• The Mathematical Education
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• v.60 no.4
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• pp.493-508
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• 2021

This study aims to examine the effects of learner-centered mathematical instruction perceived by middle school students such as discussion learning, self-directed learning, and cooperative learning on their math self-efficacy and engagement in mathematics class. Moreover, it attempts to verify if there are differences in the mean of latent variables and effect among groups divided based on achievement level. Research results are as follows. First, discussion learning did not have a direct effect on students' engagement in mathematics class, but still created an indirect effect on it through math self-efficacy. Self-directed learning and cooperative learning created a direct effect on engagement in mathematics class as well as an indirect effect through self-efficacy on mathematics. Second, high-achievement group had a higher perception of discussion learning, self-directed learning, and cooperative learning than a low-achievement group, and showed a higher level of math self-efficacy and engagement in mathematics class. Third, there were significant differences among groups, in the effect of discussion learning on self-efficacy in mathematics, effect of self-directed learning on self-efficacy in mathematics, and effect of math self-efficacy on engagement in mathematics class. Thus, this study offers meaningful implications for the role of math teachers as assistants in learning for learner-centered math classes.

• Journal of the Korean Society for Library and Information Science
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• v.56 no.1
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• pp.201-220
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• 2022

This study suggests a theoretical model of information literacy instructions in the context of the Extended Essay included in IB(International Baccalaureate) Diploma Program Core. The study particularly analyzed I-LEARN model as a model to teach and learn with information for inquiry-based learning since the model was developed for the purpose of learning with information. Some school districts in Korea adapted IB programs to address the need for better education. Findings indicate the followings. First, students can achieve deep understanding by applying a model of information literacy instructions that provides scaffolding. Second, the expected roles of school librarians in information literacy instructions for Extended Essay are process specialists, teachers, and instructional partners. Third, I-LEARN model is appropriate as a framework to teach information literacy skills for inquiry needed for Extended Essay. Fourth, I-LEARN assessment rubric is useful in assessing the process and outcomes of students' information seeking and use. Implications include that school librarians should develop themselves as experts in information literacy instructions for inquiry-based learning such as Extended Essay, and that Korean schools recognize the crucial role of school librarians in teaching information literacy skills for inquiry-based learinng.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.664-675
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• 2016

The purpose of this study was to identify the duties and tasks of pre-service health education teacher in elementary school using DACUM method. DACUM workshop was conducted for the fourth year nursing students located in J province who completed a health teacher teaching course and performed practical training course in elementary school. By carrying out DACUM workshop duties, tasks, task-specific importance, difficulty and frequency were analyzed, and were derived with the knowledges, skills, attitudes, tools, and future prospects on job requirements and characteristics. The derived job analysis information was verified the content validity from 6 field experts in school and 2 professors of education. Based on the result, DACUM chart was developed. DACUM chart was consisted of 6 duties and 24 tasks, knowledges, skills, and attitudes for job performance were derived. The result of study showed that health care in elementary pre-school health education teacher practicum was listed as the most important duty. Teaching and writing skills were presented to practice basically. Because the importance and role of the health teachers in school are considered necessary, it is considered to increase institutional support for the development of health education program and the improvement of educational environment.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.4
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• pp.161-180
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• 2012

The international standard for the school library suggests that school librarians qualified for librarian and teacher should run the school library. And library assistants should support the teacher librarian to carry out a role as a teacher. Despite the difference of requirements, librarians without teachers' license are under the human resources for school library administration. Furthermore, the job description between the school librarian and librarian is not well-defined in Korea. The different requirements in the library standards and the school library related laws have led to weaken professionalism and social status of librarianship. The condition that teacher librarians are not in the school library have brought the pressure to overcome imperfect functions of the school library and unfairness of educational services. In order to solve these problems, it is necessary to strengthen teacher librarians' qualification system to improve their identity as educational subject specialist librarians. We ought to also build proper foundations of social recognition about librarianship through classifying the types of human resources in the school library into the teacher librarian, library paraprofessional and volunteers. Especially we should hold the job analysis based on administrator, teacher, service, leader, collaboration, and partner.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.65-77
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• 1999

The purpose of this study was to find out the effectiveness of metacognitive instruction model on the changes of science concepts, when it was applied to 6th grade students. To do this, students were tested with the achievement of molecules and molecular motion concepts and metacognitive self-regulation test as a pretest Based upon metacognitive instruction model and student's conception, instruction program were developed. This metacognitive strategy Program was applied to the experimental group and expository teaching was applied to the comparison group (followed the order and method in authorized science textbook and teachers handbook). When planned lessons were finished, students were given a post-test to find conceptual change. After six months students were given a test again to find retention effect. There was a significant difference in conceptual change and retention between comparison group and experimental group by treatment at p< .05 level, The difference between comparison group and experimental group was especially significant, when the situation of test item wasn't similar to that of the textbook Metacognitive instruction model was more effective to high group than low group in metacognitive self-regulation level on conceptual change and retention. So the metacognitive strategy Played an important role in conceptual change and retention. And we can recognize that the students who take part in the metacognitive lesson can apply the corrected concept to the other concrete situation because they can understand new concept accurately by metacognitive strategies. And we can guess that high group in metacognitive self-regulation level can team metacognitive strategy easily but relatively low group student have some trouble in learning new strategy.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.430-453
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• 2006

The purpose of this study was to explore how an elementary school teacher developed PCK by utilizing her knowledge domains in teaching practice, regarding the specific science topic of 'animals:' A case study approach was adopted with the participation of a 1st grade teacher, in a poor urban neighborhood elementary school in NYC. Data was collected through interview and the participant observation method in order to investigate: a) the teacher's existing knowledge base in terms of subject matter knowledge, pedagogical knowledge and contextual knowledge; b) how she develops PCK during classroom practice, centering on the relationship between knowledge domains. The findings illustrate the ways in which the three knowledge domains are closely related and developed as PCK through the whole teaching process. In particular, the findings indicate that the teacher's contextual knowledge plays a critical role in shaping and developing PCK. Before instruction, her contextual knowledge regarding the administrative policies and the school test system in the district enabled her to make decisions and plans about teaching science. During classroom teaching, her knowledge of students' sociocultural backgrounds and living conditions in the urban setting helped her to identify specific teaching strategies and resources suitable to the students' needs and interests. The study results imply that science instruction can be more feasible in meeting the demands of particular groups of students if teachers make an effort to become knowledgeable about their own teaching context and utilize it in developing their PCK.

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.777-789
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• 2005

Study courses using cognitive conflict strategy about geological stratum were performed on the 6th grade elementary students and their conceptual changes were investigated. Some misconceptions about geological stratum that the students have are as follows: (1) stratum was formed due to volcanic eruption, (2) gneiss composes the geological stratum, (3) folds in the stratum were formed due to vertical pressure from the top. The classes had positive effects on the changes of some the misconceptions: (1) the places where the stratum is filmed, (2) the kind of rock in the stratum, and (3) the reason for folding. However, there were no significant changes in the following items: (1) the reason that every layer consists of different sizes of grains. It shows that some misconceptions can be changed easily by cognitive conflict strategy, while others can not. We checked the students who didn't change their misconceptions after the test. These students have very strong misconceptions that most of the natural phenomena on the earth's surface are due to the internal heat pressure, and volcanic activity. Another affecting the students' misconceptions are the role of teachers in class and mass media, such as TV.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.284-309
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• 2013

This study aims to explore how to characterize high school science inquiry. For this research, data were collected from fifteen science classes (18 hours), through observation and videotaping, interviews with a few students and their teacher, and documents such as lesson plan or activity sheet in 13 Science Core High Schools. All the data were transcribed and analyzed. Analyses of these transcripts were proceeded in three steps: first, classroom cases showing active interactions between teacher-students and among students were selected; second, according to cognitive process of inquiry (Chinn & Malhotra, 2002), each segment was analyzed and interpreted; lastly, distinctive cases were determined to show essential features of school science inquiry. Based on the analyses, we characterize high school science inquiry in terms of features of variables controlling-device improvement, design studies, evidence-explanation transformation, and reasoning to formulate explanations from evidence. Teachers' role and educational support were discussed as well as the practical characters or features of school science inquiry.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.65-72
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• 2015

The purpose of this study is to investigate the relationships between moral sensitivity for topics related to science and preference for science, and belief about learning science. 129 middle school students were involved in this study and completed questionnaires to measure moral sensitivity for topics related to science, preference for science, and belief about learning science. Students' responses were analysed to show the distribution of variables and the correlation between variables by gender and grade. As a result, moral sensitivity was not affected by respondents' grades and genders, but was affected by different topics. Preference for science was not affected by respondents' grades and genders, while belief about learning science was not affected by respondents' genders but affected by lower grade. There were correlations between students' moral sensitivity and preference in case of female students and higher grades, as well as relationship between moral sensitivity and belief about learning science. This result infers that students who have higher moral sensitivity can prefer science and show more positive belief about learning science. Also, it can implicate that affective domain including interest or belief can play an important role in the context of science education focusing on moral aspect or ethics, and that teachers should be aware of personal differences in case of teaching moral aspect of science.

• Korean Security Journal
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• no.44
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• pp.117-137
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• 2015

As school violence gets serious, the school system created the local board against school violence in order to respond to school violence effectively. Yet, there are not many studies about the effectiveness of the local board against school violence. A few studies investigated teachers' perception about the local board while the information about the school resource officers' perception is not known much. The current study surveyed school resource officers about their perception towards the function of the local board, its member, and the response of the principal to school violence. Participants are the school resource officers working for the four metropolitan police agencies(Seoul, Kyunggi, Busan, and Ulsan) in Korea, and were asked to answer to structured and open-ended questions. The results indicated that the officers thought the local board did not very well for the function of protecting the victim's rights. In addition, they believed that the participation of parents needs to be limited in the membership, and more experts should be included in the membership of the local board. They also thought the principals should be tough in dealing with school violence. The discussion includes ideas about improving professionalism of the membership and making changes on the related regulations.