• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.23-30
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• 2011

The purpose of this study is to obtain the basic data as a part of the knowledge-base to improve the expertise of the informatics teacher in the secondary school by investigating the perception level of the Pedagogical content knowledge (PCK) of the incumbent informatics teacher in the secondary school. For achieving this purpose, the subcategory of the Pedagogical content knowledge(PCK) was divided into 6 fields based on its theoretical background and the developed questions were modified to 31 questions by the experts'checking their contents validity, the survey was carried out targeting 34 incumbent informatics teachers in the secondary school and the result was analyzed. As a result of the measurement of the perception level of the Pedagogical content knowledge of the informatics teacher in the secondary school, the average score in the whole range of PCK was 3.87. Additionally, between two groups of under 10-year-experienced teachers and over 10-year-experienced teachers, the difference about the perception level of the Pedagogical content knowledge of the informatics teacher in the secondary school by work experience was came out as a 0.05 significance level in the educational process knowledge.

• School Mathematics
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• v.16 no.4
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• pp.827-845
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• 2014

This study aims to investigate how the university educational programs about quadratic curves are operated in relation to the high school curriculum and what their effects may be, and the degree of understanding for the prospective and current teachers of the mathematical content knowledge about quadratic curves. To solve this research questions, we randomly selected three universities and one high school. Then we investigated the curricula of each department of mathematics education, compared them with the high school curricula, and conducted surveys of the professors' and students' conception on how much mathematical content knowledge they need to know about quadratic curves. The study resulted in the following conclusions. First, the curriculum on the subject of quadratic curves in the college of education is closely connected to the high school programs. This study's results showed that the college of education's curriculum includes a series of lectures regarding quadratic curves, and that within them, the mathematical content about quadratic curves associated with high school mathematics was thoroughly covered. Also, a large number of students who attended the lecture reported a significant increase in their understanding in regards to the quadratic curves. Second, it is strongly recommended to strengthen the connection between the college of education's curriculum and the actual high school education field. The prospective teachers think that there is a substantial need to learn about the quadratic curves because it is closely connected with the high school curriculum. But they find it challenging to put what they were taught into practical use in the high school education field, and feel that an improvement in this area is much needed. Third, it is necessary to promote, encourage and support the voluntary efforts to expand the range of the content knowledge in quadratic curves to cover the academic content associated with the high school mathematics.

• The Mathematical Education
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• v.45 no.1 s.112
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• pp.75-96
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• 2006

The purpose of this study was to analyze how elementary pre-service teachers learned the pedagogical content knowledge of mathematics and to understand the challenges and difficulties that they experienced in the course of student teaching. A qualitative case study provided an in-depth description of the whole three weeks of student teaching process. Four pre-service teachers and two mentor teachers participated in this study. Multiple data collection techniques were used; classroom observations, in-depth interviews, document analysis, and researcher's field notes. The results of this study showed how pre-service teachers learn PCK of mathematics in designing mathematics lessons, understanding mathematics learners and delivering mathematics lessons and what are the difficulties and challenges they experienced. Finally this study discussed about some suggestions to pre-service program and future research.

• Journal of the Korean earth science society
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• v.32 no.5
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• pp.494-503
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• 2011

During the last three decades, earth science has been re-conceptualized as an interdisciplinary discipline entitled Earth System Science (ESS), which is based on knowledge of the physical earth system and human impact on the earth. While there is increasing effort to teach earth as a system in K-12 education, teachers' preparedness of to teach earth system is still in its infancy. This article focuses on reviewing the literature of teachers' knowledge of earth systems and of how teachers' knowledge of subject matter affects their teaching practice and pedagogical content knowledge (PCK). First, the study investigated a literature of PCK in general as well as in science teaching. Then this study duscuss what teachers' subject matter knowledge (SMK) is and what it means to be in teaching earth system science. Third, a literature of teachers' knowledge of earth system was reviewed. Finally, a number of suggestions and implications are made as to what teacher education program should do to better prepare future teachers to teach earth systems.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.963-976
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• 2012

As the college environment changes, the roles of professors and students should also be changed. And the way that we teach undergraduate students should also be changed. The purpose of this research is to analysis characteristics of good teaching methods in college as perceived by students and professors. We did content analysis to elicit the characteristics of good instruction from qualitative comments of 196 course evaluations, 195 excellent essays selected from 8 college essay competitions, and 72 teaching knowhow essays of professors. To see the difference of division in good instruction characteristics, we did frequency analysis by SPSS statistics program. According to the content analysis, the most essential characteristics of good instruction as perceived by the students and professors is teaching strategies. There were also differences in the fact of recognition transition by division and the students-professors.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.441-450
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• 1996

Various contexts are involved in the processes of science learning and instruction. In the perspective that the results of science learning and instruction usually depend on the nature of learning task content and context, content effects or context effects have been researched up to now. But, the discrimination between them was very ambiguous. For the clarity of them, it was supposed that science content would be composed of decontextualized knowledges and contexts, which were respectively dichotomized in common and special ones among disciplines of science. Science learning and instruction was discussed in view of interactions between cognitive, learning task, and social-cultural contexts. Especially, it was emphasized that task contexts, as a bridging role among contexts should be constructed considering cognitive and social cultural contexts.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2016.10a
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• pp.693-697
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• 2016

Recent Software education topic is GUI programing language 'Scratch' and the open source computing platform plus microcontroller boards 'Arduino'. S4A means a program that controls the Arduino to the scratch. In this paper, development for education content that using S4A and combination the Arduino sensors. and we developed the game in the form of training content by using a variety of tools.

• Elastomers and Composites
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• v.54 no.2
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• pp.118-122
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• 2019

Four different polymer compounds were manufactured to make cable sheaths for the shipping industry. Two kinds of ethylene vinyl acetate (EVA) as the main matrix polymers and EVA-grafted maleic anhydride (EVA-g-MAH) as the coupling agent were selected for compounding with fire retardant, crosslinking agent, filler, plasticizer, and other additives. The properties of the four compounded materials were investigated with different contents of the fire retardant, silanecoated magnesium dihydroxide (S-MDH). In the rheology evaluation, the $t_{60}$ and ${\Delta}T$ values increased with increasing S-MDH contents. On the other hand, the tensile strength decreased with increasing S-MDH content due to a relative decrease in binder polymers. With increasing S-MDH content, fire resistance increased, but cold resistance showed no obvious enhancement due to the polar effect of vinyl acetate in EVA.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.304-315
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• 2022

The effect on learning satisfaction was compared and analyzed according to the interaction of learners in non-face-to-face classes. 38 students enrolled in the Department of Chemistry Education at G University in Gyeongnam were selected for the study. As a result of analyzing the change in learning satisfaction according to learners' interactions, positive correlations between them were shown in non-face-to-face classes. The type of classes mainly consisted of non-face-to-face real-time classes, and despite the non-face-to-face classes environment, learners focused on classes and put a lot of effort to strengthen learning. Among learners' interactions, the effect of learner-content interaction on learning satisfaction was relatively the highest, while the effect of learner-learner interaction and learner-instructor interaction on learning satisfaction was low. It was found that learners' teaching-learning in non-face-to-face classes relied heavily on learning content, and interactions with fellow learners and instructors were very limited.

• East Asian mathematical journal
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• v.39 no.2
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• pp.199-227
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• 2023

The Korean government initiated an educational policy regulating academic acceleration in schools (e.g., regulating teaching or assessing above-grade-level content) in order to normalize public education and prevent the growth of private tutoring. To analyze whether the policy is achieving its intended goals, this study examined how high school mathematics teachers responded to the policy. The findings indicate four distinct teacher responses: the teachers would teach above-grade-level lessons in classes, but not assess them on a test; the teachers sought academic acceleration to prevent excessive private tutoring, although the policymakers thought that teachers' academic acceleration results in an excessive demand for private tutoring; the teachers were willing to teach above-grade-level content for students, but they were reluctant to teach below-grade-level content due to the time constraints; and the teachers recognized that the policy limited their curricular autonomy, even though it was intended to ensure their autonomy. Implications for mathematics teacher educators and policymakers are discussed.