• Research in Mathematical Education
• /
• v.16 no.4
• /
• pp.265-276
• /
• 2012

These days, with the emphasis on statistical literacy, the importance of communication is the focus of attention. Communication about statistics is important since it is a way of describing the understanding of concepts and the interpretation of data. However, students usually have trouble with expressing what they understand, especially through writing. In this paper, we examined preservice teachers' difficulties when they wrote about statistical concepts. By comparing preservice teachers' written responses and interview transcripts of the variance concept task, we could find the missing information in their written language compared to their verbal language. From the results, we found that preservice teachers had difficulty in connecting terms contextually and conceptually, presenting various factors of the concepts that they considered, and presenting the problem solving strategies that they used.

• English Language & Literature Teaching
• /
• v.18 no.1
• /
• pp.91-114
• /
• 2012

The purpose of this study is to investigate teachers' perspectives on content-based instruction (CBI) in English at a higher education in Korea. Based on the assumption that content-based instruction programs could be successful if teachers were actively involved not only in transmitting the content knowledge but also in students' development in the second or foreign language competence, the study explores teachers' treatments of language in relation to the students' language development in CBI classes. Research questions were related to five areas such as (1) the goals of CBI programs, (2) difficulties in CBI classes, (3) the use of native language, (4) teaching strategies and techniques, and (5) factors that affect the success of the CBI programs. Data gathered from 24 college instructors from a large university located in the metropolitan city of Korea. Results of the study indicated that college instructors of CBI programs had keen interest in developing students' language competence, experienced difficulties in designing course syllabus for mixed leveled group of students, rarely used Korean in class and used successful teaching strategies. Also factors needed to improve the CBI programs were recommended at the end of the study. Results of the study implied that teachers needed to be more aware of the students' learning process of English and to be more communicative with students in English in class. Further studies were needed in relation to the CBI courses for students of different age levels.

• Journal of Educational Research in Mathematics
• /
• v.25 no.4
• /
• pp.691-715
• /
• 2015

This study explored preservice secondary mathematics teachers' mathematical knowledge for teaching [MKT]. In order to measure preservice teachers' MKT, we developed items according to Ball, Thames & Phelps (2008)'s domains and conducted to 53 preservice teachers. Also, we interviewed 1 preservice teacher with the items and a set of interview questions. The findings from the data analysis suggested as follows: a) overall, the preservice teachers scored average 30.2 out of 100; b) the preservice teachers appeared to be unable to explain students' difficulties in learning a specific mathematical idea and how they would respond to and resolve such difficulties.

• Journal of The Korean Association For Science Education
• /
• v.30 no.4
• /
• pp.389-401
• /
• 2010

This research investigated recognitions on outside and inside electrodes in an electric circuit supplied by a galvanic cell, through survey and interview of teachers studying in Departments of Physics Education and Chemistry Education at H University Graduate School. Physics majors' designations on outside or inside parts of electrodes in a galvanic cell were different from Chemistry majors'. Teachers who had majored in physics had difficulties on the inside electrode of a galvanic cell, while teachers who had majored in chemistry had difficulties on the outside electrode. Reasonings for designations of electrodes were attributed to direction of electric current in case of physics teachers and redox in case of chemistry teachers, respectively, which are strongly dependent on backgrounds performed in their undergraduate course.

• Journal of The Korean Association For Science Education
• /
• v.36 no.1
• /
• pp.159-166
• /
• 2016

This study analyzed perceptions and difficulties in applying Flipped Learning with an interview method grounded on understanding and experience of Flipped Learning in science class. The interviewees selected were six teachers working in Seoul and Gyeonggi Province. Three teachers having over two years of experience in operating Flipped Learning in science were selected, one each from elementary, middle, and high school and another three teachers who had just started to operate Flipped Learning this year were chosen, one each from elementary, middle, and high school. According to the result of a 3-step interview conducted with the participating teachers, they indicated very high satisfaction with the implementation of Flipped Learning in elementary, middle, and high school science classes. They responded that Flipped Learning was particularly more helpful for inquiry activity. The teachers, however, felt burdened by the class preparation and had difficulty in organizing the class. To explore ways to get rid of the difficulties in Flipped Learning, this author discussed the textbook system where one could draw various implications for improving the current class.

• Journal of The Korean Association For Science Education
• /
• v.39 no.1
• /
• pp.73-88
• /
• 2019

The purpose of this study is to explore elementary teachers' difficulties on teaching science by analyzing questions that have been posted for a long time in an autonomous online teacher community named Indischool. For this purpose, 409 question postings(the 2007 and 2009 revised curriculum, third to sixth grade) were analyzed using the framework for analyzing questions about elementary teachers' science teaching(modified from Alake-Tuenter et al., 2013). The study revealed that there were more science-SMK questions than science-PCK questions, and most of the questions were 'about lenses' and 'in 2014 and 2015, when the curriculum was changing from the 2007 to the 2009 revised curriculum'. The long-standing difficulties in science-SMK were 'an application of facts and concepts in lenses' and 'an unexpected experimental error in electricity'. In particular, there are the principle of transparent cup-shaped objects acting as lenses, the process of image formation by convex lenses, experimental errors of 'compass movement due to current flow change' and experimental errors 'serial connection of bulbs'. The long-standing difficulties in science-PCK were 'understanding and response to context' and 'understanding and response to aims mentioned in standard document' and these are not related to physical units but to others. In particular, there are request class materials, activity ideas at the end of the semester and understanding the national curriculum guidelines. These teachers' difficulties should be reflected in the science teaching support system like a teacher's guide compilation, teacher's training curriculum development, etc.

• Journal of the Korean Chemical Society
• /
• v.59 no.5
• /
• pp.434-444
• /
• 2015

Inquiry-based experiments provide opportunities to understand scientific knowledge and acquire nature of science. In this study, the difficulties which pre-service teachers experienced in inquiry-based experiment class were investigated and analyzed. Twenty-two pre-service teachers attended course designed as ‘ill-structured inquiry’ for 13 weeks, and researchers investigated their difficulties by questionnaires and interview. They showed difficulties mostly in designing experiment and interpretation and also in understanding inquiry purpose, lack of prior knowledge, confidence in inquiry performance, and understanding of experimental instruments and facilities. As a result, it is necessary to provide opportunities to engage in inquiries and environments to properly instruct pre-service teachers the inquiry ability in college of education.

• Korean Journal of Community Nutrition
• /
• v.18 no.2
• /
• pp.112-124
• /
• 2013

This study was conducted to investigate how child-care teachers participate, practice mealtime instruction, and perceive difficulties in food service, focusing on comparison between the teachers caring two different age groups: children younger than three years (Younger Group) and those three years or older (Older Group). Questionnaires were distributed to 151 child-care centers in Kwanak-gu, Seoul, Korea during December, 2011. Only the data from 25 child-care centers, where two respective teachers in charge of Younger Group and Older Group completed the questionnaires, were analyzed. The results showed that there was no difference in terms of child-care teachers' participation in food service practice between the two groups, except for serving method; 'Pre-plated' serving was used significantly more often in Younger Group, whereas 'Line-up' serving was used in Older Group. Approximately, three quarters of the child-care centers had policies or guidelines on mealtime instruction. During mealtime, child-care teachers tended to use frequently verbal instructions such as "sit up straight when you eat" about eating manner, "don't be picky with your food" about eating habit, and "wash your hands before eating" about eating procedure in both the groups. There was no statistically significant difference regarding child-care teachers' perceived difficulties in food service between the two groups. These results indicated that child-care teachers' participation and mealtime instruction in food service did not differ between the two age groups, although children's development of digestion and eating skill differed by age. Therefore, training should be provided to child-care teachers about food service practices and mealtime instruction appropriate to children's age.

• Journal of The Korean Association For Science Education
• /
• v.43 no.2
• /
• pp.111-124
• /
• 2023

The aim of this study was to explore science teachers' perceptions of good science teaching. To this end, the Korean Teaching Observation Protocol (KTOP), which was developed for the purpose of observing and improving science teaching, was utilized. In the first survey, teachers were asked whether they thought each item in the KTOP was important for good science teaching, the extent to which they implemented these items, and the level of difficulty in implementing them. The second survey asked teachers what they believed to be the reasons and solutions for the KTOP items that they had responded as difficult to implement. The responses obtained from 63 teachers in the first survey and 35 teachers in the second survey were categorized based on the characteristics of the responses. The categorized contents were then summarized and discussed for their features. As a result, science teachers responded that all items in KTOP, except for one, are important for good science teaching. However, it was also shown that the level of execution was low in cases where implementation was difficult. For the 13 KTOP items that were considered important but difficult to implement and showed relatively low implementation level, many respondents (69%) attributed the reason to both students and teachers. However, the most common response (60%) was that the teacher should solve those difficulties. From this, it was found that understanding and supporting teachers, as well as enhancing their competencies, are more important for good science teaching than external factors. We hope that this research findings will help to better understand the specific difficulties that science teachers face in their classes and contribute to practical efforts that aim to address these challenges.

• Korean Journal of Childcare and Education
• /
• v.12 no.1
• /
• pp.103-121
• /
• 2016

The purpose of this study was to examine the impact of the listening competence of early childhood teachers on their teacher-parent communication difficulties and teacher-child interaction in an attempt to provide some information on the development of the listening competence of early childhood teachers. Three hundred and twenty two early childhood teachers participated in the study and descriptive, correlation, multiple regression analysis were conducted. The results are as follows: First, listening competence had a statistically significant negative correlation with teacher-parent communication difficulties. Second, among the sub-factors of listening competence, comprehending and interpreting, and responding exerted a statistically significant negative influence on teacher-parent communication difficulties. Third, listening competence had a statistically significant positive correlation with teacher-child interaction. Fourth, among the sub-factors of listening competence, responding, comprehending and interpreting, analyzing and evaluating exerted a statistically significant positive influence on teacher-child interaction.