of self-confidence and accomplishments, escape from desperation, and also teachers choose the activities of small groups, design teaching plans, apply those to teaching-learning activities and finally verify the effect, this researcher sets up a hypothesis as follows: 1. The teaching method through small groups will be effective for the accomplishments of underachievers in mathematics. 2. Its method will bring out the meaningful change in the emotional areas of mathematics. Therefore, so as to prove the above hypothesis, the results through the theoretical approach and practicing teaming by small groups have turned out to be positive.

• 영어어문교육
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• 제15권3호
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• pp.199-222
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• 2009

As great attention is given to a high quality of English education in Korea, more and more in-service and pre-service English teachers are looking for an opportunity to study in an English speaking country to become better qualified teachers. However, after receiving a degree in an English speaking country, many teachers fail to apply what they have learned to their own teaching due to their tensions of identity, beliefs, knowledge, and professionalism within the changes of sociocultural settings. By using sociocultural theory as a theoretical framework, this paper explores how formal training and Ph.D. studies in the U.S. have influenced a Korean teacher educator in applying theory to practice in relation to her identity, beliefs, knowledge, and professionalism during 30 years of her teaching experience. Rather than facing tensions, the teacher educator has been willing to change her roles, broaden and deepen her beliefs in teaching and knowledge about theory of teaching and learning, and continue her professional development. Limitations and implications of the study are provided.

• 한국지역사회생활과학회지
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• 제22권1호
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• pp.163-179
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• 2011

This study was conducted in an inclusion class in M Inclusion Day Care Center in Busan. Thirteen sessions of cooperation teaching were applied in the inclusion class. In this sense, the purpose of this study was to identify what kinds of change occurred in the perspectives of teachers' role on both the general education teacher and the special education teacher during cooperation teaching. The data were collected through participation observations, teachers' reflective journals, and interviews. From the results of the study, it could be suggested that various types of teaching strategies need to be introduced to both teachers from the beginning of inclusion so that the general teacher and the special education teacher could understand each others roles and tasks, share opinions and ideas about daily activities, and experience the roles of the other teacher.

• 영어어문교육
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• 제3호
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• pp.71-93
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• 1997

Teachers' beliefs about teaching English are reflected in their practices in the classroom. They influence on the students' attitude to English learning. Any teacher training program expects the trainees to change or modify their existing beliefs and attitude through the new ideas and information introduced by the program toward a desired direction. The present study describes a teacher training program for elementary school English teachers and compares the beliefs of the teachers about teaching English before and after the training. The subjects are the elementary school English teachers around Chungnam area who get a special training of 120 hours during January 1997. The investigation of the subjects' beliefs on English teaching is conducted through examining two journals of each subject before and after the training. The journals show the teachers' inner flow of thought, so teacher trainers are expected to get insight on their general instructional considerations and have implications on the future teacher training program through examining these journals. In addition, the journal writing itself gives the teachers opportunity to reflect their practice and rethink about their beliefs, and develop themselves as professional English teachers.

• 한국환경교육학회지:환경교육
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• 제15권2호
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• pp.14-29
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• 2002

The environment of the world becomes deteriorated rapidly as the result of the development of technology, the increase of the standard of living, and the growth of population. These circumstances called for environmental education in Korea, creating an environment course in the middle and high school in 1995. Despite the increasing importance of environmental education, however, the situation has not developed in its favor because of the current system of the university entrance examination. The school has failed to develop the curriculum of environmental education in the secondary education. This paper solves this problem internally in terms of the improvement of the contents, organization, teaching method (role-playing game), and teaching materials of environmental education, with a case study of the “noise” unit in 10th grade. This case study expects to change the attitude toward noise, increase the interest and knowledge in environment, and lead to responsible environmental behavior.