• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.572-581
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• 2000

Teachers' perceptions about curricular objectives are very important to achieve given educational objectives. This study examined teachers' perceptions about priority and hinderance of science objectives. The national science curriculum stated four areas of objectives: inquiry, knowledge, attitude, and STS. A total of 76 elementary and 217 secondary teachers were responded to questionnaire developed for this study. Non-parametric statistics, such as Friedman test, Kruskal-Wallis test, and chi-square test were used by using SPSS/PC program. Teachers in general ranked the inquiry first among the four areas at their perception on the national curriculum, on themselves, and on their instructions. Elementary teachers ranked inquiry higher than secondary science teachers, while secondary science teachers ranked knowledge higher than elementary teachers. As factors hindering teachers from achiving the objectives, elementary teachers pointed out overcrowded classroom and secondary science teachers pointed out college and university entrance examination respectively.

• Journal of Korean Home Economics Education Association
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• v.9 no.1
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• pp.83-94
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• 1997

The purpose of this study was to provide fundamental information for the determination on secondary Home Economics educations contents on food/nutrition. For this purpose, the Home Economics teachers’needs assessment was performed in view of three(technical, interpretive, emancipatory) systems of action. Questionnaire survey was performed. Among 564 questionnaires sent to Home Economics teachers of 396 secondary school selected by systemic random sampling 362 questionnaires were received and 335 questionnaires were analyzed for this study. As a statistical tool, SPSS/PC(sup)+ was used to analyze frequency, mean, standard deviation, T-test and ANOVA. The major findings in this study were as followings： 1. The most important system of action Home Economics teachers recognized on the contents of food/nutrition was interpretive action, followed by emancipatory action. Technical action was turned out to be the least important system of action. 2. Home Economics teachers recognized that the content of interpretive action was the most achieved action in the text book. The least achieved action was emancipatory action, and the middle was technical action. 3. The needs related to contents of emancipatory action was the highest, followed by interpretive action. The lowest needs was the contents related to technical action. 4. Home Economics teacher’s personal background and situation variables make no difference in the importance, achievement in the text book, and the needs of food/nutrition contents.

• School Mathematics
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• v.15 no.3
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• pp.503-531
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• 2013

This study aims to investigate how secondary mathematics teachers use mathematics curriculum materials such as textbooks and teachers' guide in planning lessons and for their learning. 24 in-service mathematics teachers participated in surveys and two among them were interviewed. The findings from the data analysis suggest that: a) the teachers actively engaged in decision-making processes of the transition from written curriculum to intended curriculum; and b) the teachers showed a tendency of consulting to the ideas suggested in the curriculum materials for selecting objectives and contents for lessons and the what to assess, not ideas for selecting teaching methods and how to assess. Also, various factors such as students' achievement, participation, interest in mathematics, family environment, and college entrance were identified to influence the teachers' use of the curriculum materials.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.68-78
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• 2009

The purpose of this study was to investigate teaching anxiety and the professional development of beginning secondary science teachers. For this study, a survey was conducted among beginning science teachers (N=83) with under five years of experience, and in-depth interviews with these five teachers were carried out. The survey tackled beginning secondary science teachers' anxiety levels by asking about their difficulties in teaching science classes, and results showed that the teachers' levels of teaching anxiety marked high. Levels of teaching anxiety in physics among subjects and in chemistry among experiments marked highest. To overcome teaching anxiety, teachers searched for information on the Internet or received help from their colleagues and veteran teachers. They revealed that plans for professional development as science teachers included receiving in-service training and joining teacher communities. In addition, the best type of required training program for professional development appeared to be lectures about teaching know-how from veteran teachers.

• Research in Mathematical Education
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• v.20 no.1
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• pp.21-29
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• 2016

Metacognition means "thinking about one's own thinking". There are generally two aspects of metacognition: i) Reflection - thinking about what we know; and ii) Self-regulation - managing how we go about learning. Developing metacognitive abilities is not simply about becoming reflective learners, but about acquiring specific learning strategies as well. There are several strategies that may be used by teachers to develop metacognitive skills amongst learners. As part of a Professional Development project secondary school mathematics teachers have been developing their knowledge and skills to teach for metacognition. In this paper we analyze two lessons presented by groups of teachers in the project and tease out similarities and differences between the lessons that afford or hinder the development of metacognitive skills of learners.

• Journal of the Korean School Mathematics Society
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• v.9 no.1
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• pp.57-76
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• 2006

In this paper, we generalized number partion problems in elementary situations to number partition models that provide some mathematical problem situations for experiencing mathematising of secondary pre-service teachers. We designed substantial teaching units entitled 'the inquiry intof number partition models' through 4 steps: (1) key problems, (2) integration from the view of partition, (3) defining partition (4) a real practice of inquiry into models. This teaching unit can contribute to secondary pre-service teacher education as follows: first, This teaching unit have pre-service teachers experience mathemtising. second, This teaching unit have pre-service teachers see the connection between school mathematics and academic mathematics. third, This teaching unit have pre-service teachers foster their mathematical creativity.

• Publications of The Korean Astronomical Society
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• v.30 no.2
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• pp.725-727
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• 2015

The Malaysian Space Agency (ANGKASA), with cooperation of the Ministry of Education of Malaysia, has organized the Astronomy Workshop for Primary and Secondary School Teachers since 2008 at the National Planetarium. The workshop was organized to provide science teachers with basic knowledge of astronomy in accordance with the school syllabus, with the hope that they can acquire sufficient knowledge in the field of astronomy to enhance their teaching activities in school. In this workshop, teachers will be introduced to night sky simulations in our space theater, a planetarium show, daytime and night time observation activities, hands on activities, and visits to the planetarium's observatory and exhibition gallery. Besides this, in the workshop they will share teaching experience with planetarium staff. Educational materials are also distributed to all the teachers as reference for their teaching. In this paper presentation, we would like to show how the National Planetarium plays an important role to help teachers in teaching astronomy in schools.

• Journal of the Korean earth science society
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• v.25 no.6
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• pp.402-408
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• 2004

The purpose of this study is to investigate various conceptions of secondary school earth science teachers on some concepts in secondary school earth science courses; wind in cyclone, western intensification of ocean current, westerly wave, greenhouse effect, ozone layer and atmospheric pressure. The subject is 26 in-service teachers of earth science teachers. The results were analyzed on the view of teaching sources for earth science teachers. The results show that earth science teachers have also various misconceptions on some concepts selected in this study. A number of partial understandings were found that were not enough to apply to teaching concepts. Those misconceptions were related to gradient wind on wind in cyclone and frictional force, related to earth rotation on western intensification of ocean current, related to angular momentum conservation and related to the roles of westerly wave. And misconceptions on greenhouse effect are related to main role of greenhouse effect gases, related to sources of ozone gas and phenomenons by atmospheric pressure. The various understanding types found in this study could be apply to teach the selected concepts in secondary school earth science course.

• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.187-196
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• 2008

In this study, a survey was conducted of students in grades 7 through 12, student teachers enrolled in their senior year at teachers' colleges, and science teachers. Subjects were surveyed on their conceptions of phenomenon related with dissolution, saturation, and extraction. The models and analogies used by student teachers and science teachers to explain dissolution were sought. The highest percentage of students thought of dissolution as a phenomenon in which particles broke into the spaces between other particles. The models or analogies used by the highest percentage of science teachers were similar. They generally conceived of dissolution phenomenon through what we call the 'space conception'. A conception of dissolution phenomenon as 'hydration through attraction of solvent and solute' was held by more student teachers than science teachers; there were some differences, however, according to their academic background. The percentage of teachers professing this view decreased when they attempted to explain the process of extraction of matter in a solution after other matter had dissolved or after the solution was cooled, indicating that the 'hydration' conception was not firmly established in the student teachers' cognition. Therefore, it can be inferred that the conceptions of dissolution as 'hydration' were transformed into the conceptions of dissolution as 'space' after teaching dissolution phenomenon as practicing teachers. This finding should be considered in teacher-training courses.

• East Asian mathematical journal
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• v.39 no.2
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• pp.141-166
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• 2023

The purpose of this study is to confirm the MKT(Mathematical Knowledge for Teaching) of the in-service mathematics teachers on the statistics(Representative value, Degree of scattering) through the comparative analysis between the sub-elements of the MKT. In addition, it is to examine the factors that cause the difference of the subjects' MKT. To accomplish this, by the subject of 12 secondary in-service mathematics teachers, in this study the test items of the MKT on the statistics were developed and data were collected and analyzed. As a result of the analysis of the MKT test sheet, the CCK(Common Content Knowledge) and SCK(Specialized Content Knowledge) of the mathematics teacher was confirmed as a high score, whereas the and KCS(Knowledge of Content and Students) and KCT(Knowldge of Curriculum and teaching) were confirmed as low scores. In addition, through these results, it was shown that the difference in MKT's elements the middle school and high school teachers obtain occurred slightly.