• Korean Journal of Childcare and Education
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• v.19 no.3
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• pp.19-39
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• 2023

Objective: The purpose of this study was to analyze the experiences of foreign students in childcare practicum, with a specific focus on identifying the difficulties they encountered and the values they derived from their practicum experiences. The aim was to gain insights that can contribute to improving practicum support for these students. Methods: A total of 6 foreign students were selected as participants for this study using snowball sampling. The data collection period spanned from May 2021 to March 2023, during which semi-structured interviews were conducted and qualitatively analyzed. Results: Foreign students faced challenges in securing practicum placements prior to the start of their program. Communication difficulties necessitated the use of interpreters to interact with children. Additionally, documenting information in a language other than their mother tongue posed a challenge. Consequently, there was a need for tailored training support to address the specific needs of foreign students in childcare practicum. Despite these challenges, the students reported rewarding and valuable experiences during their practicum. These experiences included discovering the teaching identity in Korea, learning about desirable practices in the field, recognizing and addressing personal shortcomings, and developing a sense of vocation for the advancement of infant education in their home countries. Conclusion/Implications: If we actively listen to and provide appropriate support for the specific needs of foreign students in their childcare practicum, they have the potential to become excellent childcare teachers who can foster a harmonious and inclusive environment within our multicultural society.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.385-391
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• 2021

In this paper, a case of deep learning artificial neural network education was studied for artificial intelligence literacy education for preservice teachers and incumbent teachers. In addition, through the proposed educational case, we tried to explore the contents of artificial neural network principle education that elementary, middle and high school students can experience. To this end, first, an example of training on the principle of operation of an artificial neural network that recognizes two types of images is presented. And as an artificial neural network extension application education case, an artificial neural network education case for recognizing three types of images was presented. The number of output layers was changed according to the number of images to be recognized by the artificial neural network, and the cases implemented in a spreadsheet were divided and explained. In addition, in order to experience the operation results of the artificial neural network, we presented the educational contents to directly write the learning data necessary for the artificial neural network of the supervised learning method. In this paper, the implementation of the artificial neural network and the recognition test results are visually presented using a spreadsheet.

• 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 Practical Engineering Education
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• v.15 no.1
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• pp.13-22
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• 2023

The purpose of this paper is to explore the impact of online problem-based learning (PBL) on learners' 4C competencies and learning experience. The results of the study showed that, first, online PBL had a statistically significant effect on learners' problem-solving skills, communication skills, and pre-service teacher efficacy. Second, learners were very satisfied with the online PBL experience and perceived it to be very beneficial to their learning and to themselves as preservice teachers. Third, learners perceived that the real-time video conferencing system and instant messenger were very helpful for successful online PBL. Fourth, regarding the important factors for successful online PBL, the participants in this study perceived that communication and sincerity are very important, and the role of the leader is also important, but personal intimacy among team members is relatively less important. Fifth, learners perceive that instructor feedback is very important for successful online PBL. Finally, the implications of this study are discussed along with suggestions for future research.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.1-18
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• 2024

Teachers' ability to notice is a crucial indicator of their instructional expertise. Despite the significance of this ability, research in mathematics teacher education has predominantly focused on the noticing of preservice teachers, with limited exploration into the noticing abilities of experienced in-service teachers. This study addresses this gap by examining the noticing characteristics of in-service elementary teachers actively developing their competency in elementary mathematics education. For this purpose, 23 elementary school teachers were asked to complete an analysis sheet while viewing the mathematics lesson video depicting on the concept of (fraction)÷(natural number), allowing us to scrutinize their attending, interpreting, and responding skills in detail. The study's results revealed that teachers demonstrated a tendency to attend mathematically significant aspects related to the teaching of fraction division. They interpreted the observed phenomena through the lens of fraction division's instructional principles, proposing specific pedagogical alternatives. These findings offer valuable insights for mathematics teacher education research.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.546-558
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• 2006

The purpose of this study was to identify heuristically how abduction was used in a context of solving an earth-environmental problem. Thirty two groups of participants with different institutional backgrounds, i,e., inservice earth science teachers, preservice science teachers, and high school students, solved an open-ended earth-environmental problem and produced group texts in which their ways of solving the problem were written, The inferential processes in the texts were rearranged according to the syllogistic form of abduction and then analyzed iteratively so as to find thinking strategies used in the abductive reasoning. The result showed that abduction was employed in the process of solving the earth-environmental problem and that several thinking strategies were used for inferring rules from which abductive conclusions were drawn. The strategies found included data reconstruction, chained abduction, adapting novel information, model construction and manipulation, causal combination, elimination, case-based analogy, and existential strategy. It was suggested that abductive problems could be used to enhance students' thinking abilities and their understanding of the nature of earth science and earth-environmental problems.

• Journal of the Korean Society for Nondestructive Testing
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• v.18 no.5
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• pp.389-397
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• 1998

For an effective and efficient management of large amounts of preservice/inservice inspection(PSI/ISI) data in nuclear power plants, an intellegent Windows 95-based data management program was developed. This program enables the prompt extraction of previously conducted PSI/ISI conditions and results so that the time-consuming data management, painstaking data processing and analysis in the past are avoided. The program extracts, and the associated remedies. Furthermore, additional inspection data and comments can be easily added or deleted for subsequent PSI/ISI operation. Although the initial version of the program was applied to Kori nuclear power plant, this program can be equally applied to other nuclear power plant. And also this program can be used to offer the fundamental data for application of evaluation data related to fracture mechanics analysis(FMA), probabilistic reliability assessment(PRA) of PSI/ISI results, performance demonstration initiative(PDI) and risk-informed ISI based on probability of detection(POD) information of ultrasonic examination. Besides, the program can be further developed as a unique PSI/ISI data management expert system that can be apart of PSI/ISI data management expert system that can be a part of PSI/ISI Total Support System(TSS) for Korean nuclear power plants.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.307-320
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• 2020

This study explores how the positioning of two pre-service science teachers (PSTs) is reflected in their different epistemic understandings of inquiry-based lessons. We collected the PSTs' products during their design and enactment of an inquiry-based lesson and recorded their practices in the enacted lesson. Interviews were recorded and transcribed for analysis. The results indicate that one PST, Dohyung was positioned as a subject of evaluation throughout the course and the other, Jinwoo, was positioned as a preservice teacher and a subject of evaluation. Their positions were reflected in their epistemic understandings of inquiry-based lessons, which were developed when designing these lessons. During lesson design, both PSTs showed a shared understanding; they explained inquiry-based lessons as students setting and evaluating hypotheses under teachers' guidance. However, as they faced unexpected situations during lesson enactment, they developed different epistemic understandings. To receive a good grade, Dohyung showed a strong preference for anticipating situations that could occur in class and planning responses to them. He understood inquiry-based lessons as ones in which students conduct experiments to produce results expected by the teacher. On the other hand, Jinwoo emphasized the reasoning process based on students' prior knowledge and explained inquiry-based lessons as ones in which students construct new knowledge through a scientific reasoning process based on their knowledge. The findings of this study will contribute to developing strategies to support PSTs' development of their epistemic understandings of knowledge construction in inquiry-based lessons.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.502-518
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• 2015

In order to find out Elementary pre-service teachers' reflective thinking and experiment performance ability related with Photosynthesis Experiment in the Korea Elementary School Science Textbook, the research is conducted targeting Elementary pre-service teachers. They are asked to carry out the experiment and write their own report about the difficulties and solutions of exploration process. This study aims to analyze Elementary pre-service teachers' reflection and experiment performance ability on Photosynthesis experiment based on 10 groups' reports and presentation materials. Reflective thinking extracts 108 statements which is associated with the four types of the sentence 'Knowledge, Procedure, Orientation, Attitude' in 10 reports. There are many sentences about reflective thinking acquired through analysis of the photosynthesis experiment. reflective thinking about the newly discovered type or changed concepts through experimentation in Knowledge is at the highest frequency. 56 sentences in relation to the ability to perform experiments are extracted by adding 4 different types of reflective thinking in 10 groups shown the highest frequency group and the lowest frequency group's report through analyzing 4 steps 'Experimental preparation and safety accident prevention', 'Experiments performance', 'Experimental results and generalization', and 'Experimental results and feedback.' Results of the analysis showed that there are the biggest difference between the two groups in 'experiment results supplement and feedback step.' In the lowest group's report, there's no contents related with 'Computer-assisted information processing' in the 'Experimental results summary and generalization stage', 'Alternative reagents and materials research', and 'Devising alternative experiment methods'.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.417-424
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• 2017

This study investigated the relationship between pre-service early childhood teacher's metacognition and emotional intelligence on character development efficacy. The subjects were 218 pre-service early childhood teachers at university. A questionnaire, which required self-reporting by these teachers, was used to investigate the effect of their metacognition and emotional intelligence on character development efficacy. The data were analyzed by Pearson's correlation and stepwise regression. The study results were as follows. First, metacognition and emotional intelligence exerted an effect on the character development efficacy of pre-service early childhood teachers. Second, there were significant positive correlations between the metacognition and character development efficacy of the teachers. Third, there were significant positive correlations between the emotional intelligence and character development efficacy of the teachers. Fourth, emotional comprehension of others, emotional comprehension of own, error correction, and emotional activity were meaningful and influential variables on the teachers' self-leadership. These results increased the perception for the development of pre-service early childhood teacher curriculum about character development efficacy, metacognition and emotional intelligence of pre-service early childhood teachers.