• 한국초등과학교육학회지:초등과학교육
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• 제27권4호
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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.

• 수산해양교육연구
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• 제23권4호
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• pp.673-683
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• 2011

The purpose of this study was to analyze the validity of teacher evaluation policy for professional development and to suggest the ways to improve the policy in school. The teacher evaluation policy for professional development is designed to improve teacher professionalism and quality of school education. For this purpose, A survey was conducted and 361 elementary and middle school teachers participated in Busan. Collected data were analyzed using SPSS WIN 12.0. The conclusions of this study are as follows: First, although teachers are highly interested in the teacher evaluation policy, they have negative attitudes for practicing the new policy. Second, assessors must be composed of reliable, competent experts because teacher evaluation has a great influence on teaching activities. The assessors should be composed of those who have the specialization and reliability on the basis. Also the assessors must be trained to enhance the fairness, objectivity and reliability by rigid discipline. Finally, teacher evaluation policy should be closely linked to increasing teacher's expertise such as training opportunities, teacher consultants, and senior teacher systems and should be widely utilized for the evaluation to be effective.

• 한국초등과학교육학회지:초등과학교육
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• 제27권2호
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• pp.170-178
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• 2008

In this research, we observed the co-works among novice and expert science teachers who were involved in a science teacher association and explored their interactions. The science teacher association is K-12 science teachers' gathering near Seoul. This study is a case study with the participant observation and the private interview of 8 novice teachers and 3 expert teachers. Based on the collected data, interaction between novice and expert teachers was categorized as seven types; question and answer, demonstration, presentation, co-working, providing materials, listening, and showing interest. Several factors supporting such an active interaction were derived from this study; 1) Teachers perceived well about the importance and the merits of co-working with other science teachers. 2) The open and cooperative environment of the science teacher association supported teachers' interaction. 3) There were tasks that teachers needed to co-work such as the science fair and the science camp. 4) There were opportunities of interactions for publishing books and developing modules. 5) Lots of expert teachers were willing to help and co-work with novice teachers. We found that novice teachers could continue to grow in terms of the professional development under interactive, continuing and cooperative environment with expert teachers.

• 한국수학교육학회지시리즈A:수학교육
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• 제62권1호
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• pp.95-115
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• 2023

많은 교사들이 수학 수업에서 효과적인 논의를 하고 싶어 하지만 정작 성공적으로 수행하기란 쉽지 않다. 이에 본 연구에서는 '효과적인 수학적 논의를 위해 교사가 알아야 할 5가지 관행'에 대해서 학습하고 이를 수업에 적극적으로 적용하는 과정에서 15명의 초등학교 교사들이 실제적으로 어떤 어려움에 직면하는지를 분석하는 것에 중점을 두었다. 특히 본 연구 대상 교사들이 3~4명씩 교사 공동체를 구성하여 5가지 관행을 적용한 수업을 설계·실행·반성하는 과정을 종합적으로 분석하였다. 연구 결과, 교사들은 학생들의 수준과 수업 환경에 적합한 과제를 선정하는 데 가장 많은 어려움을 겪었고, 모든 학생들의 해결 방법을 점검하는 것, 그리고 학생들의 해결 방법을 핵심적인 수학적 아이디어와 연결하는 것에 어려움을 겪는 것으로 드러났다. 또한 효율적으로 활용할 수 있는 지도안 작성하기, 다양한 교사의 역할을 동시에 수행하기, 학생의 발표를 시각적으로 공유하기 등과 같이 기존의 선행 연구에서 강조되지 않았던 실제적이고 구체적인 어려움을 분석할 수 있었다. 본 연구 결과가 초등학교 수학 수업에서 효과적인 논의를 이끌어 가고 싶은 교사에게 실질적인 도움이 되고 교사교육자에게 구체적인 사례를 통한 논의의 장을 확장하기를 기대한다.

• 동아시아식생활학회지
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• 제26권2호
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• pp.181-191
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• 2016

This study aimed to investigate current nutrition education and effective plans for nutrition teachers in schools. Data were collected by a face-to-face questionnaire. Surveyed schools were elementary, middle, and high schools at percentages of 32.4%, 35.1%, and 32.4%, respectively. Percentage of nutrition education was above 90%, whereas off-line education was very uncommon in middle (8.3%) and high schools (27.3%) compared with elementary schools (63.6%), (p<0.05). Satisfaction of nutrition education was also very low in middle (7.7%) and high schools (8.3%) when compared with elementary schools (41.7%), (p<0.05). The main reason for this was due to 'work overload of mealing service (44.4%)' and 'insufficient time of students (25.9%)'. Effective education plans were as follows: beginning of education and education scale were 'elementary school (67.6%)' and 'below 20 people (81.1%)', and the most preferred counterplan was 'development of diverse education programs (4.81 score)' > 'systematic education process (4.76 score)' > 'professional nutrition education (4.51 score)'. Most important duty was 'nutrition education and consultation (51.4%)', although it achieved the lowest satisfaction at a score of 2.46. Overall analysis, demand and awareness of nutrition teachers for nutrition education were very high. Therefore, an institutional strategy and environmental improvements are required by setting up curriculum subjects and developing diverse education programs for systematic nutrition education.

• 한국초등수학교육학회지
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• 제20권3호
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• pp.393-406
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• 2016

수학 6-1 지도서에 따르면, 6학년 수학에서 삼각기둥과 사각기둥의 전개도 그리기는 창의라는 측면에서 권장된다. 이런 점에서 교사는 수업에 앞서 삼각기둥과 사각기둥의 가능한 전개도를 확인해 둘 필요가 있다. 그러나 그 전개도 전부를 제시해 주고 있는 선행 연구는 찾기 어렵다. 이런 이유에서, 본 논문에서는 교사의 전문성 신장을 위한 교재 연구의 일환으로, 밑면(삼각형)의 세 변의 길이가 서로 다른 삼각기둥의 가능한 전개도와 밑면(사각형)의 네 변의 길이가 서로 다른 사각기둥의 가능한 전개도를 찾을 수 있는 방법과 그 각각의 전개도의 수에 관해 논의하고 있다. 이러한 논의는 수업에서 삼각기둥과 사각기둥의 서로 다른 전개도의 수를 묻는 질문에 답할 수 있기 위해, 교재 연구의 차원에서 필요하다. 본 논문에서 제시하는 삼각기둥과 사각기둥의 전개도를 학생들이 그린 전개도의 올바름을 판단하거나, 학생들이 전개도를 창의적으로 그리도록 안내하는데 활용할 수 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제31권2호
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• pp.135-145
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• 2012

In this study, we developed an efficient in-service teachers training program, which could help the professional development of science gifted teachers. The characteristic feature of this in-service training program was to put great emphasis on interaction between fellow teachers. With this program, teachers could share their experiences and informations about gifted education. The program consisted of 4 interaction modules: 'the module of interaction at the pre-planning', 'the module of interaction in the small group', 'the module of interaction at the plan of application', 'the module of interaction at the practical exercise'. In this study, we analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. We analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. Each teachers got 17.2 correction opinions from peer teachers. They accepted 79.2% opinions among them and refused the other opinions (20.8% opinions). In the analysis of 'program process', the interactions for the improvement about 'the acquirements of knowledge and function' step were 41.9% and the interactions for the improvement about 'plan and exploration' step were 30.5%. In the analysis of 'program domain', the interactions about 'method of teaching and learning' were 41.9%. The interactions about 'program step' were 28.6% and the interactions about 'learning contentsh were 24.8%. With these results, we discussed the features of interaction between science gifted education teachers and proposed the improvement of in-service training program for elementary science gifted teachers.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제19권2호
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• pp.143-160
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• 2016

최근 영재 교사의 수업 전문성에 대한 관심과 연구는 많아지는 반면, 정작 각 영재 교과의 특성을 반영한 수업 전문성의 요소나 이를 적용하여 수업을 분석한 사례는 매우 부족하다. 이에 본 논문은 선행 연구를 바탕으로 수학 영재 교수 학습의 요소를 탐색하고 초등 영재 교사의 수학 수업을 상세히 분석한 사례를 제공한다. 분석 결과 전반적인 교수 학습의 특징 외에도 수학 영재의 특성을 고려한 학습 환경 조성, 수학 심화학습 위주의 과제 제시 및 확장, 고차원적인 수학적 사고 촉진, 수학적 규칙성 연결성 유용성을 강조하는 특징이 드러났다. 이를 통해 초등 수학 영재교육의 특성을 반영한 수업에 대한 실제적 담론의 기초를 형성하고, 영재 교사에게는 초등 수학 영재 수업을 바라보는 안목의 형성과 전문성 향상의 기초를 제공하고자 한다.

• 과학교육연구지
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• 제43권3호
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• pp.318-328
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• 2019

본 연구의 목적은 초등학교 예비교사들의 과학 수업 이미지에 나타난 교사와 학생 간 상호작용을 조사하는 것이다. 정서적 지원(분위기, 학생 시각에 대한 관심, 교사 민감도), 수업 조직(교수학습 형식, 행동 조절, 생산성), 학습 지원(피드백의 질, 언어 모델링, 개념 발달)의 3개 영역 총 9개 기준에 의해 긍정적 상호작용과 부정적 상호작용을 분석하였다. 연구 결과 상당수 학생들이 교수학습 형식 또는 개념 발달에 해당하는 긍정적 상호작용을 선호하는 경향이 나타났다. 기피하는 수업의 경우에는 교수학습 형식 또는 학생 시각에 대한 관심 측면의 부정적 상호작용이 많이 나타났으나, 그 외 매우 낮은 빈도를 보인 상호작용 요소들도 있었다. 그리고 여자 예비교사들이 남자에 비해 긍정적인 상호작용을 약간 더 선호하는 것으로 조사되었다. 교사전문성에 대한 함의 및 후속 연구에 대한 제언을 논의하였다.

• 대한지구과학교육학회지
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• 제7권1호
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• pp.99-109
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• 2014

The purpose of this study was to obtain consensus from the expert community on the aims of Elementary Science Classes for the Gifted(ESCG) and teaching professionalism of Elementary Science Teachers for the Gifted(ESTG). For the delphi study, nineteen experts were consulted with open-ended and closed questions. Delphi research was conducted a total of 3 times. The Delphi survey was done by e-mail. The experts can express their opinions freely during the research. The results of this study were as follows : First, there were six aims for ESCG. The six aims of ESCG are scientific inquiry ability growth, creative problem solving ability growth, primary science gifted's giftedness development, the future science-talented-children training, the growth of attitudes toward science, scientific attitudes growth. Second, there were four teaching professionalism about teaching professionalism of ESTG. Four teaching professionalism are understanding the characteristics of primary science gifted, the ability to understand and apply the learning methods suitable for primary science gifted education, professional knowledge and ability to understand the science curriculum, the ability to develop and apply primary science education programs.