• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1214-1228
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• 2011

As a case study on beginning teachers' teaching professionalism in science-gifted education, we analyzed their teaching professionalism based on pedagogical content knowledge. To do this, we selected 3 elementary and 3 secondary beginning teachers from science-gifted education institutes in the metropolitan area. After their science instructions for science-gifted students were observed, in-depth interviews were conducted. Analyses were conducted with taped videos, researcher's field notes, and transcripts for in-depth interviews. This study revealed that most of the teachers had relatively desirable belief about science-gifted education. However, they tended to have a little deficient practical knowledge about science-gifted students, the curriculum for science-gifted education, science contents, the instructional strategies for science-gifted education, and the assessment in science-gifted education. These results imply that many teachers are likely to have a little deficiency in teaching professionalism for science-gifted students in various aspects, and need to find the ways of improving their teaching professionalism.

• Hwankyungkyoyuk
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• v.24 no.1
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• pp.102-113
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• 2011

The role of teachers has been explicitly emphasized to implement the vision of sustainable development(SD). Also, it is very important to understand the way student teachers understand SD and how they interpret their own professional task in terms of SD, usually referred to as education for sustainable development(ESD). This study investigated student teachers' perceptions of SD and ESD using group interview. Key findings include, first, that they think SD as development which does not exceed the limits of natural environment, and as wise management of resources/protection of environment for future generations. They also think SD as good thing though they don't understand the contested nature of SD. Second they think ESD as education about SD, but some student teachers say they can't explain ESD. Many student teachers prefer field trip to local examples for both elementary school students and themselves. Also they will teach only what the textbook says about SD and ESD during their school placement and as teachers. So it will be the beginning of ESD in school to include SD in the curriculum for students and student teachers. It is suggested to study student teachers' perception of SD focussing on how they think the relationship between protection of environment and economic growth.

• Education of Primary School Mathematics
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• v.4 no.1
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• pp.51-61
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• 2000

Mathematical Problem solving has been the focus of a considerable amount of research over past 30 years. But nowadays problem solving is being beginning to be of less interest to mathematics education researchers. Moreover, mathematics teachers have an urgent need to be provided with well-documented informations about "teaching of(expecially, via) problem solving" though following research issues ：ⅰ) the role of the teacher in a problem-centered classroom, ⅱ) what actually takes place in problem-centered classrooms, and iii) groups and whole classes' problem solving rather than individuals. This paper intends to give some informations about practice of teaching mathematical problem solving in elementary school.ry school.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.402-414
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• 2024

The purpose of this study is to explore the experiences of Science Chief Teachers in schools, focusing on the specific activities in which they engage during the school year as a part of the science curriculum in the school. To do so, five research participants were selected who were in charge of the activities of the Science Chief Teacher in elementary schools. After the interviews, their activities and roles were categorized into "planning and implementation" and "management and supplementation." In addition, the research participants were asked to bring documents they had drafted and provide information about accomplishments related to science contests, lists of materials and equipment used in science labs, and other materials to be used as reference data for the research. As prompted by the research, the category of "planning and implementation," which represented the activities conducted by the Science Chief Teachers, was further classified into "operation of the intramural events for the Month of Science at the beginning of the school year," "participation in contests sponsored by the Office of Education in accordance with the results of the intramural events," " the operation of the science club in school," and "preparation for the end of the year evaluation of the science education performance." As for the category of "management and supplementation," it was further classified into "constant management and improvement of the science lab," "maintenance of the relationship with the public service officials present at science lab," and "management of other matters related to the science education." Through this study, it was possible to look into the activities of the Science Chief Teachers who supported the smooth progress of science education in schools. This study will provide implications for improving the work efficiency of the Chief Science Teachers and indicate the difficulties expected in the future.

• Journal of Science Education
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• v.45 no.2
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• pp.172-186
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• 2021

The purpose of this study is to analyze the science lesson plan of pre-service elementary teachers about condensation. Pre-service elementary school teachers in A national university of education was included in this study. Through the analysis of prior research and expert review, a framework for analysis of science lesson plan of pre-service elementary teachers was derived. The results of the using the analysis frame are as follows: First, the ability to apply the instructional model in the science lesson plan about condensation differences in pre-service elementary teachers need to be enhanced due to deviations, and teaching on the exact understanding of condensation-related concepts of pre-service elementary teachers is also needed. Second, there is also a deviation of pre-service elementary teachers in the beginning, development, and finishing composition of lesson course, so feedback should be supplemented. Third, in the sub-domain of lesson environment, there was a demand for specific know-how on the lesson environment. Therefore, support is needed for related PCK growth. Fourth, the sub-domain of lesson evaluation have a variety of perspectives on timing and subjects, and some missing about learning objectives in the composition of evaluation content are found to require complementary teaching. In order to improve this situation, it was found that there was a need to prepare conditions for improving science teaching professionalism of pre-service elementary teachers through in-depth discussions on the teaching methods and organization related to science education in the university of education course.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.695-715
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• 2016

This study is on the teaching method for the students who belong to the same school (one, the gifted class, passed gifted education of Science High school ), 1-1, face-to-face learning (two, good students in regular classroom) with a teacher, paired learning teams (4 people, gifted classes), and group lessons (20 people, gifted classes) and using the justification analysis framework tool(PIRSO) of Kim(2010) analyzes the justification element of the students in the group classes regular polygons paper was to explore ways to improve the justification of the folding maps activities. As a result, the width of the largest polygon difficulty level appropriate to the class for gifted elementary school classes but the individual learning style of the 1-1 face-to-face with a teacher or discussion with colleagues and cooperative approach is justified, rather than the material of the study of origami activities it turned out to be more effective in improving the level of justification. Unlike the individual learning activities, the exploration for class is the need to strain in parallel to the student is selected as needed, rather than serial manner was confirmed that it is necessary to clearly present problems even from the beginning. Development of teaching through the implications obtained from this method of reconstruction activities and proposed improvement measures for questioning.

• Education of Primary School Mathematics
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• v.3 no.2
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• pp.133-142
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• 1999

When the game is used in mathematics loaming, students take pleasure of game in themselves and communicate through interaction with other students naturally. It is important because the game is activity for intellectual growth and social development. Also students have had affirmative attitude about mathematics by Emu. The communication in mathematics loaming helps that linking informal and intuitive thinking of students with abstract and basic mathematical language and that it also helps changing from the dependent situation to teacher to the self-directive teaming of students. The purpose of this thesis is to effect on extension of mathematical communication ability to the second grade of elementary school students by applying of computational-strategy games. It has conclusion as follows. Application of computational-strategy games had effected on extension of mathematical communication ability importantly. When students have mathematical communication through computational-strategy games, at the beginning, the words which students used was long, incorrect, and unnecessary words. But at the later, students became to use clear, correct concise words as they connect their routine language with mathematical symbol. Therefore we can make sure that mathematical communication ability of the second grade students' is extended by applying of computational-strategy games.

• Journal of the Korean Society of School Health
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• v.16 no.1
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• pp.149-160
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• 2003

The purpose of this study was to analyze the effects after having the obesity education with obese elementary school children. The subjects were made up of 31 obese children out of U elementary school in B town as experimental group, and also were selected 34 children out of S elementary school under the same circumstance as control group. They ranged from the third to sixth grades with over 30% body fat ratio. The proceeding of obesity education consisted of three stage; stage for preparation, stage for practice, and stage for finish. The stages mentioned above were put into practice in turn for eleven weeks beginning on Oct. 8, 2001 through Dec. 22, 2001, while two stages only, stage for preparation and finish, were put into practice on the control group. The contents of the education for eleven weeks obesity regulation contained counseling and taking regular exercises once a week by professional gym teacher. In order to evaluate the effects of the education, physical characteristics, body composition, physical fitness, knowledge of obesity, dietry habit and attitude were measured. The obtained data were analyzed using SPSS program, the effects of pre and post obesity education in experimintal group were measured by paired-t test. The conclusions of this study were as follows : 1. Body fat ratio was significantly reduced after obesity education in experimintal group(p=.003). 2. The height with experimental group got taller remarkably(p=.000), but weight showed no signeficance after obesity education(p=.258). 3. Triceps and subscapular skinfold thickness showed remarkable decrese after obesity education(p=.000), percentage body fat and body fat amount got down remarkably after obesity education(p=.000). Percentage lean body mass and lean body mass amount got down remarkably after obesity education(p=.000). 4. Body flexibility, agility and muscle endurance graded up remarkably after obesity education(p=.009, p=.000, p=.000). 5. The grade in obesity knowledge got up remarkably after obesity education(p.000), but dietry habits and its life showed no significance in figures after obesity education(p=.335, p=.112). Through the results shown above, the obesity education caused body fat ratio, physique, body composition to grade up and physical fitness elevated, while dietry habits and its life showed no significance.

• Journal of Educational Research in Mathematics
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• v.15 no.3
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• pp.251-272
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• 2005

Given that cognitive demands of mathematical tasks can be changed during instruction, this study attempts to provide a detailed description to explore how tasks are set up and implemented in the classroom and what are the classroom-based factors. As an exploratory and qualitative case study, 4 of six-grade classrooms where high-level tasks on ratio and proportion were used were videotaped and analyzed with regard to the patterns emerged during the task setup and implementation. With regard to 16 tasks, four kinds of Patterns emerged: (a) maintenance of high-level cognitive demands (7 tasks), (b) decline into the procedure without connection to the meaning (1 task), (c) decline into unsystematic exploration (2 tasks), and (d) decline into not-sufficient exploration (6 tasks), which means that the only partial meaning of a given task is addressed. The 4th pattern is particularly significant, mainly because previous studies have not identified. Contributing factors to this pattern include private-learning without reasonable explanation, well-performed model presented at the beginning of a lesson, and mathematical concepts which are not clear in the textbook. On the one hand, factors associated with the maintenance of high-level cognitive demands include Improvising a task based on students' for knowledge, scaffolding of students' thinking, encouraging students to justify and explain their reasoning, using group-activity appropriately, and rethinking the solution processes. On the other hand, factors associated with the decline of high-level cognitive demands include too much or too little time, inappropriateness of a task for given students, little interest in high-level thinking process, and emphasis on the correct answer in place of its meaning. These factors may urge teachers to be sensitive of what should be focused during their teaching practices to keep the high-level cognitive demands. To emphasize, cognitive demands are fixed neither by the task nor by the teacher. So, we need to study them in the process of teaching and learning.

• Journal of the Korean earth science society
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• v.35 no.2
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• pp.147-158
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• 2014

The purpose of this study was to explore changes of elementary science class in student oriented group inquiry activities using a Science Writing Heuristic (SWH) template that enhance scaffolding of inquiry. The changes focused on students' written reports and perceptions of their learning environment as well as discourse patterns. One fourth-grade class of 29 students participated in this study, and a developed work sheet of science writing was utilized to scaffold student's inquiry activities. Four units in the first-semester text book for fourth grade of the-, 2007 Educational Curriculum Revision were chosen for scaffolding inquiry, and sixteen lessons of instruction were all videotaped. For investigating students' written reports, a framework based on the aspects of science inquiry by Millar (2010) was used to evaluate the coherence between student inquiry activities and their claims. Secondly, a regular fourth-grade class was selected as the control group and was compared with the experiment group using the pre- and post-test of the survey on the perception of science class and science. Lastly, students' discourse patterns of the beginning science lesson were compared with those of the closing lesson. We found that the coherence in the last class increased significantly in students' written reports compared to the first one. Findings also indicated that students' perceptions on their learning environment moved toward student-centered. Based on our discourse patterns analysis, the last class was more student-centered from being teacher-centered than the first one.