• 한국환경교육학회지:환경교육
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• 제14권1호
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• pp.66-80
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• 2001

In this study, the current status and the desirable ways for improvement of the examination system for the employment of the environmental education teachers in the secondary school were investigated. For the study, first, problems and reasons, and the counterplan of policy on the teacher connected directly with the examination employing secondary school teachers through exploration of the related literatures were analyzed; second, it was identified that the essential quality which environmental education teachers should have ready; third, the curriculum of environmental education teacher training universities and the seventh environmental curriculum were examined to provide a basis of discussion on the principle of setting questions for the employment of environmental education teachers; fourth, the number of recruitment, the number of examinee, the principle of setting questions, the composition of questions, and the distribution of scores of the examination which were carried out in the school year 2000 and 2001 were compared and analyzed; finally, the basis of the above analyses, recommendations to consider the examination system for the employment of environmental education teachers in the secondary school were presented as follows: first, the team managing the examination for the employment should reflect the aims and special contents of environmental education to discuss and decide the principle of setting questions on the environmental course; second, the proportion of subject matter education in the examination for environmental education teachers should be increased; third, the validity of questions for the examination should be clarified and the difficulty level of the questions should be low.

• Educational Technology International
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• 제22권1호
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• pp.23-55
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• 2021

Under the context of the recent curriculum reform in Mongolia emphasizing technology integration in schools, the main purpose of this study was to examine external and internal factors that influence teachers' use of technology. This study aimed to investigate structural relationships between school support, technology use, and TPACK (Technological Pedagogical and Content Knowledge) among Mongolian secondary school teachers. This study was conducted with 208 secondary school teachers in Ulaanbaatar, Mongolia. Data were collected through an instrument that measures three factors: teachers' use of technology, TPACK, and school support. The results indicate that TPACK has a partial mediation effect on the relationship between school support and the use of technology. The contribution of this study lies that it examines the complex relationships between internal and external factors affecting teachers' technology integration, especially among Mongolian teachers who are less researched in the existing literature.

• 대한화학회지
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• 제46권6호
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• pp.561-568
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• 2002

이 연구에서는 물리변화와 화학변화에 대한 중·고등학교 과학교사들의 인식을 조사하였다. 연구를 위해 중·고등학교 과학교사들에게 설문지를 투입하여 총 80명의 설문을 분석하였다. 과학교사들의 인식 조사 결과, 이온결합 물질이나 산이 물에 녹는 현상을 물리${\cdot}$화학변화로 구분하는 것에 대해 교사들은 다양한 견해를 가지고 있음을 알 수 있었다. 그리고 유사하거나 동일한 현상에 대해서도 문항에서 언급한 초점이 다를 경우 다른 변화로 판단하는 경향이 있었다. 즉, 응답에 일관성을 기지지 못하는 것으로 나타났다.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권4호
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• pp.357-369
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• 2007

Teachers and students' knowledge of zero was investigated through data collected from 16 preservice secondary mathematics teachers and 20 gifted secondary school students. Results showed that these teachers and students had an inadequate knowledge about zero. They exhibited a reluctance to accept zero as an attribute for classification, confusion as to whether or not zero is a number, and stable patterns of computational error. Although leachers and researchers have long recognized the value of analyzing student errors for diagnosis and remediation, students have not been encouraged to take advantage of errors as learning opportunities in mathematics instruction. The article suggests using errors as springboards for inquiry in action, discusses its potential contributions to mathematics instruction by analyzing students and preservice teachers errors related to zero.

• 한국주거학회논문집
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• 제1권1호
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• pp.113-128
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• 1990

This study was designed to identify the problems in teaching housing course at secondary level. The main tasks of Investigation were to: (1) identify appropriate housing concepts to be taught at secondary school, (2) determine the Kinds of media and methods used for teaching housing course at secondary school. The questionnaire was divided Into three sections: (1) the teacher`s background, (2) the teacher`s opinion regarding the importance of various housing topics to teaching. (3) what type of media and methods were used by teachers. Data were collected In Pusan during November 1959. The Sample, 150Home Economics teacher was randomly selected from secondary school list in Pusan. Responses from 122 Home Economics teachers, were processed by the S.P.S.S. computer program. and N.P.E.R.C using for frequency counts and percentages to analyze the data from all three sections of questionnaire. One-way Analysis of Variance and Newman-kuels Multiple Comparison test were used to reject or accept the hypotheses. The major findings were: (1) there were some difference between teachers` opinions regarding the importance of various housing topics to teach and teachers actural practice of teaching housing concepts and topics, (2) teachers taught housing concepts which were important to teach by their opinion, even though those concepts were neglected in textbook, (3) teachers did not use a various of media and methods for their teaching housing class, (4) the important reasons given why the teachers for not using the various media and methods were because of undesirable educational situations, and (5) there were some significant differences between teachers` background and teachers` opinion regarding importance of teaching topics in housing class at secondary school, using media and methods.

• 한국지구과학회지
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• 제38권5호
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• pp.367-377
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• 2017

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.

• 한국과학교육학회:학술대회논문집
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• 한국과학교육학회 2008년도 54차 총회 및 하계학술대회
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• pp.47-56
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• 2008

This article presents how in China mainland a school and a school district find their science teachers. Based on studying relevant materials and years of intensive involvement in teacher education and recruitment practices the authors draw three features of the current secondary science teachers' employment system in China mainland: certification control conducted very loosely selection criteria and process vary with schools and school districts due to the remarkable difference existed among them the normal universities/colleges established originally only for secondary science teacher education still play a vital role in shaping effecting quality of teacher candidates although no one of them for a long time have focused on only doing what they were supposed to do. For further development, changes and essential reform are expected duo to the increasing promotion toward the internal quality of education and therefore high quality of teachers and teacher candidates.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권4호
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• pp.415-427
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• 2012

This study investigated the perception and utilization about computer of beginning secondary mathematics teachers by utilization frequency of computer. To increase utilization frequency of computer in school mathematics, our finding shows that beginning secondary mathematics teachers should have an interest in computer utilization and perceive computers as an important tool for mathematics learning. In addition, they are likely to use more frequently computer under the condition that computers have sufficient class materials and supplement their shortcomings that have derived less usage in math classes. Therefore, future studies have to investigate not only how to develope textbooks and run after-school classes but also how to make creative discretional activities by computer, which makes computers more useful for teacher training. In sum, the results of case studies for computer usability should be released to motivate computer utilization and increase mathematical thinking ability.

• 한국과학교육학회지
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• 제32권9호
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• pp.1391-1404
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• 2012

This study was conducted for the purpose of analyzing the teachers' and students' preferences and reality with regard to their interaction in secondary school science classes. The subjects of this study were 180 teachers and 1,389 students. The contents of the questionnaire for the teachers included the quality of the personal relationships between the teachers and students as well as the teachers' recognition of teaching activities, and the questionnaire for the students dealt with the quality of the personal relationships between the teachers and students as well as the students' perceptions of their classes. The questionnaire responses were divided into preferences and reality for the research. The results are as follows. First, the levels of the teachers' and students' perceptions of their interaction were significantly lower (p<0.05) compared to their preferences with regard to such. Second, the female teachers showed higher levels of preferences and reality compared to the male teachers in the case of the teacher variables, and the middle school teachers showed higher levels of preferences and reality compared to the high school teachers. Third, the male students showed a higher perception level compared to the female students, and both the preferences and reality levels of the middle school students were significantly higher (p<0.05) than those of the high school students. In addition, the level of interaction was lower in big cities than in small cities. Fourth, there was a significant difference between the levels of the teachers' and students' preferences and reality with regard to their interaction.

• 한국과학교육학회지
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• 제20권2호
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• pp.244-249
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• 2000

본 연구에서는 현직 중등학교의 과학교사들을 대상으로 그들의 과학관과 학습관을 조사하였고 이 둘이 어느 정도 관련되어 있는가를 알아 보았다. 교사들은 1정 자격연수에 참여한 83명의 교사들이었는데, 평균 연령 28.7세, 평균 경력 4.0년이었으며, 근무하고 있는 지역과 학교가 다양하였다. 사용한 설문지는 권성기와 박승재(1995)가 사용하였던 '과학의 본성에 대한 인식조사지'와 '구성주의 학습관 조사지'였다. 이 조사지들은 11등급 척도로 -5에서 5까지 표시하게 되어 있었는데, 자료의 분석은 t 검증과 ANOVA를 사용하였다. 자료들을 분석한 결과 중등 과학교사들은 상대주의, 연역주의, 도구주의, 과정주의적인 과학관과 구성주의적인 학습관을 나타내었다. 그리고 그들의 과학관과 학습관 간에는 높은 관련성이 있었다.