• 한국지구과학회지
• /
• 제44권4호
• /
• pp.331-341
• /
• 2023

The goal of this study was to examine the PCK required for science teachers and PCK required for university teacher educators in terms of school science knowledge, science teaching and learning, and the role of science educators, which are the main axes of science education in future schools, and to explore the relationship between them. This study is a follow-up to a previous stage of research that explored the prospects for changes in schools in the future (2040-2050) in terms of school knowledge, educational methods, and teacher roles. Based on in-depth interviews, qualitative and semantic network analyses were conducted to derive and compare the characteristics of PCK and PCK. As for the main research results, science teacher PCK in future schools should include expertise in organizing science classes centered on convergence topics, expertise in digital platforms and ICT use, and expertise in building a network of learning communities and resources, as part of the expertise of human teachers differentiated from AI. Teacher educators' PCK includes expertise in the research and development of T-L methods using AI, expertise in the knowledge construction process and practice, and expertise in developing preservice teachers' research competencies. Discussed in the conclusion is the change in teacher PCK and teacher educator PCK with changes in science knowledge, such as convergence-type knowledge and cognition-value integrated knowledge; and the need to emphasize values, attitudes, and ethical judgments for the coexistence of humans and non-humans as school science knowledge in the post-humanism future society.

• International Journal of Computer Science & Network Security
• /
• 제21권9호
• /
• pp.99-102
• /
• 2021

The article considers one of the areas of development of artificial intelligence where there is the development of computer intelligent systems capable of performing functions traditionally considered intelligent - language comprehension, inference, use of accumulated knowledge, learning, pattern recognition, as well as learn and explain their decisions. It is found that informational intellectual systems are promising in their development. The article is devoted to intelligent information systems and technologies in educational activities, ie issues of organization, design, development and application of systems designed for information processing, which are based on the use of artificial intelligence methods.

• 한국지구과학회지
• /
• 제23권3호
• /
• pp.221-233
• /
• 2002

본 연구는 구성주의 학습이론의 기초를 이루는 존재론 및 인식론적 신념 등의 철학적 근거에 대한 예비 과학교사들의 이해력을 조사한 것이다. 본 연구의 예비 과학교사들이 참가한 교사양성 프로그램은 구성주의에 대한 다양한 관점들과 일관된 철학적 개념들을 명시적으로 논의 및 검토하였다. 본 교사양성 프로그램은 예비 교사들이 지닌 존재론 및 인식론적 신념들이 과학교사로서의 역할에 주는 시사점에 대하여 반성적으로 생각해 볼 기회를 제공하였다. 4회의 심충 인터뷰를 통하여 얻어진 자료는 각 예비 교사들의 존재론, 인식론 및 교수론적 신념에 있어서의 변화를 추적하는데 사용되었다. 연구결과는 이들 예비 교사들의 존재론 및 인식론적 신념들이 그들의 과학 교수${\cdot}$학습관과 반드시 일치하는 것은 아니라는 것을 보여준다. 어떤 예비 교사들은 관념론과 상대주의자의 관점을 내면화하였지만 그들은 이러한 상대주의 인식론적 관점을 그들의 수업의 실제상황 속으로 통합하고 있지는 않았다. 또한 오류 가능성이 있고 잠정적인 과학 지식의 본성 측면에 있어서는, 본 연구에 참여한 예비 교사들이 지니고 있던 인식론적 신념이 그들의 과학수업에서 교사로서의 역할에 직접적으로 영향을 미치고 있었다. 본 연구결과가 교사양성 프로그램 및 예비 교사들의 철학적 신념변화에 주는 시사점도 논의되었다.

• 유통과학연구
• /
• 제20권9호
• /
• pp.47-59
• /
• 2022

Purpose: This study aims to analyze a triangulation model: 1) the effect of entrepreneurship education (EE) on entrepreneurship knowledge (EK) and entrepreneurship mindset (EM) and 2) the effect of EK on EM. Entrepreneurship education is a medium and pedagogical tool to cultivate EK and EM with the purpose enhancing of students who will be interested in entrepreneurial activities. Knowledge of adequate entrepreneurship is a stimulus strategic tool to develop the entrepreneurial mindset of students. Research design, data, and methodology: There were 278 respondents from Business and Non-Business both Indonesian and Malaysian students. The research design was quantitative and evaluated three hypotheses by PLS-SEM using WarpPLS v.7 software. Statistic descriptive for respondent used SPSS IBM v.26. Results: The results showed that the three hypotheses had supported with a significant level of p-value < 0.001. It's meant EE enhanced both EK and EM. Furthermore, increasing EM was not only by EE, but also EM could be increased through EK. Conclusions: The novelty of this research contributes to filling the knowledge gap in the development of pedagogy in the pursuit of entrepreneurship using a triangulation model of the relationship among EE, EK, and EM.

• International Journal of Computer Science & Network Security
• /
• 제22권11호
• /
• pp.248-254
• /
• 2022

Educational innovations are first created, improved or applied educational, didactic, educative, and managerial systems and their components that significantly improve the results of educational activities. The development of pedagogical technology in the global educational space is conventionally divided into three stages. The role of innovative technologies in Higher School practice is substantiated. Factors of effectiveness of the educational process are highlighted. Technology is defined as a phenomenon and its importance is emphasized, it is indicated that it is a component of human history, a form of expression of intelligence focused on solving important problems of being, a synthesis of the mind and human abilities. The most frequently used technologies in practice are classified. Among the priority educational innovations in higher education institutions, the following are highlighted. Introduction of modular training and a rating system for knowledge control (credit-modular system) into the educational process; distance learning system; computerization of libraries using electronic catalog programs and the creation of a fund of electronic educational and methodological materials; electronic system for managing the activities of an educational institution and the educational process. In the educational process, various innovative pedagogical methods are successfully used, the basis of which is interactivity and maximum proximity to the real professional activity of the future specialist. There are simulation technologies (game and discussion forms of organization); technology "case method" (maximum proximity to reality); video training methodology (maximum proximity to reality); computer modeling; interactive technologies; technologies of collective and group training; situational modeling technologies; technologies for working out discussion issues; project technology; Information Technologies; technologies of differentiated training; text-centric training technology and others.

• International Journal of Computer Science & Network Security
• /
• 제22권9호
• /
• pp.75-82
• /
• 2022

Analyzing the psychological and pedagogical literature, we found the researchers' interest in the problem posed. The concept of "culture of professional communication» is considered, which is interpreted as the level of realization of creative abilities, exchange of messages, organization of mutual understanding, mutual knowledge in the process of professionally directed interaction between subjects, in which interpersonal relationships arise, manifest and form. The concept of "professional culture of communication of a teacher" is interpreted. The motives that are socially significant in the professional communication of the teacher are highlighted. The necessity of forming a culture of professional communication among students, in particular by means of information technologies in the present, is clarified. The interactive component of professional communication is considered. The types of interactions between people in everyday life (ritual and entertainment interaction, joint purposeful activity, no interaction, game and interpersonal interaction) are identified. Traditional and specific forms and methods of teaching are written out. All interactive technologies carried out by means of information technologies are conventionally divided into four groups, depending on the form of educational activity appropriate for their use (pair (work of the subject with the teacher or peers one on one by means of Information Technologies); frontal (the teacher simultaneously teaches a group of subjects by means of Information Technologies); group or cooperative (all subjects teach each other by means of Information Technologies); individual (independent work of the subject using Information Technologies)). In the higher education institution, future specialists should learn knowledge, acquire skills on the basic rules of the culture of professional communication and methods of interaction and their effective use, which is possible with the use of Information Technologies. Recommendations for optimal professional communication have been developed that help you express your thoughts easily and beautifully, and conduct a dialogue in a relaxed and harmonious way.

• International Journal of Computer Science & Network Security
• /
• 제24권7호
• /
• pp.157-169
• /
• 2024

The article presents an analysis of innovative teaching technologies as a way to increase students' competitiveness. The author found that innovative technologies in education are information and communication technologies relying on computer-based learning. The structure, content of educational software, organization of Web-space are important when using innovative teaching technologies in English classes. We conducted the study in several stages: comparative analysis, synthesis, classification and systematization of the results of psychological and pedagogical, educational and methodological research; study of legislative acts, periodicals in order to identify the state of the research issue, and determining the directions of its solution, as well as subject, goal and objectives of the study. We used modelling to create situations of foreign language professional communication of future IT specialists. Empirical methods involved questionnaires used for identifying the motives of professional development and determining the features of the educational activities of future IT specialists in the process of training. The methods of mathematical statistics allowed to scientifically describe and systematize the obtained data, to identify the quantitative relationship between the studied phenomena, to analyse and summarize the results. We conducted a socio-psychological study during 2016 - 2019. It involved 255 first- and fourth-year students of National Technical University of Ukraine "Igor Sikorsky Kyiv Poly-technic Institute." Innovative information and communication technologies that improve the educational and cognitive activity of students, as well as increase the level of their knowledge have become important in teaching a foreign language in higher educational institutions. These technologies include MOODLE - Modular Object-Oriented Dynamic Learning Environment, business game, integrated pedagogical technology, case study technology. Thus, the information-rich learning process in combination with the use of innovative technologies, well-organized e-learning, interactive training courses, multimedia tools improves the program of teaching and learning foreign languages in general, and English in particular, improves the level of knowledge of future IT specialists and motivation to study and learn foreign languages, allows students to use a variety of authentic materials. We state that all these factors influence the process of individualization of learning and contribute to the successful mastery of a foreign language.

• 한국과학교육학회지
• /
• 제39권5호
• /
• pp.585-597
• /
• 2019

이 연구의 목적은 초등교사 임용후보자 선정경쟁시험의 과학과 문항을 PCK 관점에서 분석하여 개선 방안을 모색하는 것이다. 이를 위해 먼저 해당 문항 분석을 위한 분석 기준을 개발한 후 2013학년도 부터 2019학년도까지의 출제된 1차 전형 평가의 과학과 14개 문항을 분석하였다. 연구 결과, PCK 구성 요소 중에서는 '과학 내용에 관한 지식'이 가장 많이 출제되었고, 그 다음으로는 '과학 교수 전략에 관한 지식'도 비교적 많이 출제되었다. '과학 평가에 관한 지식', '학생에 관한 지식', '과학 교육과정에 관한 지식'은 비교적 매우 적게 출제되었다. 또한 특정 평가 영역과 평가 내용 요소들이 포함되지 않은 경우가 있었다. PCK 구성 요소 사이의 통합 수준에서는 PCK 구성 요소 중 2가지 측면의 통합이 2가지 유형으로 가장 많이 나타났으며, 그 다음으로는 통합이 없는 경우도 많았다. 3가지 측면의 통합과 4가지 측면의 통합도 일부 나타났으나, 5가지 측면의 통합은 전혀 나타나지 않았다. '과학 내용에 관한 지식' 및 '과학 교수 전략에 관한 지식'과 다른 측면의 지식이 통합되어 있는 경우가 비교적 많았다. 하지만 '과학 평가에 관한 지식', '학생에 관한 지식', '과학 교육과정에 관한 지식'이 각각 다른 측면의 지식과 통합된 경우는 비교적 적었다. 이에 대한 교육적 함의를 논하였다.

• International Journal of Computer Science & Network Security
• /
• 제22권7호
• /
• pp.213-219
• /
• 2022

Building Ukraine as an independent, sovereign state requires the education of a citizen-patriot, able to live and work in a democracy, ensure the unity of Ukraine, feel constant responsibility for themselves, their people, country, seek to make a real contribution to the reform process. Modern modernization of the education system requires the search for new information and communication technologies that can ensure the formation of a citizen with an active civic position, which involves not only students mastering the rights and responsibilities of citizens, convincing them of the feasibility of democratic transformation of society, patriotic qualities and feelings, but also the identification of motivated civic actions. The pandemic and hostilities have led to significant changes in the field of education around the world, they have caused educational problems in Ukraine. At the beginning of the quarantine in the spring of 2020, all educational institutions in the emergency mode switched to distance learning. Intensive use of information and communication technologies in the life of modern society has led to a rethinking of the content of education and training of future professionals: the main role is played not so much by the information itself as the ability to work with it, critically comprehend and produce new knowledge; the main thing is not the amount of information, but its quality; information is needed for further practical application and transformation into knowledge, and the ability to work with information becomes one of the important competencies of the modern specialist in the new transformation of society: from information to the knowledge society. In this context, one of the main forms of training is distance learning, which is able to respond to the challenges of society. The main methodological positions that are taken into account in the construction of the structure and dynamics of the formation of civic responsibility of the individual during the use of information and communication technologies are highlighted. The structure of civil responsibility as a holistic system of information and communication technologies is outlined, which includes three subsystems that characterize the natural, social and systemic qualities of citizenship, interconnected hierarchically and synergistically.The constituent elements of the structural part of the model of civic culture of the individual are analyzed.

• 한국과학교육학회지
• /
• 제37권4호
• /
• pp.553-564
• /
• 2017

이 연구에서는 초등 예비교사 8명을 대상으로 과학 수업 비디오에 기초한 개인적, 협동적 반성 활동이 예비교사의 전문적 시각을 어떻게 변화시키는지 그 과정을 탐색하였다. 본 연구의 데이터로는 예비교사와의 개별 면담 녹음 자료, 예비교사의 과학 수업 지도안, 과학수업 비디오, 연구자가 수업 참관 시 작성한 현장 노트, 연구 일지, 예비교사가 작성한 이벤트 맵 등이 활용되었다. 예비교사의 전문적 시각은 '선택적 주목'과 '교육적 추론'의 두 가지 범주로 분석하였다. 선택적 주목은 1) 수업 운영과 통제, 2) 교사의 지도, 3) 학생의 사고와 학습 4) 내용 지식 5) 평가의 다섯 측면으로 구분하였고 교육적 추론수준은 증거의 수, 증거의 영역, 유형에 따라 6 수준으로 구분하였다. 연구 결과 수업 비디오에 기초한 개인적 반성은 '수업 운영과 통제'에 대한 주목을 줄이고 '교사의 지도'에 대해 좀 더 주목하도록 하는 효과가 있었다. '학생의 사고나 학습'에 대한 주목을 증진시키기 위해서는 수업 비디오에 대한 개인적 반성 활동만으로는 그 효과가 충분하지 않고 협동적 반성 활동이 필요한 것으로 나타났다. 교육적 추론수준은 개인적 반성과 협동적 반성을 거치며 점진적으로 증가하였다. 학생의 사고나 학습에 대한 주장에서 하나의 증거보다는 여러 증거를 사용하게 되었고 증거의 영역과 유형도 좀 더 다양해졌다. 그러나 증거 형태는 직접적인 관찰에 의한 것이 대부분이었고, 교육이론에 기초한 증거는 거의 나타나지 않았다. 교사교육 과정에서 수업 비디오의 활용에 대한 시사점을 논의하였다.