• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.295-306
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• 2023

In this study, we explored science teachers' perceptions of adaptive practice in terms of importance and practice. For this purpose, an adaptive practice questionnaire was developed targeting secondary science teachers, and the responses of 128 science teachers were analyzed. The results of this study were as follows: First, the science teachers responded that all 17 items regarding adaptive practice were important. In particular, items related to 'addition of examples', 'adjustment of the level/range of concepts', and 'encouragement of student participation' showed high importance and performance levels. Second, the results of the IPA concerning adaptive practice showed that the items needing intensive improvement due to high importance but low performance were 'encouraging students' self-directed learning' and 'monitoring and responding to individual differences'. The science teachers identified a lack of time and uniform curriculum as the reasons for the low level of practice despite the high importance of these items. Third, regarding the IPA of the adaptive practice items, the items located in the fourth area, an excessive area, concerned 'pace control', 'modifying activities', and 'metaphor use'. More specifically, considering that 'metaphor use' was the only item with a higher level of performance than importance, it is necessary to reconsider whether problems are caused by excessive use. Fourth, analyzing the responses regarding the reasons for the difference in importance and performance revealed that the factors related to teachers included teachers' lack of knowledge or ability, and the tendency to implement as planned. As for student factors, an excessive number of students, differences in the levels of students, and a tendency to prefer classes centered on entrance exams were identified. As environmental factors, a uniform curriculum, conditions for experiments, evaluation systems, and external demands were mentioned. Finally, the implications of the results of this study for science education were discussed.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.115-131
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• 2021

As the global climate change emergency is escalating, the need for 'Social Action-Oriented SSI (SAO-SSI) on climate change topics' in science education that can change society through social activity is increasing. By employing sociocultural theory, this study explores the challenges of limiting teacher's agency in implementing SAO-SSI on climate change topics in science education. Data from participant observation for 46 lessons, in-depth interviews with participants, field notes, and teacher reflection notes were analyzed by the structure of into micro- (classrooms), meso- (school), and macro- (Korea society) level. At the micro-level, the teacher's new attempts of SAO-SSI on climate change topics class made it difficult for him to identify students' understanding of climate change, because they have a low sense of perception that climate change is also their problem. In addition, the teacher had difficulties leading students' into an engagement for social action because students were skeptical about the feasibility of planned social behavior by positioning themselves as children or had difficulty in understanding social action and sympathizing with its values. At the meso-level, a school culture that encourages the implementation of a curriculum similar to that of colleagues, it was difficult to implement one's own curriculum. And it was difficult to develop expertise without the support and communications with colleagues who revealed the burden of unfamiliar science topics of climate change. In addition, conflicts arose in the process of implementing out-of-school social actions with the principal's passive support. At the macro-level, the insufficient proper material resources for SAO-SSI on climate change topics class, and negative perceptions on the students' social action in the society were acting as constraints. We offer implications for what kind of structural support and efforts from various subjects in the educational community should be provided to implement SAO-SSI on climate change topics class in science education.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.278-296
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• 2011

The purpose of this study is to examine the pedagogical content knowledge (PCK) elements and the changes in the science lesson planning and implementation difficulties experienced by high-career elementary school teachers with over 20 years of educational experience through the instructional consulting case of the Seoul City Office of Education Scholarship Support Group in order to find implications on effective instructional consulting support plan for improving the science teaching professionalism of high-career elementary school teachers. The result of this study is as follows : First, the pedagogical content knowledge (PCK) elements on the science lesson planning and implementation difficulties experienced by high-career elementary school teachers with over 20 years of educational experience were related to teaching strategy and they experienced difficulties in lesson content organization using lesson model and experiment facilitation and questioning, as well as in the area of interest and motive management that are definitional characteristic of learner in the learner element. Second, as for the changes in the PCK through science instructional consulting, they recognized the importance of the designing and experimenting process as students become the subject in the experiment facilitation in lesson, and they ended up attempting the postscript for promoting the thinking power of students. In addition, it was found that not only the cognitive characteristic but also the definitional characteristic of learner is important in science lesson and that students' motive is also an element that needs to be continuously managed. Third, as for effective instructional consulting plan for enhancing the science teaching professionalism of high-career elementary school teachers, it was revealed that it is necessary to first develop lesson expertise improvement consulting program that takes into account of teaching profession advancement phase of high-career teachers, and establish instructional consulting system and human resource pool of high-quality consultants based on the administrative and financial support from the Office of Education. The academic significance of this study is in the fact that it examined and searched for support plan on science teaching professionalism of high-career elementary school teacher, but a more extensive and in-depth study is needed since there is a limitation in this study on the object of study and the period.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.299-320
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• 2015

This study aimed to explore the problem in curriculum development in school-based gifted program in the arts and suggest the way to solve that. For this study, we surveyed 28 teachers and guest instructors, furthermore interviewed 6 teachers (4 in music and 2 visual arts). The study results indicated that not only curriculum development of school-based program for the gifted in the arts was not systemic, but also most teacher depended excessively on guest instructors due to the lack of expertise and information for curriculum development. Also, They did not understand specific meaning of the giftedness and gifted curriculum in arts nor recognize the unique role of school-based gifted program. In addition, most teachers simply attempted to solve lack of knowledge and experience on a personal level. Their research condition were inadequate to plan curriculum. To solve these problems in curriculum development in school-based gifted program in arts, we suggested some solutions: differentiated teacher in-service program, the achievement criteria for fundamentals of curriculum, system for connecting materials, information and human resources, as well as consultative body for improving the present condition of school-based gifted program.

• Journal of Science Education
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• v.39 no.2
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• pp.180-208
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• 2015

The purpose of this study was to investigate secondary students' perception of a good secondary science classes. Subjects were 18 secondary students who enrolled in alternative school located in Korea. The instruments of this study was a questionnaire which consisted of 18 items on 4 domains. Also data were collected from in-deep interviews and students' drawing. The results of the study were summarized as follows; First, students explained that good schools have the characteristics of the interesting and respectful atmosphere. Also there are good relationships between teachers and students. Second, they emphasized that good teachers are humanistic teachers. Third, good science classes are based on the constructivism in terms of the education methods. The results suggest that it may be necessary to remodel the merits of the alternative schools to solve the problem of public school. It is important to develop expertise of the science teachers in alternative school through teacher education programs based on the constructivism. Also it is necessary to provide appropriate learning space and various media for effective science teaching and learning in alternative school.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.231-246
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• 2018

The purpose of this study was to investigate early childhood special education teachers' experience, difficulties and need for effective disability understanding education in inclusive education field. The researcher interviewed 3 different early childhood special education teacher. Each participant was individually interviewed 2-3 times with deliberated questions for collecting data. After the interview was analyzed, the contents were categorized into three major themes and twelve sub themes. The three major themes were (1) early childhood special education teachers' difficulties in inclusive education field. (2) experience in the disability understanding education (3) need for proper disability understanding education. First, the teachers were awareness of the difficulties at the inclusive education field due to ambiguity in the role and location, the extension of the expertise, and the misaligned system. Second, teachers stated that the barriers to disability understanding education include creating prejudice, varied according to teachers ' abilities, poor perception of appropriate methods, and low concerns of adults and young children. Third, the results showed that development of the teaching manual, improvement of the administrative system, change in perception of disability understanding education, and disability understanding education based on the experiences of young children were necessary for effective disability understanding education. Based on these results, several specific implications for effective disability understanding education were suggested.

• Journal of the Korean Society of School Health
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• v.10 no.1
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• pp.41-50
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• 1997

The purpose of this study is to provide fundamental data supporting facilitation of a formal health education performed by school nurses as health educators. To evaluate the teacher expertise of school nurses as health educators, this study analyzed the present status of health education and the recognition of self-confidence in teaching ability of school nurses. Self addressing questionnaire were mailed out to 340 secondary school nurses in Seoul and out of them 244 nurses (71.8%) responded to the survey. Analysis of the data was made using t-test and ANOVA in SAS program. The major results are as follows : 1. The total health instruction performance rate was 84.6% (204). Regular health instruction was carried out by 66 nurses and the rest of the 155 subjects gave irregular instruction on health education. 2. Regular health education classes was offered as a part of physical education class hour by 89.4% of the respondents whereas only 10.6% of them had formal health education classes. The survey showed that irregular health education classes were mainly held in physical education class hours (70.3%) and 14.8% had opportunities for additional classes on health education. 3. The average class for regular health education was 5 hours per week but for irregular health education classes were only one hour per semester (32.9%). 4. Among the 11 categories of health education, education on drug abuse and body structure and function and physical development occupied 95.6%, 69.6% respectably while physical training, family health, social health occupied 10.8%, 12.7%. 5. Health education was given much more at public schools (88.2%) than at private schools. 6. 232 (95.0%) school nurses agreed with the necessity of formalizing health education classes and 227 (93.1%) wanted to change their status from school nurses to formal health teachers. 7. There is a tendency to change the status from school nurse to formal health teacher, and the necessity of having a formal curriculum on health education while less recognized by the older and longer-careered nurses was more recognized by those nurses with higher education. 8. The lack of administrative support (79.5%), work burden (77.9%), and lack of teaching competency (22.1%) were the greatest problems. 9. Education on drug abuse was stressed the most whereas physical training was most neglected. 10. There is a tendency that older and longer-careered school nurses thought less positively of their status, and then 98 (81.1%) school nurses acknowledged themselves as professional teachers. 11. 176 (72.5%) school nurses agreed with the necessity of continuing education : health knowledge and teaching skills for formal health teachers. 12. 179 (73.8%) school nurses had a positive attitude and undergraduate preparation and the practice of professional health teachers. 13. The school nurses had self-confidence in their teaching competence, teaching strategies and knowledge in all 11 health education areas.

• Cartoon and Animation Studies
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• s.43
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• pp.387-433
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• 2016

The ability to develop curriculums is a crucial factor in evaluating the expertise of a teacher who teaches culture & art education. Establishing a one-year plan for classes is an effort to create a well-designed curriculum for the year and also to foresee the big picture of classes in the corresponding year. A curriculum should not be composed of merely educational content or a series of knowledge and skills. It should be well-designed, based on principles of a coherent plan. This study examines organizational principles on which common curriculums are based on and looks at how a curriculum can be designed, especially for cartoon & animation classes, as part of Culture & Art education, and which factors should be considered in planning. In the process of forming such a curriculum, these steps should be followed: considering educational standards for cartoon animation classes; determining the learning experience, organizing the learning experience; and, lastly, evaluating the level of learning. In addition, effective teaching strategies that reflect the characteristics of a class on cartoon animation should be formulated. This study suggests actual examples of an effective annual curriculum for cartoon animation classes based on all the factors presented above.

• Journal of Digital Convergence
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• v.10 no.11
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• pp.565-577
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• 2012

Various factors affecting teachers' self-confidence exist in math class using technology such as graphic calculators. For example, internal factors such as teachers' attitude and external factors such as school administrators or colleague's support can be considered. Pedagogical Technology Knowledge(PTK) is the very important factor which determines teacher's self-confidence in educational technology, and the development of PTK is composed of teacher's perception on the technology and its application and instrumentation. This study investigated 19 pre-service and current middle and high school teachers in the respect of their change of self-confidence, attitude, expertise on pedagogical technology, and quality of math class. These are anlayzed with the concept of instrumentation and instrumentalization through various experiences like graphic calculator, GPS and AutoGraph. The result indicated that constraints or obstacles did not affect much if teachers' attitude and self-confidence were strong. Particularly teachers' firm will to learn about technology and their confidence on its value are the critical factors in using technology for mathematics class.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.393-406
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• 2014

Pedagogical Content Knowledge (PCK) is intrinsically domain/topic-specific knowledge for teachers' expertise. On the basis of this idea about PCK, we investigated in-service science teachers' topic-specific PCK on the unit of stars and universe in terms of teachers' knowledge and practices. We observed four middle school science teachers' classes for eighth graders, and took the videos of the classes. The topics of the classes covered constellation, annual parallax and the distance of stars, and the expansion of the universe. We also examined the teachers' pedagogical thinking through video stimulated recall interviews. In addition, we developed a protocol to analyze the levels of participant teachers' PCK and the characteristics revealed in their classes on each topic. Results of the study showed that the participant teachers' level of PCK varied across the topics of classes and the sub-components of PCK. We also identified teaching orientations played key roles in shaping overall characteristics of their PCK. Moreover, astronomical thinking such as spatial thinking and system thinking, was not appropriately embedded as the specific practices into the astronomical concepts in their instructions. We discussed the implications on the progressions of teachers' PCK in terms of their professional development.