• The Mathematical Education
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• v.56 no.4
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• pp.365-385
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• 2017

This study aims to explore mathematics teachers' pedagogical design capacity. For this purpose, we googled and collected 327 lesson plans for middle-school mathematics and investigated how mathematics teachers plan and design their mathematics lessons through the format and structures, objectives and mathematical tasks, anticipation for students' thinking, and assessment and technology use. The findings from the data analysis suggest as follows: a) all the lesson plans are structured in a very similar way; b) the lesson plans seem to be based on the textbooks exclusively, that is, the mathematical tasks and flow is strictly followed and kept in the lesson plans in the way the textbooks suggested; c) the lesson plans do not include any evidence of what teachers anticipate for students' thinking and would do to resolve the students' issues; and d) the lesson plans do not contain any specific plans to assess students' thinking processes and reasoning qualitatively, and not intend to use technology in order to promote effective teaching and meaningful understanding.

• Journal of The Korean Digital Architecture Interior Association
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• v.12 no.3
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• pp.67-79
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• 2012

The purpose of this study is to suggest the interior architecture design studio through the pedagogical method of educational technology for college students who lack self-directed learning. The pedagogical method has been organized to make a student-centered class based on the operation of existing architectural design studios. This teaching and learning method emphasizes the role of teachers as facilitators to help students lacking in self-directed learning in the design process, the BIM visualization to give students an expression of design project and the critics to give students an experience of working circumstances. The results of this study can be summarized as follows. First, This pedagogical model can improve the self-directed learning of students, accomplish the design process well through teamwork, and provide problem based learning (PBL) to settle obstacles that come up during the project. Second, through this model, students can improve their field design capacity by instructor, design feedback and criticism. Finally, This model can suggest new pedagogical methods for interior architectural design studios and management of student-centered studios.

• Steel and Composite Structures
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• v.42 no.4
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• pp.459-475
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• 2022

In this paper a model for the prediction of the ultimate axial compressive capacity of square and rectangular Concrete Filled Steel Tubes, based on an Artificial Neural Network modeling procedure is presented. The model is trained and tested using an experimental database, compiled for this reason from the literature that amounts to 1193 specimens, including long, thin-walled and high-strength ones. The proposed model was selected as the optimum from a plethora of alternatives, employing different activation functions in the context of Artificial Neural Network technique. The performance of the developed model was compared against existing methodologies from design codes and from proposals in the literature, employing several performance indices. It was found that the proposed model achieves remarkably improved predictions of the ultimate axial load.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.1-12
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• 2016

Rapid growth of information and communication technology and changes in college student characteristics require for university instructors to diversify instructional improvement efforts. Technological Pedagogical Content Knowledge (TPACK) is a capacity that instructors need to build for making instructional design based on consolidated technology. Accordingly this study explores instructors' awareness of the importance and performance of TPACK and to inquire into their relationships with epistemological beliefs and social support as relevant factors through a survey carried out with 264 instructors. The study has shown that there is a significant difference between college instructors' awareness of the importance of TPACK and their awareness of its performance. Furthermore, it has shown that the awareness of importance and performance of TPACK is significantly related to the social support, and that among the sub-factors of the social support, significant influences are observed from the emotional support on their awareness of the importance of TPACK and from the informational support on their awareness of the performance of TPACK. These results provide fundamental data for measures to develop and support TPACK capacity of college instructors, suggesting that it requires a teaching support strategy to enhance social support for instructors above all things.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.497-516
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• 2023

The purpose of this study is to explore the possibility of enhancing teachers' pedagogical design capacity using ChatGPT. For this purpose, a survey was conducted to investigate preservice teachers' perceptions of ChatGPT, and lesson plans created using ChatGPT were analyzed from the perspectives of design elements, conversations with ChatGPT, and information transforming. The results showed that pre-service teachers have a rather passive attitude toward the use of ChatGPT, and that teacher moderation and ChatGPT characteristics affect pre-service teachers' perceptions of the use of ChatGPT. In addition, pre-service teachers mainly used ChatGPT for motivational activities and play activities, and there were significant differences in the level of utilization of ChatGPT among individuals, i.e., how they interacted with ChatGPT and how they transformed information. Based on these findings, we explored the possibility of using ChatGPT for teacher professional development and teacher education.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1312-1328
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• 2013

In this study, we investigated preservice secondary science teachers' uses of curriculum materials in curriculum design through a case study. Two preservice science teachers at a college of education in Seoul participated in this study. We interviewed them about their beliefs on teaching and learning prior to their teaching students. We then observed their teaching and collected all of the teaching/learning materials. Semi-structured interviews were also conducted before and after the instructions. Their uses of curriculum materials were systematically analyzed in the aspects of reading, evaluating and adapting curriculum materials. The analyses of the results revealed that their uses of curriculum materials had a significant difference in curriculum design. There was a difference in the way of reading curriculum materials that derived from different perspectives of curriculum reconstruction. The perspectives of curriculum reconstruction also affected the way of adapting curriculum materials. While the 'adding' was an important adaptation in curriculum design with active perspectives, the 'changing' was an important one with passive perspectives. In addition, the degrees of evaluating curriculum materials from the learners' views depended on their beliefs on teaching and learning. It was also connected to qualitative differences of adaptation in 'increasing student control over an activity' and 'increasing teacher control over an activity'. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.665-676
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• 2015

In this case study, we analyzed the processes of STEAM lessons conducted by preservice secondary science teachers. Three preservice science teachers at a college of education in Seoul participated in this study. After the workshop for STEAM education, they planned and practiced STEAM lessons. All of the teaching-learning materials were collected before lessons, and their lessons were observed and videotaped. Semi-structured interviews were also conducted before and after their lessons. The processes of STEAM lessons were analyzed while focusing on PCK and PDC. Their difficulties, needs, and views on STEAM education were also studied. It was found that they have taken much efforts to reflect the objectives and characteristics of STEAM education, and prepared teaching-learning materials by searching on the internet and arranging creative contents. Their great difficulty was to determine topics for STEAM lessons. While one preservice teacher satisfied with her lesson perceived STEAM education positively, the others perceived that it would be very difficult to practice STEAM lessons in school. For their STEAM lessons to be successful, the workshop needs to include some specific information on grades, proper topics for each grade, ways of making materials, and tips for effective STEAM lessons. In addition, it will be effective if the workshop is carried out after their study on constructivist learning theory and if they experience successful STEAM lessons.