• Education of Primary School Mathematics
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• v.15 no.2
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• pp.91-106
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• 2012

This study reports pre-service teachers' problem solving process on the problem-based learning(PBL) employed in an elementary mathematics method course. The subjects were 6 pre-service teachers(students). The data were collected from classroom observation. The research results were described by problem solving stages. In understanding the problem stage, students identified what problem stand for and made a problem solving planned sheet. In curriculum investigation stage, students went through investigation and re-investigation process for solving the task. In problem solving stage, students selected the best strategy for solving the task and presented and shared about problem solving results.

• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.371-384
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• 2008

The purposes of this study were to investigate perspective teachers' conceptions of liquid-state and get implications for the direction of science curriculum or professional development. The instrument was composed of seven questions focusing on aspects of liquid-state phenomena. The results showed that the participants have various alternative concepts about liquid-state. The problem revealed in almost every question was their macroscopic explanations for the phenomena. In addition, it appeared that the participants seemed to understand phenomena in terminology level, but they didn't know basic reasons or fundamental concepts about the phenomena. It is required to change the curriculum or instructional methods in secondary school and teacher education programs to anchor the scientific concepts on molecular or microscopic level.

• Journal of Science Education
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• v.36 no.2
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• pp.313-328
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• 2012

This study was conducted for the purpose of making the better utilization of MBL in class, based on 2009 curriculum which emphasizes research activities and recommends the direct use of the MBL. We investigated primary, secondary and pre-service teachers' satisfaction and perception level after conducting training about making good use of MBL. The satisfaction level of the training turned out to be high, level of applicability of MBL, expected improvement in learning skills of students and the will to apply it in class was high. The answer that they expect MBL to increase students' curiosity and interest in science was the highest among the survey results, which means that MBL could be used as a solution to lack of students' interest in science. Besides, primary teachers than secondary and pre-teachers, long careered teachers than short careered teachers and MBL-experienced teachers than inexperienced teachers showed more satisfaction and the will to adapt MBL overall. Primary and pre-teachers hoped MBL training to be more related to STEAM education, whereas secondary teachers wanted the training to have more to do with increasing creativity If advanced MBL training program is opened. The price was chosen as the best obstacle to MBL class' application, and the lack of manual for experiment and education to teacher was also pointed out secondly. In conclusion, if MBL is fully equipped in school and training on how to take advantage of it is provided continually, It is expected that MBL could increase the utilization in the field of science education. The results of this paper can be used when you configure the MBL utilization training program.

• Education of Primary School Mathematics
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• v.19 no.3
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• pp.211-222
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• 2016

This article examines K-8 pre-service teachers' (PSTs) engagement in lesson plan modification using the eight Mathematics Teaching Practices (MTPs) in Principles to Actions, the most recent landmark publication of framework by National Council of Teachers of Mathematics (NCTM) in the U.S. The activity consisted of four phases that involved the analysis and modification of an existing lesson plan. Fifty-seven PSTs participated in the activity throughout the semester, and data from each phase was analyzed using the inductive content analysis approach. PSTs' initial conceptions of lesson planning reflected little on teaching practices (i.e., the MTPs) with more emphasis placed on the form - rather than function - of lesson elements. With the opportunity to interpret MTPs and analyze lesson plans using MTPs as an analytical lens, PSTs demonstrated various interpretations of MTPs, made efforts to incorporate MTPs into lessons, and attended to the interwoven nature of MTPs. This article also shares the challenges, conflicts, and tensions reported by PSTs during their participation of lesson plan modification; as such, the results from this study will inform the research examining the pedagogical (im)possibilities for utilizing MTPs in mathematics teacher training programs.

• Education of Primary School Mathematics
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• v.26 no.2
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• pp.99-113
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• 2023

In this study, I explored the possibility of using ChatGPT math education. For this purpose, students' problem-solving outputs and conversation data between pre-service teachers and a student were selected as an analysis case. A case was analyzed using ChatGPT and compared with the results of mathematics education experts. The results that ChatGPT analyzed students' problem-solving strategies and mathematical thinking skills were similar to those of math education experts. ChatGPT was able to analyze teacher questions with evaluation criteria, and the results were similar to those of math education experts. ChatGPT could also respond with mathematical theory as a source of evaluation criteria. These results demonstrate the potential of ChatGPT to analyze students' thinking and teachers' practice in mathematics education. However, there are limitations in properly applying the evaluation criteria or providing inaccurate information, so the further review of the derived information is required.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.141-162
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• 2023

Recently, in school mathematics, classes using mathematical modeling are attracting attention to improve students' mathematical problem-solving skills. However, existing preceding studies have been conducted mainly on elementary, middle, and high school or in-service teachers, so it may be limited to apply the contents and results of the research as it is to pre-service teachers, who are future professors. Therefore, this study examined the school days' experiences of mathematical modeling for pre-service elementary school teachers. In addition, in order to provide a positive experience for mathematical modeling, mathematical modeling problem creation activities were conducted through group activities, and the results and their perceptions were examined. As a result of the study, elementary school preservice teachers had very little experience with mathematical modeling activities during their elementary, middle, and high school days. It was found that there is a deficiency in creating an appropriate mathematical modeling problem suitable for the level of elementary school students. In addition, it was found that they had a positive perception of mathematical modeling after participating in the study. Based on these results, implications for the training process for preservice teachers were suggested.

• Journal of the Korea Convergence Society
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• v.11 no.1
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• pp.267-277
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• 2020

The purpose of this study is to analyze the needs of experts in childhood education field on what is the primary core competency of the beginning childhood teachers to cope with the future society. For this, the survey was conducted for 252 of teachers in charge, assistant directors, and directors who are currently working at the daycare centers and kindergartens in Busan and Gyeongsangnamdo. In order to derive the requirement and priority on the core competencies required to beginning childhood teachers, 3-step analysis method of paired t-Test, Borich Needs Model Analysis, and the Locus for Focus was used. As a result, seven sub-competencies of five competencies of cooperation, communication, self-improvement and development, vocational ethics, and emotional intelligence was identified as the core competencies required by priority to the beginning childhood teachers in order to cope with the future society. These results may provide the basic data for designing the competence and field-based curriculum in the teachers' training schools for pre-service childhood teachers.

• Journal of the Korean Geographical Society
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• v.46 no.3
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• pp.382-395
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• 2011

Considering that GIS (Geographic Information Systems) has not been widely adopted by teachers despite educators' considerable efforts to incorporate it into secondary education, if some teachers voluntarily participate in GIS in-service education without guaranteed benefits, those teachers deserve attention. This study investigates why teachers actively participated in a GIS staff-development program offered by Seoul National University in South Korea. Questionnaires were distributed to teachers and interviews were conducted. Results indicate that active participants are mostly young teachers who are expected to have had experiences with GIS during pre-service education. Teachers see the potential of GIS, but they also worry about several issues. Participating teachers' primary motivation was to learn enough about GIS to incorporate it into their teaching. Suggestions to facilitate the incorporation of GIS into education are provided.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.215-231
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• 2018

Attitudes to the health and dietary life of teachers affect their students. The purpose of this study was to investigate dietary and education awareness, eating habits and dietary management competency of the preliminary teachers and teachers. Data was collected from 812 pre-service teachers and teachers in South Korea using a 5-Likert self-administrated questionnaire in October to December of 2017. Data was analyzed using factor analysis, reliability, one-way analysis of variance, and correlation. The results of this study are as follows. Dietary and education awareness was classified into dietary concern and dietary management stress. Eating habits composed of healthy eating habit and bad eating habit. Dietary management competency was sub-grouped into dietary knowledge, cooking, dietary sanitation and safety, and environment. The all factors of pre - service teachers and teachers showed a significant difference except for the environmental ability factor (p <0.01). All factors were significantly different according to the age and the number of meal preparation (p <0.05). The eating habits were not significantly differences from sex. The major and health condition showed significant differences except dietary management stress and cooking factors (p <0.01). The obesity index showed significant difference in the dietary concern, bad eating habits, and cooking factors (p <0.01). In conclusion, it was required to education and develop education materials that can help the STEAM education using the dietary area. The dietary education program for the pre - service teachers and the teachers should increase the number of participating in the meal preparation considering the difference according to the general characteristics, so that the dietary management competency and the healthy eating habits should be formed.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.127-132
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• 2023

The rapid development and progress of information and communication technology are bringing about changes in the field of education, and innovative methods in teaching-learning have been introduced and applied a lot in the actual field starting with the pandemic. Reflecting this trend, the purpose of this study is to examine the perception of prospective elementary school teachers on the use of edutech, which is widely used in the educational field after COVID-19. To this end, I analyzed the results of 7 major ideas selected at the Edutech Utilization Competition held by K University of Education and the focus group interview conducted with 2 pre-service teachers. As a result of the analysis, it was found that prospective elementary school teachers valued the necessity and importance of edutech-based classes. In addition, they were positively aware of the educational effect of edutech-based classes. To sum up, it could be predicted that edutech classes are also linked to the policies and plans of the Ministry of Education, and will play an important role in effectively guiding future learners while achieving the goals set by the curriculum.