• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.569-594
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• 2010

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out several research as follows : 1) establishment of observation elements for selecting examples of good mathematics instruction between 2001 and 2002, 2) development of the standards on teaching evaluation between 2004 and 2006, and 3) investigation on the elements of Pedagogical Content Knowledge including understanding of learners between 2007 and 2008. The purposes of development of mathematics teaching evaluation standards through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those three studies (namely, evaluation standards) focused on the teacher knowledge of learners' understanding. For this purpose, the meaning of learners' understanding was also investigated in-depth. Finally, the concrete elements on teaching evaluation focused on the teacher knowledge of learners' understanding in math class were new developed, based on the literature reviews on learners' understanding. Then, those evaluation elements were developed according to the five domains of learners' understanding such as evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.3
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• pp.424-434
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• 2014

Purpose: The aim of this study was to propose a teaching model to improve the cultural competence care of undergraduate Korean nursing students. Methods: A literature review was performed from 2000 through 2014 using internet to identify studies that presented nursing curricula and teaching-learning strategies in Korea. We analyzed retrieved Korean seven articles using Campinha-Bacote's ASKED model in combination with reflective experiences of authors observing classrooms in the U.S. Results: Six syllabuses presented information about cultural diversity nursing concepts in Korea. A traditional lecture focused on presenting contents about cultural knowledge by an instructor in the classroom was identified as a commonly used teaching strategy. We found that cultural competency related to cultural desire, awareness, and encounter was lacking. Thus, we developed teaching model based on the Korean nursing education contexts and combined with Campinha-Bacote model to improve cultural competency in nursing. Conclusions: The proposed teaching model shows promise as a strategy for improving the knowledge, attitudes, and skills related to cultural competent for undergraduate nursing students in Korea. However, evidences that this model improves nursing students' clinical practices reflecting cultural competent care are still lacking. Future research focusing on determining teaching methods and contents in clinical practices will be most effective.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.963-976
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• 2012

As the college environment changes, the roles of professors and students should also be changed. And the way that we teach undergraduate students should also be changed. The purpose of this research is to analysis characteristics of good teaching methods in college as perceived by students and professors. We did content analysis to elicit the characteristics of good instruction from qualitative comments of 196 course evaluations, 195 excellent essays selected from 8 college essay competitions, and 72 teaching knowhow essays of professors. To see the difference of division in good instruction characteristics, we did frequency analysis by SPSS statistics program. According to the content analysis, the most essential characteristics of good instruction as perceived by the students and professors is teaching strategies. There were also differences in the fact of recognition transition by division and the students-professors.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.1-16
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• 1997

Children should have opportunities to experience problem solving individually with strategies for developing their problem solving abilities. To make an instructional design for individual teaming, problem solving activities were classified into categories like individual activities, individual activities within a group, and team teaching. A flow of teaching and teaming process was designed before, and concrete and semi-concrete materials were used in an experimental teaching, which was analysed in this research.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.147-158
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• 2016

This study examined the changes of preservice biology teachers' NOS pedagogical content knowledge through two consecutive science methods courses: NOS understandings; attitudes toward teaching science; difficulties of NOS teaching; NOS teaching strategies; and views of orientation of NOS teaching. During the science methods course I, the preservice teachers engaged in discussions and reflections on what science is and how scientific knowledge has produced, drawing NOS aspects from episodes of history of science, and planning the lessons cooperating NOS instructional objectives. Then the next semester, through the science methods course II, the preservice teachers had a chance of the simulated teaching by adopting NOS teaching and learning activities in the context of the secondary biology context. The preservice teachers, further, reflected on their NOS teaching. The results showed that the preservice teachers constructed the NOS pedagogical content knowledge. They significantly improved their views of NOS and its teaching(p<.05) after the science methods course I, and retained their understanding after the science methods course II(p>.05). The preservice teachers mentioned the difficulties of teaching NOS in the secondary biology context, and further suggested effective NOS teaching methods in their reflective journals.

• School Mathematics
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• v.9 no.3
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• pp.327-352
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• 2007

The Korea Institute of Curriculum and Evaluation(KICE) has carried out the research on the development of the standards on teaching evaluation between 2004 and 2006, and particularly on the 'mathematics' teaching evaluation in 2006. The purpose of development of mathematics teaching evaluation standards is to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. The standards on mathematics teaching evaluation were developed based on the standards on general (not individual subject) teaching evaluation. They were revised and modified by analyzing the results of the interviews and survey with teachers about the adaptability of the standards in school. The standards were classified into four major areas of knowledge, planning, practice, and professionalism. Each area of these four were categorized into 6 smaller divisions and 36 elements. In addition, it was presented that brief descriptions on each teaching evaluation standards(element), guideline for evaluation methods, evaluator's observation index, and performance level with explanation for the standard achievement in four stages.

• Education of Primary School Mathematics
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• v.8 no.2 s.16
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• pp.97-113
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• 2004

The purpose of this study is to develop instructional methods for the formalized algorithm through informal knowledge in teaching division of fractions. The following results have been drawn from this study: First, before students learn formal knowledge about division of fractions, they knowledge or strategies to solve problems such as direct modeling strategies, languages to reason mathematically, and using operational expressions. Second, students could solve problems using informal knowledge which is based on partitioning. But they could not solve problems as the numbers involved in problems became complex. In the beginning, they could not reinvent invert-and-multiply rule only by concrete models. However, with the researcher's guidance, they can understand the meaning of a reciprocal number by using concrete models. Moreover, they had an ability to apply the pattern of solving problems when dividend is 1 into division problems of fractions when dividend is fraction. Third, instructional activities were developed by using the results of the teaching experiment performed in the second research step. They consist of student's worksheets and teachers' guides. In conclusion, formalizing students' informal knowledge can make students understand formal knowledge meaningfully and it has a potential that promote mathematical thinking. The teaching-learning activities developed in this study can be an example to help teachers formalize students' informal knowledge.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.328-344
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• 2013

This study investigated the types of elementary science-gifted students' coping strategies and teachers' desired teaching strategies in anomalous situations. Their epistemological beliefs about science were then analyzed on the bases of the types. To do this, 5th and 6th year science-gifted students (N=72) were asked to respond to an open-ended question with some of them being interviewed deeply. The analyses of the results indicated seven types of coping strategies in anomalous situations and were identified as follows: Abandoning, asking a teacher for help, trying the experiment again with same methods, trying the experiments again with different methods, trying the experiment again after actively analyzing the causes, recognizing the experimental results, and explaining the experimental results. Seven types of teachers' desired teaching strategies emerged and were also identified as follows: Encouraging, providing successful experimental results, explaining, providing the opportunity for trying the experiment again with same methods, providing the opportunity for trying the experiments again with different methods, providing the opportunity and help for trying the experiment again after actively analyzing the causes, and providing the opportunity and help for explaining the experimental results. The fourteen types were grouped again into four categories such as 'transferring facts', 'constructing facts', 'transferring meanings', and 'constructing meanings' on the bases of the epistemological beliefs toward knowledge and the epistemological beliefs toward relation. Educational implications of these findings are discussed.

• Journal of Engineering Education Research
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• v.9 no.1
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• pp.43-60
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• 2006

This study was examining and analyzing the perception and significance for engineering teaching objectives and strategies designed for students. The optional sampled method with various levels was applied to all the junior students at college of engineering in Jeola North Province. The five applied universities were again divided into three divisions. The result of this study was as follows ; First, according to the analysis of students' conception about the significance degree of good education suitable for engineer and a number of a community, leaner's attitude and opinion learning were more important than any other instruction objectives. Second, according to the other analysis regarding to the significance degree of instruction objectives and methods, the teaching of technical operation was thought more important than any other instruction objectives. Overall, this study showed that the significance degree of instruction objectives and teaching strategies of engineering education had a little difference according to a various factor but they were arranged from three points (importance) and four points (very importance).

• English Language & Literature Teaching
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• v.12 no.2
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• pp.215-235
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• 2006

This paper explores the effects of two different methods of instruction for 106 low-level Korean learners of English at a college in learning request expressions. Both of the methods contained the focus-on-form and function characteristics, while the degree of explicitness for input enhancement was differentiated. Abundant email samples written by English native speakers for the input were provided and email writing practice for the output was proceeded for both groups of the students in the treatment sessions. The numbers of target forms used in pretest and posttest results were compared quantitatively: The tests included email writing and open-ended Discourse Completion Test (DCT). The results indicated that the target pragmatic features were slightly better learned under the condition of relatively high degree of explicit instruction with metapragmatic information, even though the difference was statistically insignificant. In addition, the students' use of request strategies both in email and DCT was affected positively by the treatment with email input and output. That is, the students applied the request strategies they learned through email into their oral production (open-ended DCT) as well as their email writing. Further study on the output effect of target features in advancing pragmatic competence is suggested.