• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.829-840
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• 2015

In this study, we analyzed the teaching practices of science teachers using smart technologies and investigated their difficulties in implementing smart education and their educational needs. We also studied their opinions on the application of smart technologies in science education. The participants were seven science teachers who participated in the smart education study group of a science teacher association in Seoul. We elaborated on the characteristics of smart education in science education during comprehensive analyses of instructional materials used in science classes and the initial interviews. We then analyzed the second interviews by categorizing their responses inductively. All the science teachers used the 'instant access as needed', but their interactions, simply answering students' questions, were found to be at a low level. They did not effectively use the 'collaborative interaction with SNS or wiki-based service' for the support for interactive learning. While most collected learning results of their students and provided feedback in the aspect of 'individualization according to leaner level', they were not aware of 'context, situation, and location of learners' in smart education. While all the teachers extended learning opportunities by using learning resources widely in smart education, most were not aware of 'support for self-directed learning'. Most teachers believed that smart education should be developed to help students learn interactively and in a self-directed manner. They also provided many opinions on teacher training programs and environmental support for smart education. Based on the results, some considerations for implementing smart education in science instructions effectively are discussed.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.629-641
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• 2016

Understanding of how teachers change instruction can help predict what kind of educational materials is supportive or appropriate. On the basis of this idea, we explored elementary teachers' PCK progression on specific topics of astronomy: planet size and distance in solar system. To identify the development of PCK over time, we utilized learning progression (LP) as a conceptual framework. The progression of teacher PCK can also be illustrated as the hypothetical pathway from novice to expert like LP. Eight 5th grade elementary teachers participated in this study. We observed participating teachers' astronomy classes with the same topic. In order to document topic-specific PCK of participating teachers, we developed an analytic protocol consisting of four categories: knowledge of curriculum, knowledge of teaching strategies, knowledge of assessment, and astronomical thinking practice. In addition, we monitored the changes in the four participating teachers' PCK for two years in order to validate the evidences of the PCK progression. Participating teachers in this study took some intervention by attending a four-week pre-meeting with the researchers to profile an adaptive instruction. Through this research, we profiled four and five different levels of PCK progressions in three knowledge components (curriculum, teaching strategies, student assessment) and one astronomical thinking practice (systems thinking), respectively. Participating teachers demonstrated various levels and pathways in each component of PCK. This study released the empirical evidences in fostering instructional scaffolding, which is appropriate to the level of PCK of science teachers on specific topic.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.499-507
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• 2016

A flipped learning class was held in an attempt to overcome the limits of lecture-type classes in pre-service science teacher training and to provide a student-oriented education suitable for digital native generation. The principles of teaching-learning in flipped learning were applied to the general ADDIE model to design the class; learning materials were developed accordingly. The developed flipped learning materials and class design were verified for their validity using an expert panel's Delphi method and validity test, in which the validity was verified with 0.75 CVR. The developed flipped learning materials were applied to the theory of science education and the instructional effectiveness was analyzed. The results suggest that the students' motivation to study, interest, and confidence in learning increased; however, their satisfaction in class decreased by 30% as compared to the lecture-type class and their self-confidence in the improvement of their academic achievement was not sufficient. In order for a flipped learning class to be successful, the class should be small in size, which would ensure appropriate teacher-student communication and individualized learning; also, the students' burden of learning should be reduced and accessibility to video materials for pre-class learning should be reinforced.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.65-77
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• 2018

The purpose of this study is to investigate how to strengthen the formation of relationship competence through the lesson in the housing of the 2015 revised Technology Home Economics curriculum. In order to achieve this goal, we analyzed curriculum documents, achievement standards of curriculum, achievement standards of assessment, and assessment standards of the 2015 revised Technology Home Economics curriculum. Then, we analyzed whether or not the curriculum could be truly reflected in the school site by comparing and analyzing verbs of the assessment standards and curriculum content system. In addition, we suggested the plan to ensure that 2015 revised curriculum can be implemented well by proposing a method of teaching-learning and assessment standards to cultivate the formation of relationship competence among the housing lessons. The results of the study are as follows. First, the 2015 revised Technology Home Economics curriculum are categorized into three subject competences according to the content, but eventually show the content is not mutually exclusive with the three subject competences. It can be said to demonstrate the characteristics of human ability development, that is, one learning can't be related only to one competency. Second, it is difficult to reflect the assessing subject competencies system in school education, where evaluation is carried out based on the assessment standards. This is because the skills of the 2015 revised curriculum documents are partially reflected in the assessment standards. Therefore, this study shows that teachers need to cultivate various subject competencies. In order to overcome the fundamental limitations of the competency-centered curriculum, it is necessary to retrain the teachers as well as to improve teaching and learning methods for operating the curriculum.

• School Mathematics
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• v.18 no.3
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• pp.625-645
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• 2016

This study clarified the big ideas related to teaching addition and subtraction of fractions with different denominators based on quantitative reasoning with unit and recursive partitioning. An analysis of this study urged us to re-consider the content related to the addition and subtraction of fraction. As such, this study analyzed textbooks and teachers' manuals developed from the fourth national mathematics curriculum to the most recent 2009 curriculum. In addition and subtraction of fractions with different denominators, it must be emphasized the followings: three-levels unit structure, fixed whole unit, necessity of common measure and recursive partitioning. An analysis of this study showed that textbooks and teachers' manuals dealt with the fact of maintaining a fixed whole unit only as being implicit. The textbooks described the reason why we need to create a common denominator in connection with the addition of similar fractions. The textbooks displayed a common denominator numerically rather than using a recursive partitioning method. Given this, it is difficult for students to connect the models and algorithms. Building on these results, this study is expected to suggest specific implications which may be taken into account in developing new instructional materials in process.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.346-357
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• 2019

The purpose of this study was to examine the effects of flipped learning and explore the learners' experiences. Data were collected from 64 students who participated in flipped learning for 7 weeks at N university. The results were as follows. First, after applying flipped learning, learners feel more comfortable learning together and prefer collaborative learning. Second, flipped learning had no significant effects on learner's overall metacognition, but it had positive effects on the awareness and cognitive strategies. Third, flipped learning had no significant effects on academic self-efficacy, but it positively affected the task difficulty preference and confidence of learners who had a lower level of collaborative tendencies. Fourth, flipped learning had no significant effects on SDL ability, but it positively affected the learning plan of learners who had a higher level of collaborative tendencies. Fifth, learners' class satisfaction of flipped learning was generally very high. We suggested a policy, instructional design and strategies for effective implementation of flipped learning.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.27-39
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• 2019

The purpose of this study is to develop a STEAM program for teaching climate change through CLAMP (Climate-Leaf Analysis Multivariate Program) paleoclimate inquiry in connection with high school 'Integrated Science' subject. In order to do so, we analyzed the 2015 revised national curriculum and science textbook in terms of the PDIE instructional design model, and developed the teaching-learning materials for 10 class hours through expert panel discussion and pilot test. According to the STEAM class procedure, in the situation presentation stage, the fossil leaves were collected from the dicotyledon plants near school, and the LMA (Leaf Margin Analysis) climate inquiry activity. was presented as the learning goal. During the creative design stage, students were taught about geology and leaf fossils in the study region, and CLAMP input data (31 characteristics of morphotype and leaf architectural of fossil leaves) were given. In the emotional experience and new challenge stage, we collected leaf fossils for outdoor learning, explored paleoclimate with CLAMP method, and promoted climatic literacy in the process of discussing tendencies and causes of Cenozoic's climate change. The validity of the development program was assessed (CVI .84) as being suitable for development purpose in all items through the process of establishing reliability among expert panel. In order to apply the program to the high school, a pilot test was conducted to supplement the discrepancies and to review the suitability. The satisfaction rate of the participants was 4.48, and the program was complemented with their opinions. This study will enable high school students to have practical knowledge and reacting volition for climate change, and contribute to fostering students' climate literacy.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.173-187
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• 2021

The purpose of this research was to develop instructions for making upcycled clothing accessories related to the 'clothing management and recycling' unit of middle school home economics applying the design thinking technique. Teaching and learning process plans were developed according to the ADDIE model which includes the following process: analysis, design, development, implementation, and evaluation. The design thinking process includes understanding the related knowledge, sympathizing, problem identification(sharing perspectives) and idea development, making prototypes, testing, and making the actual product. Thirteen home economics teachers served as critics. Student feedbacks were collected to evaluate whether the course objectives were attained after the implementation. As a result, teaching and learning process plans, course materials, and evaluation rubrics for ten class sessions were developed. Student feedbacks confirmed the attainment of following five course objectives: improvement of ethical responsibilities through the exploration of various clothing recycling techniques, practice of creative and eco-friendly clothing culture, acquisition of the skills to use sewing tools safely, improvement of abilities to think, sympathize, and communicate, and exploration of aesthetic activities and fashion careers.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.270-283
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• 2020

The purpose of the study is to investigate the perception of elementary pre-service teachers about convergence program after conducting 'Making shadow book using my creative story' activity. The program consists elementary pre-service teachers to creat their own stories and using them to make a "shadow book." The program was conducted on 52 elementary pre-service teachers for eight weeks. After the end of the program, they were examined for their perception of the convergence program with the Likert scale questions and essay questions. The analysis results of the Likert scale questions showed that they scored very high on the objectives, contents and methods of the program, and the satisfaction, necessity and willingness to re-participate were also high. In addition, the analysis results based on keywords of essay questions about how the program operates, and its advantages and improvements made it possible to categorize them into instructional content, convergence education, teaching competency, thinking ability, psychology, and emotional experience. Through this study, we could see that by experiencing the convergence program ran by cooperative professors of different majors, elementary pre-service teachers naturally recognized the meaning, importance and necessity of convergence education, understood the contents of related subjects easily, and improved teaching competency. But, they also mentioned various improvements due to the situation of non-face-to-face classes.

• Journal of The Korean Association of Information Education
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• v.25 no.6
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• pp.973-985
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• 2021

The purpose of this study is to suggest the direction and implications of learning with AI in the future by analyzing the trends of research learning with AI in the field of education. For doing this, the final 78 papers published in domestic journals over the past three years from 2019 to July 2021 were selected for analysis through review. The analysis results are as follows. First of all, papers in 2020 among the three years were most published, and the most utilized research method was the qualitative research. In addition, according to the analysis by study subject, studies on elementary school students were the most common, followed by studies on college and graduate students. In the analysis by subject, research related to foreign language education was most utilized and chatbot was most used in the AI technology type. Finally, the research learning with AI accounted for the majority, and student support accounted for the majority as the type of education system learning with AI at the implementation stage among the areas of teaching and learning and evaluation. Based on these results, the direction and implications of learning with AI in the future were presented. This study is meaningful in that it grasped research trends of learning with AI in domestic from an overall perspective, and examined learning with AI focusing on the instructor-learner and the teaching and learning design process.