• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.717-727
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• 2016

Using TIMSS survey data, we analyzed whether there were any significant changes in the learning environment of middle school science classes over the last 10 years. Our study selected questions from teachers and school principals' questionnaires and divided them by category: science class, teacher professional development, and school environment. The science class components were subdivided into three categories: science learning activities, evaluation, and homework. Within teacher professional development, the sub-categories included teacher training, collaboration to improve teaching, and teacher evaluation. School environment subdivided into two aspects, these being school characteristics and school system. Our research confirmed that there has been a positive change overall in learning environments. However, most classes are teacher-conducted and also teacher-oriented; the proportion of science investigation activities has declined compared against the prior ten years. Our study show that students do not engage in a range of inquiry-related activities. The questions on tests and examinations involve mostly knowledge application and understanding, although recent methods of evaluation show improvement. As for the science teachers, they participate in many professional development programs but focus on science content, science curriculum, and pedagogy. In addition, teachers do not have many opportunities to participate in the training to integrate information technology into science, science assessment, or improving students' critical thinking or inquiry skills. The teachers are satisfied with their profession, and the shortage of science resources does not seem to affect instruction.

• Journal of Oriental Neuropsychiatry
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• v.21 no.4
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• pp.79-97
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• 2010

Objectives : The objective of this study is to investigate the effects of Jajun-maum-dom-movement program on the attention and hyperactivity of middle school students, Methods: Jajun-maum-dom-movement program was applied to 14 middle school students for 8 weeks, To measure the improvement of attention and decrease of hyperactivity, these tests were used - ADHD Diagnostic System(hereinafter ADS), Parent's Abbreviated Conners Rating Scale(hereinafter ACRS), Teacher's Korean ADHD Rating Scale(hereinafter K-ARS). For each variable in the 3 test methods, the results of before and after program were measured and then, the results were assessed by paired t-test, Interrelations between the resulted values of 10 variables were analyzed in these three groups: scores before program, scores after program, and change in scores before and after program, Among 10 variables, for variable showing significant difference by t-test, it was assessed by ANCOVA whether change in scores before and after program is affected by the grade and gender. Results: As for the changed score between before-the-program and after-the-program, in the ADS test, it was found that there is a significant effect in the "commission error" which is one of the indices showing the degree of hyperactivity, and "sensitivity(d')" which is one of the indices showing attention, and it was found that there is a significant effect in ACRS and K -ARSC total), Among the correlations of the 4 variables, "ACRS" and "K-ARSC total) ", which show the comprecessive criteria, have the positive correlation of significance in before-the-program, after-the-program and the changed score between before-the-program and after-the-program, However, there was no specific correlations among sub-variables about attention or hyperactivity, and in all of 4 variables, there was no significant degree of change according to grade or gender. Conclusions : As the results of assessment by ADHD Diagnostic System, Parent's Abbreviated Conners Rating Scale, Teacher's Korean ADHD Rating Scale to study the effects of Jajun-maum-dom-movement program on attention and hyperactivity, it is known that the program is helpful for improvement of attention and decrease of hyperactivity for the participated students.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.553-564
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• 2017

This study investigated the change of pre-service elementary teachers' professional visions through video-based reflection on science teaching with focus on their attention and pedagogical reasoning about student learning. Specifically, we compared two reflection cycles before and after pre-service elementary teachers went through the collaborative video-based reflection process in a professional learning community. The primary data were collected from eight pre-service elementary teachers and included their science lesson plans, videotaped lessons, video-reflection papers, and transcripts from the interviews. Pre-service elementary teachers' attention was categorized in five aspects: classroom management & control, teacher's instruction, students' thinking & learning, subject knowledge, and assessment. The level of their pedagogical reasoning about student thinking and learning was determined with six levels based on the number of evidence, evidence area, and evidence type. The findings revealed that 1) individual reflection is not enough - collaborative reflection is essential to change their attention toward students learning and thinking 2) pedagogical reasoning levels increase gradually throughout the individual and collaborative video-based reflection processes. The participants not only attributed student learning solely to the characteristics of students but also connected it with their own instruction or science content knowledge and used different types of evidences as they went through two reflection cycles. Implications for using video in the teacher education program were discussed.

• 대한공업교육학회지
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• v.36 no.2
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• pp.111-130
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• 2011

The purpose of this study was to identify a causal relationship among commitment to change, needs of technology education innovation, communication and self-efficacy of technology teachers. A total of 300 copies of questionnaires were used for data analysis except for 117 copies like the one where insincerely responds to any question was found. To ensure the reliability and validity of questions, I performed technical statistics like average, standard deviation, skewness, and kurtosis via PASW 18.0, item-total correlation and the totality, and reliability analysis. I undertook a confirmatory factor analysis via AMOS 7.0 to ensure the validity of items together with a structural analysis to perform a path analysis among variables and assess the suitability of model. The major finding of this study were as follows: First, because fit index of hypothetical model generally met standards in this study, a hypothetical model was judged appropriately. Second, needs of technology education innovation had a positive effect on communication and commitment to change of technology teachers. And, communication among technology teachers had a positive effect on commitment to change of technology teachers. This result means that communication among technology teachers is important to activation of technology education. Third, self-efficacy had a positive effect on commitment to change of technology teachers. This result means that it needs to raise self-efficacy level through teacher education.

• Research in Mathematical Education
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• v.1 no.1
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• pp.1-5
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• 1997

We discuss some aspects of mathematics for teachers such as algebra for teachers, geometry for teachers, statistics for teachers, etc., which can be taught in teacher preparation courses. Mathematics for teachers should consider the followings: (a) Various solutions for a problem, (b) The dynamics of a problem introduced by change of condition, (c) Relationship of mathematics to real life, (d) Mathematics history and historical issues, (e) The difference between pure mathematics and pedagogical mathematics, (f) Understanding of the theoretical backgrounds, and (g) Understanding advanced mathematics.

• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.43-50
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• 2005

This study examined the effects of the result of ascertaining predictions on cognitive conflict and conceptual change when students teamed the concept of weightlessness. Participants were 200 pre-service elementary teachers. They answered the pretest composed of two items. Through the demonstration on either of two items of the pretest, they identified whether their predictions were correct or not. In addition, students' cognitive conflicts were measured. After brief instructional treatment, the posttest was conducted. The results of this study are as follows: The more students who identified their own predictions on the experiment were incorrect there were, the more effective it was on cognitive conflict and conceptual change. And cognitive conflicts and conceptual changes of students who identified that their predictions were incorrect were generated meaningfully more than those of students who identified that their predictions were correct. From these results, it is concluded that students who identified that their predictions were correct experience cognitive conflicts, but their cognitive conflicts and conceptual changes were smaller than those of students who identified that their predictions were incorrect.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.449-457
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• 2014

Recent studies have shown that teachers should have be aware of and understand students' misconceptions, which is one of the major components of PCK. However, teachers often have difficulties in understanding misconceptions and in applying appropriate instructional strategies to change misconceptions. Thus, we designed a method course for pre-service teachers (PSTs) adapting the concept of "teacher as researcher". In the course, PSTs conducted research to investigate students' misconceptions in physics. Twenty-five female PSTs participated in the study. They went through the research process including creating question items, administering items to their target populations, collecting and analyzing student responses, and writing a research paper. Data source included individual interviews with the PSTs, field notes during classroom observation and PSTs' research papers. The results were as follows. First, the PSTs confirmed students' misconceptions and learning difficulties in physics. They experienced discrepancies between their conjecture and research findings. Second, PSTs developed the sophisticated understanding of students' misconceptions and appropriate teaching strategies. Third, the research experience provided the PSTs opportunities to reexamine their physics content knowledge while creating items and explaining scientific concepts. They realized that physics teachers should develop sound understanding of physics concepts for guiding students to have less misconception. Lastly, they realized the necessity of being a teacher as a researcher.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.63-78
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• 2013

Purposes of this study were to explore the process of experience that science teachers go through when participating in peer coaching meetings to improve teaching ability and to find out factors that affect each process of experience. The data were collected through recording of peer coaching meetings, videotapes of science class, and interviews. All the data were analyzed after transcription. The results of the study showed that even though Teacher K broke the ice and formed consensus among the peers by developing Content Representation (CoRe) at the beginning of the meetings, he became self-defensive rather than receptive of peers' opinions on the recorded class at the discussion session. But as the peer coaching went on, he realized that peer coaching was not about evaluation but rather on improving his teaching ability. In turn, he was able to look at his teaching in a more objective point of view and accepted suggestions from peer coaching discussion. The self-reflection of Teacher K acted as the key factor in the efforts to improve his teaching ability. He sought the concrete alternatives through the class analysis with fellow teachers and showed major changes in his teaching practice from the language habits, pronunciation, and speed of his speech to the interaction with students and class design. However, there was little change in knowledge of curriculum and assessment due to his strong orientation to improve students' grades as an academic high school teacher. Likewise, it was found that while peer coaching exert a strong influence on instructional methods and strategies of Teacher K, his strong orientation to improve students' grades hinders a balanced development of subcomponents of PCK.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.125-132
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• 2018

The purpose of this study is to examined the relationship between child care teachers' science teaching efficacy and children's scientific attitude. Then, using the instructional creativity as a parameter to increase the quality of teacher-children interaction, we examined how the teacher-children relationship changed. In this study, 303 child care center teachers in Suwon, Gyeeonggi were surveyed. To analyze the data, structural equation modeling and Sobel-test were performed using SPSS 23.0 and AMOS 23.0. The analysis results showed that child care center teachers' science teaching efficacy had positive effects on the teachers' creativity and the children's scientific attitude. Furthermore, the creativity of child care center teachers had a positive effect on children's scientific attitude. The result of the Sobel-test revealed that child care center teachers's creativity played a mediating role between teachers' science teaching efficacy and children's scientific attitude and acted as a key variable in promoting children's scientific attitude. In conclusion, it has been identified that the creativity of the infant teacher's teaching is an important change that has a positive effect on the child's scientific attitude. Therefore, if education is provided to enhance the creativity of the professor when the infant teacher is working as a science professor at the same time, it can contribute to the quality of the child's scientific attitude.

• Journal of Science and Technology Studies
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• v.1 no.1 s.1
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• pp.105-122
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• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."