• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.295-308
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• 2007

The purpose of the study is to develop an effective model of a science teachers' professional development program. This study consists of two parts: (1) the theoretical review of science teachers' professional development and (2) a case study of a science teachers' professional development programme in the UK. After reviewing recent research on pedagogical content knowledge and new approaches to educational research, the following suggestions emerged: (1) Continuing Professional Development(CPD) should be embedded in teachers' real practice in the classroom and (2) embedded in the everyday life of learners' within the community. (3) CPD should support the development of teachers' communities of professional practice. The case study of 'CPD through Portfolios of Evidence' in the British programme indicated that collecting explicit evidence of good practice in the classroom and establishing agreement as to what constitutes good practice in a teachers' community helped teachers' professional development. Finally, what emerged from the case study of the CPD programme in the UK and the theoretical review of PCK was the following. An effective CPD model of science teachers should comprise these three stages: (1) providing opportunities of professional development, (2) changing practice in the classroom and research, and (3) spreading and sustaining change. The whole process is circular.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.331-341
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• 2018

The purpose of this study is to explore relationships among the structural elements of Science Classroom as Community of Practice (SCaCoP). For this, we investigated the case of small-group activities in practical work of elementary school science in a qualitative way based on the five structural elements of SCaCoP, such as responsibility for learning, common interest, open participation, mutual relationship, and practice. We observed and interviewed five small-groups during five lessons with video- and audio- recording to collect data. The results of analysis are as follows. First, 'mutual relationship' was a necessary-condition for 'open participation.' We also found that 'common interest' has two dimensions related to their interest and related to learning topic. The former interacted with 'open participation,' and the latter was influenced by 'responsibility for learning. Lastly, 'practice' enhanced the features of other elements with dynamic relationships. Based on these results, we suggested the relationships among the structural elements of SCaCoP and discussed implications related to the perspective that regards learning as participation.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.334-346
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• 2012

For teachers' conceptions and understandings are critical to their decision making and classroom practice, this study attempts to understand pre-service elementary teachers' views and practices of science inquiry during peer teaching practice. Fifteen 4th year university students in teacher education program participated in peer teaching practice. Their teaching and reflective discussion were video and audio recorded and written lesson plans were collected for data analysis. Five science teacher educators individually looked into the data and shared their comments and interpretations on pre-service teachers' views and practice. The study findings suggest that pre-service teachers emphasized the importance of providing students with motivating resources in the beginning of lesson, employing certain inquiry teaching models, the process of predicting and dis/proving via experiment, and teachers' minimal intervention as the important features of inquiry teaching. Science teacher educators emphasized that it is critical to help children understand inquiry questions in the beginning of inquiry process, to be mindful of children's problem solving and critical thinking rather than following instruction models or simply going through prediction and test process. They also commented that teachers' guidance could lead a good inquiry process in classroom practice, not always interfering students' inquiry. Based on the findings, the study suggests science teacher educators need to understand what and how pre-service teachers view and practice science inquiry teaching and consider these as useful resources where they can start effective teaching for pre-service teachers at the university level.

• Journal of Korean Library and Information Science Society
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• v.37 no.1
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• pp.353-373
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• 2006

The purpose of this study is to research the concepts of reading ability and debate ability, and the components of both abilities and to make the performance assessment's standards to apply them to the classroom for reading debate in the school libraries. For doing this, I studied the necessity of reading debate, assessment, and the components of reading/debate abilities. The components of the reading and debate abilities were derived from the theoretical researches and the performance assessment's standards for the reading debate were proposed in the viewpoint of the teacher librarians and classroom teachers in the school libraries in order that the teacher librarians and teachers could apply them to the reading debate classes and assess the performance achievement of the students.

• International Journal of Contents
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• v.10 no.2
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• pp.18-27
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• 2014

This study examines underlying factors that influence undergraduate students' willingness to enhance communication with their instructor by comparing the frequency of e-mail and face-to-face interaction between students and instructors. Data was collected through a survey of 322 undergraduate journalism students at a large Midwestern university. The findings showed that the more passive students were in expressing their opinion during the class, the less likely they were to send e-mails to their instructor (Coef. = -0.180, p < .01) or to communicate with their instructor face-to-face (Coef. = -0.262, p < .01). The findings also showed that the more students described their personality as "shy," the less likely they were to e-mail their instructor (Coef. = -0.157, p < .05) or communicate with their instructor face-to-face (Coef. = -0.210, p < .01). It is noteworthy that the degrees of both passivity and shyness had a more negative effect on the probability of face-to-face interaction than they did on email interaction. In summary, email usage follows similar broader patterns of social interaction, rather than introducing a different trend in communication. This finding implies that the importance of e-mail should not be exaggerated as a communication tool for reticent students.

• Journal of Science Education
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• v.34 no.1
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• pp.175-184
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• 2010

We agree with Hanna and Jahnke's assertion on the use of arguments from physics in mathematical proofs and analyze their educational example of the use of arguments from physics in the proof of the center of gravity of a triangle. Moreover, we suggest practical models for the center of gravity of a triangle for the demonstration in a classroom. Comparing with the traditional mathematical arguments, the role of concepts and models from physics in arguments from physics will be clearly pointed out. Also, the necessity for arguments from physics in the classroom will be discussed in this paper.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.22 no.4
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• pp.133-144
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• 2011

To measure the state of instructional programs in school libraries revitalized by the MEST project, teacher-librarians who are members of a provincial library education research committee were asked to respond to a survey and phone interview. The results illustrate that both teacher-librarians and classroom teachers lack a comprehensive understanding of information literacy(IL), and that information literacy instruction(ILI) was implemented in less than half of the surveyed schools. Even in those schools where ILI was implemented, the curriculum was underdeveloped, frequently consisting of little more than basic library orientation programs. The lack of understanding regarding ILI by classroom teachers was specified as a major barrier.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.129-134
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• 2022

The primary goal of any classroom is effective teaching and student learning, with an emphasis on changing negative students' behaviors into positive ones. This change can occur when students' behavior is always at the forefront of teachers' educational goals. The current study aimed to reveal the experiences of special education teachers in dealing with the behavioral problems that students with disabilities show by identifying behavioral problems among students with disabilities and investigating the efficacy of the application of behavior modification plans and strategies designed to address the behavioral problems presented by students with disabilities. The researcher used a qualitative phenomenological approach, and the study tool consisted of semi-structured interviews that consisted of (13) questions directed to (10) special education male and female teachers who work in special education centres and institutes. The data were analyzed using the thematic analysis method. The findings of the study showed that the most undesirable behaviors prevalent among students with disabilities in the classroom were aggression, bullying and ADHD. The actions taken by teachers in confronting these behaviors were not systematic and were carried out randomly, as no behavior modification plans were applied. The most important strategies used by teachers in facing behavioral problems were applied behavioral analysis (ABA) strategies such as reinforcement, punishment and ignoring. The results have many important implications for future practice, including the need to conduct practical training courses for special education teachers to implement behavior modification plans and develop methods of measuring inappropriate behavior.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.288-294
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• 2022

This study aims to assess the knowledge of teachers working with students with autism spectrum disorder (ASD) regarding applied behaviour analysis (ABA). The study was concerned with teachers' knowledge of ABA, its application in the classroom, barriers to its use and desired training opportunities and/or resources to enhance teacher application of ABA strategies in the classroom. Data were collected via an online survey completed by 190 teachers with students diagnosed with ASD in British schools. The results revealed overall knowledge of ABA strategies for classrooms, with only some teachers uninformed about the broad use and some key elements, and general familiarity with skills crucial for applying ABA. Actual knowledge of ABA was found to be high. In terms of application of ABA, the majority of the teachers employed a wide range of known strategies. A number of barrier to the application of ABA were noted including a lack of knowledge and training, a lack of administrative support and a lack of time and physical resources. Theoretical knowledge is crucial for practical applications; however, practical training was found to be important to ensure intervention efficacy.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.499-518
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• 2004

This study focused on research that illustrates the important interplay between learners' epistemological beliefs about science knowledge, physics textbook knowledge and knowing physics in the classroom. Also this study investigated learners' conceptual changes on the value of mechanical energy. To explore these topics, six sophomores were chosen as participants. Three categories were introduced to classify how participants' understanding of the nature of science knowledge, physics textbook knowledge has been linked with epistemological beliefs of knowing physics. The three categories were (1)receiving physics knowledge as authority, (2)receiving physics knowledge as the perception of teacher's role and (3)understanding physics knowledge as the perception that science knowledge is a product of a variety of human ideas. These categories were also concerned with construction of individual conceptions of mechanical energy. The participants who understood physics knowledge as the perception that science knowledge is a product of a variety of human ideas naturally used metacognitive strategy in classroom compared to other participants. And they had scientific conceptions about the value of mechanical energy. Others who were passive in classroom had unscientific conceptions about the value of mechanical energy due to definition of energy and epistemological beliefs about the nature of science knowledge. In the process of their conceptual changes on the value of mechanical energy, it was important to understand an instrumental aspect of scientific knowledge and to think about the relation between formulae and physical phenomena.