• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1356-1366
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• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.483-490
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• 2021

The COVID-19 pandemic has posed significant community challenges towards higher education around the world. The urgent and unexpected request for full-time university courses to switch over to online teaching was a particular challenge. Online learning and learning imply a certain pedagogical knowledge content (PKC), mainly related to the design and organization for better learning and the creation of unique learning environments using digital technologies. With the help of the present academic paper, we provide some expert opinion on the PKC connected with online learning with the aim of helping non-university professionals (that is, those with lack of online learning experience) navigate these challenging times. Our findings point to the planning of learning activities with certain features, a combination of three types of presence (social, cognitive and facilitative) and the need to adapt the assessment system to new learning requirements. We will conclude by contemplating on how responding to a crisis can improve teaching and learning practices in the post-digital era.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1187-1203
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• 2012

This study investigated the changes in teaching professionalism of beginning science-gifted education teachers through mentoring in the aspects of pedagogical content knowledge. We selected two beginning teachers whose teaching careers in science-gifted education were less than five years. The teachers planed, performed and reflected on science instructions for secondary science-gifted students through mentoring during nine class hours over three times respectively. We observed their instructions and analyzed the taped videos, the materials, the transcripts for in-depth interviews with mentees, and discussions between mentor and mentee, researcher's field notes by using the constant comparative method. This study revealed that the mentoring, although there were many limitations, positively changed the mentees' practical knowledge about the curriculum for science-gifted education, the instructional strategies for science-gifted education, the assessment in science-gifted education, the science-gifted students, and the science content. These results suggest that the mentoring will be useful in improving the teaching professionalism of beginning science-gifted education teachers and provide meaningful implications in finding the ways to use it effectively in science-gifted education.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.611-625
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• 2009

The purpose of this research is to investigate the characteristics of beginning science teachers' subject matter knowledge (SMK) as revealed in their classroom teaching methods. In this research, we explored six beginning teachers' classroom teaching episodes on the 'work and energy' unit. Using open-ended interviews with the teachers and group discussions taking place on a regular basis to analyze and compare the classes of six beginning teachers, we extracted the features of beginning science teachers' SMK. Using grounded theory methods, the characteristics of beginning science teachers' SMK drawn from this research are: (1) beginning teachers' positivistic epistemology on science, (2) claiming the teacher's authority based on rich subject content knowledge, and (3) beginning teachers' science elitism. These epistemological characteristics are realized such PCK as (1) representational errors caused by the teacher's own science misconception, (2) doing harm to students with too much content knowledge, (3) sporadic content presentation lacking a focus, and (4) surplus class hours with lack of effective science teaching explanations. Suggestions for alternative perspectives on science SMK are presented by experienced teachers. In conclusion, science teachers' SMK is necessary, but not sufficient, for effective teaching. Science teachers' SMK does have an effect on science teaching, mediated by other types of teacher knowledge. The beginning teachers need a systematic support to transform their SMK into a viable PCK.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.15-23
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• 2008

This study analyzed the thinking types of pre-service chemical cell chemistry teachers according to grade and tried to find out how the education for pre-service teachers had influenced their thinking types. This study found that the pre-service education had failed to form scientific conceptions. Some pre-service teachers thought that college education couldn't help them understand the knowledge about chemical cell. In addition, they are lacking in scientific conception. Even some of them who thought college education was helpful had wrong conceptions. Most of the pre-service teachers' thoughts could not exceed the level of the high school chemistry textbooks. But, Juniors had more scientific conception than other grades through the group discussions about chemistry textbooks' contents in the course of "Theory of Science Teaching Materials". So, Pre-service education should include the pedagogical knowledge with content knowledge treated in secondary school science textbooks for educational effects.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.509-526
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• 1998

school mathematics is based on the premise that teacher have extensively complex mathematics content and pedagogical content knowledge to employ teaching to facilitate students' conceptualization of mathematics knowledge. In this paper we have presented the realities of teacher education program about several countries and three source area in teaching school mathematics. As a result we suggest that for developing mathematics teacher education First, communities have to hold teachers in high esteem due to confucian heritage. Second, our university have t provide one year internship for training for practices and the use of interactive multimedia simulation. Third, college courses have to help students discard misunderstanding knowledge and briefs about mathematics and pedagogy they bring to the university. Fourth, our country have to reform teacher education system. Fifth, the government have to pay the tuition costs for more students.

• International Journal of Advanced Culture Technology
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• v.7 no.1
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• pp.43-48
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• 2019

The purpose of the study was to examine early childhood teachers' content knowledge of economic education. The subjects, 60 early childhood teachers, were asked to draw concept maps about early childhood economic education. Their concept maps were analyzed in terms of superordinate and subordinate concepts by contents and frequencies. The results were as follows. First, 248 superordinate concepts were shown, and they were categorized into nine representative terms: 'Scarcity and Choice,' 'Decision Making,' 'Monetary Value,' 'Production,' 'Consumption,' 'Distribution,' 'Restrain,' 'Reuse,' and 'Economic Education Activity.' Second, 1,440 subordinate concepts were shown, and 'coin,' 'bill,' 'saving,' 'bank,' and 'money' were frequently shown. Third, the mean numbers of subordinate concepts per superordinate concepts showed that early childhood teachers had more knowledge about 'Consumption,' 'Monetary Value,' and 'Economic Education Activity' than other superordinate concepts. The results showed the need for early childhood teachers to have more systematic and hierarchical pedagogical content knowledge on economic education.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.437-451
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• 2010

The purpose of this study was to analyse beginning science teachers' PCK. For the purpose of this study, two beginning science teachers were chosen in public middle school. Qualitative data were collected through classroom observation recording, semi-structured interviews, and other document data. Data were analysed using the constant comparative method. The results indicated that the two beginning science teachers' PCK had little differences; both have insufficient knowledge of science curriculum and assessment, and their PCK had quite differences in the instructional strategies and the orientations toward teaching science. Though they were aware of students' various levels, their common teaching method focused on delivery of science text knowledge for poor understanding about student. In conclusion, the two beginning teachers' PCK were still similar with preservice teachers. To develop beginning teachers' PCK, it needs to change the paradigm of pre-service teachers education program and to expand in-service teachers training and supporting program.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.477-490
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• 2011

The concept of pedagogical content knowledge (PCK) has been developed and expanded to identify essential components of mathematical knowledge for teaching (MKT) by Ball and her colleagues (2008). This study proposes an alternative perspective to view MKT focusing on key developmental understandings (KDUs) that carry through an instructional sequence, that are foundational for learning other ideas. In this study we provide constructive components of KDUs in fraction multiplication by focusing on the constructs of 'three-level-of-units structure' and 'recursive partitioning operation'. Expecially, our participating preservice elementary teacher, Jane, demonstrated that recursive partitioning operations with her length model played a significant role as a KDU in fraction multiplication.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.621-640
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• 2011

The purposes of this study were to analyze the PCK of pre-service chemistry teachers and to know the changes of in PCK before and after the educational practice. For this study, four pre-service teachers majoring in chemistry education were selected as proteges and one professor of chemistry education department participated as a mentor. For the analysis of pre-service teachers' PCK, proteges' instructions, mentoring process, and semi-constructed interviews were collected. According to the results, most of the elements of the PCK were lack of proteges' instructions before the mentoring, because they didn't know the necessary practical knowledge for instructions. They also didn't know how they could apply their knowledge to the instructions. However, most of the pre-service teachers developed their PCK through the mentoring. This study shows that pre-service teacher's PCK could develop effectively by well-formed programs of mentoring before and after the educational practice in college education for pre-service teachers.