• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.576-593
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• 2010

The purpose of this study was to identify the current status of ethics education in science and technology for pre-service science teachers and find out their recognition on the needs for ethics education at school. A survey was administered for this study and a total of 594 pre-service science teachers studying in college/university of education participated. The survey was organized to examine participants' 1) experience in ethics education in science and technology, 2) recognition on the needs of ethics education in science and technology, and 3) the need for it in elementary and secondary school. Each item was responded using either 1 to 5 Likert type scale, multiple choices, or open questionnaires. The results showed that 37.4% of participants obtain science technology information from the mass media, and 23.5% from the school education. Only 8.4% of the participants had the experience of taking class on ethics in science and technology. In terms of level of confidence in understanding the ethical issues in science and technology, the average response was 2.73. However, their perception on the needs of the ethics education ranges from 3.34 to 4.58, which is much stronger than other responses on average. This strong perception on the needs was much higher for pre-service science teachers for elementary school, than those of the secondary school(p<.05). All participants recognized the need for ethics education in science and technology at both elementary and secondary school. In responses for which subject should provide ethical issues on science and technology, science class was most frequently suggested (62.4%), followed by ethics class (29.1%). In responses for the most efficient form of learning, they suggested that case studies (43.5%), followed by discussions (41.4%) would be an efficient way to learn. Even in the responses of open questionnaires asking for efficient ways of learning ethical issues, participants suggested that discussions on various ethical issues on the cases in the science and technology would provide practical and substantial learning.

• Journal of Digital Convergence
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• v.11 no.10
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• pp.123-131
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• 2013

This study aims to investigate development directions for smart contents to support enhancing adaptive behavior skills of children with autistic disorder in elementary school. AHP survey of experts including special education teachers and directors in educational institution for disability children was performed to analyze importance weight for smart contents development necessity and effectiveness in adaptive behavior skills. And the smart contents development suitability through pre-discussion for idea generation for various development method and AHP survey with smart application development experts was evaluated. The results show that the effective and suitable adaptive behavior skills for smart contents development were understanding of languaging, time management and keeping, movement skills, wearing clothes, and personal hygiene in order of importance. Based on this study, education authorities should make an effort not to develop fragmentary educational smart contents but to support development of smart contents and service systems with better effectiveness and usability to meet demand for special education teachers and parents considering characteristics of children with autism.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.167-191
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• 2014

In this study, we investigate the term-sets of 'base' or 'bottom': 'the bottom side of a polygon' and 'the base side (of a geometrical figure)'. And we study the concept of 'the base area' in the solid figures and the formula of 'the bottom dimensions'. We start from the 6th grade math problem: 'Find the bottom dimension of the rectangular.' The primary answer is that it does not use the term('the bottom dimensions') in the elementary mathematics. However, in the middle school mathematics, 'the base area' is used as means of 'the area of one bottom side', which is not explained anywhere from the elementary mathematics to middle school mathematics. In addition, the base is defined and 'the surface area' and 'the side area' is taught in the elementary mathematics, so we naturally think of 'the base area'. Therefore we first investigate the term-sets of 'base' or 'bottom' which has two elements: 'the bottom side of a polygon' and 'the base side (of a geometrical figure)'. Next we discuss 'the base area' through curriculum and textbooks, dictionary definitions and so on. In addition, we survey pre-service teachers and teachers about the solid figures and analyse the understanding of 'the base side' and 'the base area' comparatively. In particular, we compare the changes and the tendency of correct answers from the first question to the last question. As a result, we verify 'the cognitive gap' between the elementary mathematics and the middle school mathematics, we suggest the teaching of 'the base area' and succession subjects to teach figure domain in the elementary mathematics.

• The Mathematical Education
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• v.62 no.3
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• pp.401-416
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• 2023

This study systematically examined the influence of preservice teachers' self-efficacy and AI anxiety, on the intention to use AI programs 'knock-knock! mathematics expedition' in mathematics lessons based on a technology acceptance model. The research model was established with variables including self-efficacy, AI anxiety, perceived ease of use, perceived usefulness, and intention of use from 254 pre-service teachers. The structural relationships and direct and indirect effects between these variables were examined through structural equation modeling. The results indicated that self-efficacy significantly affected perceived ease of use, perceived usefulness, and intention to use. In contrast, AI anxiety did not significantly influence perceived ease of use and perceived usefulness. Perceived ease of use significantly affected perceived usefulness and intention to use and perceived usefulness significantly affected intention to use. The findings offer insights and strategies for encouraging the use of 'knock-knock! mathematics expedition' by preservice teachers in mathematics lessons.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.643-652
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• 2020

Since the 21st century knowledge and information society 20 years ago, online education has been emphasized. Online courses at online universities or universities have been activated in developed countries. But to this day, online lectures have not been activated at education colleges and have been used as supplementary educational materials. Since February 2020, the company has been forced to provide online education due to external factors of the coronavirus. In this study, the results of the results of the first semester of 2020 by organizing the online lectures in the same way as the offline lectures for the 2019 prospective teachers are as follows. Online education can be seen as effective in terms of understanding the achievement criteria, in terms of developing teaching materials, in terms of evaluation data development and evaluation methods, and in terms of students' ability to provide software education.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.797-820
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• 2013

This study intended on analyzing the error patterns of mathematic problem posing sentences by the 100 elementary pre-teachers and discussing about the solutions. The results showed that the problem posing sentences have five error patterns: phonological error patterns, word error patterns, sentence error patterns, meaning error patterns, and notation error patterns. Divided into fourteen specific error patterns, they are as in the following. 1) Phonological error patterns are consisted of the 'ㄹ' addition error pattern and the abbreviated word error pattern. 2) Words error patterns are divided with the inappropriate usage of word error pattern and the inadequate abbreviation error pattern, which are formulized four subgroups such as the case maker, ending of the word, inappropriate usage of word, and inadequate abbreviation of article or word error pattern in detail. 3) Sentence error patterns are assumed four kinds of forms: the reference, ellipsis of sentence component, word order, and incomplete sentence error pattern. 4) Meaning error patterns are composed the logical contradiction and the ambiguous meaning. 5) Notation error patterns are formed four patterns as the spacing, punctuation, orthography of Hangul, and spelling rules of foreign words in Korean. Furthermore, the solutions for these error patterns were discussed: First, it has to be perceived the differences between spoken and written language. Second, it has to be rejected the spoken expressions in written contexts. Third, it should be focused on the learning of the basic sentence patterns during the class. Forth, it is suggested that the word meaning should have the logical development perception based on what it means. Finally, it is proposed that the system of spelling of Korean has to be learned. In addition to these suggestions, a new understanding is necessary regarding writing education for college students.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.417-427
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• 2017

Media is the medium that impart information beyond time and space. They refer to characters or images that serve as means to convey information. From old media such as newspapers and television to new media such as the internet and smart phones, media has developed cumulatively with the development of technology. The goal of media education is to develop the understanding of the properties of media, the ability of critical interpretation of media and selective acceptance. Furthermore it is to cultivate the ability to express meaning creatively and communicate through media. I carried out 'the research of Korean classroom instruction models based on media' with Korean language and social studies education researchers from July 2016 to December 2016. This study is a fundamental study of the project. Based on 58 research papers published between 2006 and 2016, research trends and factors were extracted through literature studies related to media-based science learning. The Result has shown that the studies related to media-based science learning is on the rise, and more than half of all researchers studied about elementary school students. The studies were divided into research on students, research on teachers and pre-service teachers, research on smart devices or media contents, and research on the development of digital textbooks. Among the four variables, there were many researches related to students' cognitive and affective development, and the development and application of media contents.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.305-317
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• 2018

In this study, we investigated the characteristics of participant students' modeling with the blackbox simulation program and epistemic criteria. For this research, we developed a blackbox simulation program, which is an ill-structured problem situation reflecting the scientific practice. This simulation program is applied in the activities. 23 groups, 89 second year students of an education college participated in this activity. They visualized, modeled, modified, and evaluated their thoughts on internal structure in the blackbox. All of students' activities were recorded and analyzed. As a result, the students' models in blackbox activities were categorized into four types considering their form and function. Model evaluation occurred in group model selection. Epistemic criteria such as empirical coherence, comprehensiveness, analogy, simplicity, and implementation were adapted in model evaluation. The educational implications discussed above are as follows: First, the blackbox simulation activities in which the students participated in this study have educational implications in that they provide a context in which the nature of scientific practice can be experienced explicitly and implicitly by constructing and testing models. Second, from the beginning of the activity, epistemic criteria such as empirical coherence, comprehensiveness, analogy, simplicity, and implementation were not strictly adapted and dynamically flexibly adapted according to the context. Third, the study of epistemic criteria in various contexts as well as in the context of this study will broaden the horizon of understanding the nature of scientific practice. Simulation activity, which is the context of this study, can lead to research related to computational thinking that will be more important in future society. We expect to be able to lead more discussions by furthering this study by elaborating and systematizing its context and method.