• Journal of the Korean earth science society
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• v.38 no.5
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• pp.367-377
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• 2017

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.293-300
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• 2021

The aim of this study was to measure preservice teachers' perceptions of Technological Pedagogical Content Knowledge (TPACK). The researcher analyzed responses on the TPACK scale of 307 students in A University located in Chungcheongbuk-do. During the statistical analysis, IBM SPSS 21 program was used to implement Independent Samples T-test, One-way Analysis of Variance, and Multiple Regression Analysis (Enter method). The results are as follows. First, for the mean difference by gender, the mean of female students was higher than that of male students in Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge. Second, for the mean difference by grade level, the mean of the 1^st, 3^rd and 4^th graders was higher than that of the 2^nd graders in the Content Knowledge at a statistically significant level. Third, toward Technological Pedagogical Content Knowledge, Pedagogical Knowledge of .11 beta value, Pedagogical Content Knowledge of .11 beta value, and Technological Pedagogical Knowledge of .715 beta value were found to be statistically significant predictors. Finally, the researcher discussed development of the TPACK implementation manual and workbook and provision of various technology practice opportunities.

• Journal of the Korean Home Economics Association
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• v.49 no.1
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• pp.1-16
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• 2011

This study analyzed the items for the Home Economics teacher selection test, which were carried out through the school year 2002 to 2010, based on Pedagogical Content Knowledge in Home Economics Education (H-PCK). Two frameworks were used: (1) H-PCK matrix transformed from the Content Knowledge in Home Economics Education (H-CK) and the Pedagogical Knowledge; (2) Five components of H-PCK. The results of this study were as follows: (1) The test items were classified into H-CK items and H-PCK items from the H-PCK matrix analysis. (2) While the number of items on knowledge of teaching strategies was the highest, no item on knowledge of understanding students was identified. Since the test can be considered as Measurement-Driven Instruction, it will have backward influences on the teacher education program in universities. Thus, if promising and capable new Home Economics teachers are to be recruited, the test items should include all the components of H-PCK.

• Proceedings of The KACE
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• 2017.08a
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• pp.217-220
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• 2017

테크놀로지의 발전에 따라 교육에서도 테크놀로지를 도입하기 위한 움직임이 활발하게 진행되었다. 교육에서는 테크놀로지를 학생들이 학습 과정에서 겪는 문제점을 해결하기 위한 목적으로 활용하였다. 하지만, 교사들의 테크놀로지에 대한 전문성 부족으로 인하여, 교사들은 수업에 테크놀로지를 도입하는데 많은 어려움을 겪고 있었다. 테크놀로지를 기반으로 한 교사의 수업 전문성 발달을 위하여 테크놀로지 교수 내용 지식(TPACK)이 도입되었고, 교사의 TPACK 향상을 위한 연구가 많이 진행되었다. 최근에는 테크놀로지가 가진 한계점을 극복하기 위하여 새로운 테크놀로지 도구로써 프로그래밍이 주목받고 있다. 따라서 선행 연구에서는 프로그래밍을 기반으로 TPACK 교육 프로그램을 향상시키기 위한 교육 프로그램이 개발되었다. 본 연구에서는 김성원과 이영준(2017)에서 개발한 TPACK 교육 프로그램의 효과를 검색하기 위한 연구를 진행하였다. 교사에게 적합한 40차시의 TPACK-P 교육 프로그램을 개발하였고, 연구를 위하여 모집한 17명의 교사를 대상으로 교육 프로그램을 적용하였다. 또한, 교사의 TPACK 변화를 관찰하기 위하여 박기철과 강성주(2014)의 연구에서 개발한 검사 도구를 교육 프로그램 투입 전, 후에 실시하였다. 적용 결과, TPACK-P 교육프로그램을 통하여 교사의 TPACK은 통계적으로 유의미한 향상이 나타났다. 세부 영역에서는 Pedagogical Knowledge(PK), Technological Knowledge(TK), Technological Content Knowledge(TCK), Technological Pedagogical Knowledge(TPK), Technological Pedagogical Content Knowledge(TPACK)에서 통계적으로 유의미한 차이가 나타났다. 하지만, Content Knowledge(CK)와 Pedagogical Content Knowledge(PCK)에서는 통계적으로 유의미한 차이가 나타나지 않았다. 이러한 결과를 통하여 TPACK-P 교육 프로그램이 모든 영역은 아니지만, 테크놀로지와 관련된 지식과 교사의 TPACK 발달에 효과적인 것을 확인할 수 있었다. 본 연구에서는 TPACK-P 교육 프로그램을 통한 교사의 TPACK 변화를 검사 도구를 통하여 측정하였다. 후속 연구에서는 TPACK-P 교육 프로그램에 참여한 교사의 수업 전문성의 변화와 학교 현장에서 수업의 변화, 이에 대한 학생들의 반응을 측정하는 연구가 필요하다.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.545-564
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• 2009

TPACK (Technological Pedagogical Content Knowledge) adds the technological knowledge to PCK (Shulman 1986), completing the combination of three kinds of knowledge, i.e. teacher's content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). In this study, I seek to design methodological ways to improve TPACK for preservice mathematics teachers by developing and analyzing team project-based classes with technology in a class of the first semester 2009 in a teacher's college in Seoul, South Korea. The goal of the team project is to design classes to teach mathematics with technology by selecting technology tools suitable for specific mathematical concepts or mathematics sections. In the early stage of the class in the college, the confidence levels among the preservice mathematics teachers were relatively low but increased in the final stage their mathematics teaching efficacy up to from 3.88 to 4.50. Also, the pre service mathematics teachers answered the team project was helpful or very helpful in developing TPACK; this result proves that lectures with technology which based on team project are excellent tools for the teacher to design classes with technology confidently. Considering the teacher's TPACK is one of the abilities to achieve the goals required in the information technology era, the preservice mathematics teachers are asked to plan and develop the lectures with technology, rather than just taught to know how to use technology tools or adapt to specific cases. Finally, we see that national-wide discussion and research are necessary to prepare customized standards and implementable plans for TPACK in South Korea.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.225-236
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• 2023

This study investigated the characteristics of pre-service elementary teachers' TPACK in science lesson planning using VR/AR content based on epistemic network analysis (ENA). Seven TPACK coding elements were derived inductively based on the existing TPACK framework. Then, the pre-service elementary teachers' discourse in science lesson planning was coded according to the seven TPACK coding elements and analyzed using the ENA Web Tool. The discourses of the two groups were analyzed and compared, and the differences between the two groups, which the researchers analyzed qualitatively, were clearly shown on the ENA graph. Based on these findings, the researchers argued that the ENA method is a useful research tool for analyzing the complex interactions of technology knowledge (TK), content knowledge (CK), and pedagogical knowledge (PK), which is different from previous TPACK research. Also, the researchers discussed the implications for the TPACK competency development of pre-service teachers by comparing the characteristics of the two groups' discourse.