• 한국과학교육학회지
• /
• 제22권5호
• /
• pp.991-1009
• /
• 2002

This qualitative study investigated two preservice teachers' conceptual ecologies in professional development during the science teacher preparation program. The notion of a conceptual ecology contains nature of knowledge, science and science teaching, learning, and content knowledge and comfort level. The data were collected during the participants' preservice year and their practicum experience. Both data collections and analyzing were from the various sources of interviews, teaching observations, journals, and information and profiles by the participants' supervisor. Two preservice teachers serve as cases representative of this study. Results show that problems preventing the preservice teachers from moving closer to conceptual change teaching were their understandings of the nature of science and the nature of knowledge. The preservice teachers' views about knowledge come from, and what knowledge is, are largely shaped by the nature of science and learning drive pedagogy and classroom practice. Knowledge of and comfort with the subject matter are also important.

• East Asian mathematical journal
• /
• 제36권2호
• /
• pp.203-227
• /
• 2020

This study is observed in this paper that how the mathematical beliefs of elementary pre-service teachers are reflected in planning and implementing actual mathematics classes. The subjects for this study are senior students at the university of education. After examining their mathematical beliefs and analyzing their actual mathematics classes in a teaching practicum, the following conclusions are drawn. First, the mathematical beliefs of elementary pre-service teachers have generally shown in a similar tendency. The beliefs formed by the students' experience and the beliefs established in the course of preparing to become teachers have coexisted. Second, the teachers' belief in learning mathematics and the teaching practices are largely inconsistent. Third, when elementary pre-service teachers plan and implement their mathematic classes, they are influenced by their guidance teachers and students as well as their own mathematical beliefs.

• 영어어문교육
• /
• 제8권1호
• /
• pp.55-68
• /
• 2002

Since the introduction of literature in reading and writing during the 1970s, considerable research has attempted to determine whether literature has significantly positive effects upon enhancement of reading proficiency. It is said that literature extends our knowledge of the world. Through books, we can experience other people's thoughts, experiences, and ideas (Frye, 1964). This paper explored the role of children's literature for the teaching of reading through the literature-based instruction. It focused on why and how children's literature serves as an important context for enhancing learner's reading proficiency of English. It also discussed the authentic use of literature-based strategies for practical classroom use, and suggested the future directions for research toward the literature-based instruction in the domain of reading comprehension.

• 영어어문교육
• /
• 제15권2호
• /
• pp.1-25
• /
• 2009

The purpose of this study is to explore the potential of peer coaching for EFL teachers' professional development. For this study, 12 college teachers in Korea participated in a 10-week program. They were 7 males and 5 females, ranging in age from 24 to 37 years. Data were collected through semi-structured interviews. Reflective analysis was used to analyze individual interview data. From the findings, two significant categories of peer coaching were identified: positive and negative responses to peer coaching experience. However, the overriding themes that emerged from the data were the benefits of peer coaching. The participants were almost unanimous in their acknowledgement of the advantages of peer coaching, such as reflective support through other's eyes, improved working environments, greater teaching strategies, higher professional self-esteem, and awareness of self-directed learning. Negative responses also appeared, mostly in regard to the working principles of implementation; the major issues of difficulties were time management, complexities of implementation procedure, stress and personal vulnerability, and relative lack of reflection and feedback skills. Demonstrating the participants' experiences towards the peer coaching program, this study provides EFL teachers with useful insights into peer coaching as an effective tool of their professional development.

• 수산해양교육연구
• /
• 제17권3호
• /
• pp.373-382
• /
• 2005

The aim of this study is to analyze critically the meaning of 'good instruction'. In this article, the researchers emphasized the activities of teaching and learning as two essential elements of good instruction. The antecedent studies on good instruction have limitations in that they regarded good instruction as an instrument rather than valuable activity itself. This study consisted of three parts. Firstly, the researchers tried to clarify the meaning of good instruction underlying antecedent studies on instruction. Secondly, the researchers tried to analyze characteristics of good insturction suggested by antecedent studies. Thirdly, the researchers attempted to define a new meaning of good instruction. A new meaning of good instruction should be defined in accordance with characteristics of three commonplaces composing instruction such as teaching activity, learning activity and good interactions between teacher and learner. Good instruction can be defined as followings. Good instruction means an instructional activity which can change the student's meanings of experience as a result of interactions among teacher, learner, and educational materials.

• 대한수학교육학회지:학교수학
• /
• 제2권1호
• /
• pp.111-144
• /
• 2000

The purpose of this study is to develop instruction sequence and teaching units for secondary school geometry using dynamic computer software like CabriII, GSP, Wingeom, Poly. For this purpose, literature was reviewed on various issues of geometry education and geometry curriculum using dynamic software. By the literature review, instructional sequence for teaching geometry in middle schools was designed. And, based on the newly developed instructional sequence, one sample teaching unit was developed. The basic principles for the development were to connect intuition geometry and formal geometry, and to emphasize students' investigative experience. Finally, experiment to check out teachers' response to the newly developed material was conducted by using questionnaire.

• 대한수학교육학회지:학교수학
• /
• 제2권1호
• /
• pp.165-181
• /
• 2000

The teaching-learning methods of figures using computers make loose the difficulties of geometry education from the viewpoint that the abstract figures can be visualized and that by means of this visualization the learning can be accomplished through the direct experience or control. In this thesis, we present a teaching-learning method of figures using Cabri II so that the learners establish their knowledge obtained through their search, investigation, supposition and they accomplish the positive transition to advanced 1earning. So the learners extend their ability of sensuous intuition to their ability of logical reasoning through their logical intuition.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제7권3호
• /
• pp.191-209
• /
• 2003

In this paper, we present a new environment of learning and teaching of trigonometric, exponential and logarithmic functions, the most difficult parts for students to learn among functions, through sound and music, students like the most. First, by using sound and music, we try to arouse student's interest. Second, we let students see and hear properties of transcendental functions so that students can understand and remember them easily. Finally we encourage students to compose their favorite song using transcendental functions so that they can experience the practicality of transcendental functions.

• 한국초등과학교육학회지:초등과학교육
• /
• 제42권3호
• /
• pp.467-479
• /
• 2023

학교 교육에서 인공지능을 활용한 교육이 성공적으로 이루어지기 위해서는 교사의 인식이 중요하다. 이 연구에서는 연구학교 참여 전후에 초등교사의 인공지능 활용 과학 수업 필요성에 관한 인식과 교수 효능감 수준을 '학습', '교수', '평가', '의사소통' 네 가지 측면에서 조사하고 분석하였다. 강원특별자치도교육청에 의해 지정되어 일 년 동안 연구학교로 운영된 한 초등학교에 근무하는 초등교사 24명을 대상으로 하였다. 연구학교 운영 전후에 수집한 설문 결과를 데이터로 활용하여 인공지능 활용 과학 수업에 대한 인식 변화를 탐색하였고, 특히 네 명의 교사를 대상으로 개별 심층 면담을 하여 인공지능 활용과학 수업에 관한 인식 변화에 영향을 미친 경험 요인을 탐색하였다. 주요한 연구 결과는 다음과 같다. 첫째, 초등교사는 연구학교 경험 이전부터 인공지능 활용 과학 수업 필요성에 관해 긍정적으로 인식하고 있었으며, 이는 연구학교 경험 이후에도 유사하게 유지되었다. 둘째, 초등교사의 인공지능 활용 과학교수 효능감은 대체로 중간 수준이었으며 연구학교 경험 이후에도 통계적으로 유의미한 수준으로 높아지지 않았다. 셋째, '필요성-효능감'을 함께 사분면으로 분석한 결과 연구학교를 경험한 초등교사는 '학습', '교수', '평가' 측면에 대하여 절반 정도가 긍정적인 변화를 경험하였다. 넷째, 초등교사의 인공지능활용 과학 수업에 관한 인식 변화에 영향을 미친 중요한 경험 요인은 '개인적 배경과 특성', '교사 개인의 수업 실천 경험', '교사공동체 활동', '학교 행정과 업무' 네 가지로 추출할 수 있었다. 이와 같은 연구결과가 연구학교 운영과 인공지능 활용 초등 과학교육에 주는 시사점을 논의하였다.

• 한국융합학회논문지
• /
• 제8권2호
• /
• pp.137-147
• /
• 2017

본 연구는 초 중등학교에 근무하는 보건교사의 융합적 직무경험에 따른 심폐소생술 수행 의지와 자신감에 대한 차이를 파악하기 위한 서술적 조사연구이다. 연구대상자는 193명의 보건교사이다. 측정도구는 일반적 특성, 직무경험 특성, 심폐소생술 수행의지와 자신감 등으로 구성하였다. 연구결과는 대상자의 직무경험에 따른 심폐소생술 수행의지 차이는 교육경력(${\chi}^2=15.991$, p=.000), 임상간호 경력(${\chi}^2=13.808$, p=.003), 심정지 환자를 만난 경우(${\chi}^2=8.455$, p=.004)에 유의한 차이를 나타냈으며, 직무경험 따른 심폐소생술 자신감 차이는 종교(${\chi}^2=18.994$, p=.025), 현재 근무하고 있는 학교의 학제(p=.000), 교육경력(.003), 심폐소생술 교육받은 횟수(p=.000), 심정지 환자를 만난 경우(p=0.036)에서 유의한 차이를 나타내었다. 심정지 응급상황에서 심폐소생술을 실시하는 이유는 연령(p=.010), 임상간호 경력(${\chi}^2=19.238$ p=.004), 심폐소생술 교육받은 횟수(p=.007), 심폐소생술 수행경험(p=.001), 심정지 환자를 만난 경우(p=.001)에서 유의한 차이가 나타났으며, 심폐소생술을 수행하지 않는 이유는 심폐소생술 교육받은 경험(p=.029)에서 유의한 차이를 보였으며, 이는 감염이나 두려움에 의한 것으로 나타났다.