• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.739-753
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• 2019

The purpose of this study is to explore characteristics and limitations of a novice teachers's responsive teaching practice, who framed argumentation productively. One novice teacher and two eighth-grade classes participated in this study. Two of the small student groups with active teacher intervention were selected as focus groups. Students engaged in argumentation activity where they built an argument for hearing if the eardrum was torn. We recorded the class and interviews with the teacher and the students, which were transcribed for use in the analysis of the teacher's responsive teaching practices and epistemological, positional framing. We discovered that teacher thought that he should position himself as a facilitator to encourage students to present ideas clearly and to reach consensus. His framing was consistent in responsive teaching practices. Positioning himself as a facilitator, after he framed the discussion as idea sharing discussion by eliciting and probing students' idea, he framed the discussion as argumentative discussion by taking up students' idea and pointing out disagreement between them. As a result, members of small group 1 engaged in argumentative discussion and reached consensus. However, the teacher's productive framing did not guarantee students' productive argumentation practice. In small group 2, he did not elicit and probe students' ideas successfully. As a result, members of small group 2 did not engaged in argumentative discussions. He responded limitedly to the lack of students' conceptions because of lack of understanding about learners. Also, he mainly attended to students' reasoning, and not to students' framing about argumentation because he considered argumentation only as a tool for conceptual learning. The result of this study will contribute to the establishment of responsive teaching in science classrooms.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.559-569
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• 2014

In this case study, we investigated teaching strategies of science teacher's teaching in science museum. Two secondary science teachers who completed a teacher training course on teaching in science museums participated in this study. We conducted interviews about their perceptions on teaching in science museum and their teaching plans before teaching. Then, we observed and recorded their teaching practices in the science museum throughout one semester, and collected all of the teaching materials. The interviews were also conducted after every lessons and at the end of the semester. For the analysis of teaching strategies, we used a framework that was revised from the framework for museum practice (FMP). The analysis of results revealed that the teachers understood the significance of planning the activities in a series of pre-visit, during-visit, and post-visit, so that they structured their teaching as continuous activities, not as an one-time event. However, they showed differences in the extent of connecting the activities with the national science curriculum according to their teaching objectives. In addition, there were differences in strategies such as promoting social interaction, evoking students' curiosity and interest, providing students with choices and control, and inducing engagement and challenge depending on each teacher's perceptions and experiences on teaching in science museum. These results suggest that science teacher education for the professional development of teaching in science museum should systematically provide knowledge and experiences on teaching strategies based on appropriate perceptions on teaching in science museum.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.795-821
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• 2001

This Qualitative study investigated a preservice teacher's developing views of learning with the influence of constructivist epistemology taught in the Math, Science, and Technology Education (MSAT) Master of Education (M. Ed.) preservice teacher education program. The MSAT teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching, as revealed by faculty interview data. It is important at this point to emphasize that there are significant epistemological and ontological differences between different versions of educational constructivism (i.e., individual, radical, and social constructivism) and that these differences imply different pedagogical practices. For the 16 preservice teachers included in a larger study, the epistemological and ontological characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to construct a constructivist profile for each preservice teacher's views of learning (i.e., a profile containing ontological beliefs, epistemological commitments, and pedagogical beliefs). Of the sixteen participants in the larger study, five significantly changed ontological and epistemological beliefs and eleven did not. Profile changes for the five who did change also resulted in changes in their conceptions of science teaching and learning (CSTL). In this article, one of the five teachers case was presented with rich quotes. This case study documents how a preservice teacher transferred his ontological and epistemological beliefs to his pedagogical beliefs and maintained the consistency between his philosophical beliefs and CSTL. It also demonstrated implications that changes in components for an educational constructivist profile have for a preservice teacher's view of himself as teacher. Data indicated the possibility that a constructivist-oriented preservice teacher education program can influence students' conceptions of science teaching and learning by explicitly introducing constructivism as an epistemology rather than as a specific method of instruction. Implications for both instructional practices of teacher education programmes and research are discussed.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.435-450
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• 1997

The status of facilities, management for the experiment, practices, teaching methods in middle schools have been investigated. The present status and reasonable management of the middle school science education have been grasped from the questionaires. To do this 125 secondary science teachers, 1,745 students and 70 principals of schools in Korea are administered questionaires of Science Education Reserch Institute of Kyungpook National University(1996). The results of this study are as follows : The reasonable management for experiments and practices of science education were scanty in the middle school around the urban and rural school owing to the shortage of facilities and equipments, crowded class, excessive class works for teacher, excessive contents of present textbooks and insufficiency of the administrative supports etc. The current teaching method of middle school science has emphasized knowledge. This fact does not satisfy the objective of learning due to lack of the teaching method. Desirable directions for the improvement of present status of middle school science education were proposed in this paper

• Journal of The Korean Society of Integrative Medicine
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• v.2 no.3
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• pp.15-22
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• 2014

Backround : The paradigm of recent education has been shifting from existing style of professor-oriented, passive and rote teaching to learner-centered education. Rather than mere delivery of knowledge, today's idea of education uses various audiovisual media to let learners gain more problem-solving skills, judgment, cognitive thinking ability, and creativity to apply to real practice. Also, while current trends and change in policy ask for related industry to require practice-centered teaching learning model, Problem-Based Learning (PBL) is quite effective that it activates problem-solving skills as well as application of National Competency Standards (NCS). Purpose : The purpose of this study was to suggest a teaching learning model article as an approach to apply web-based PBL for patient & medical charge management practices. Discussion & Conclusion : This paper the cases on PBL and presents the teaching learning model on web-based PBL as an approach to applying web-based PBL, which fits Medical Information System Department that combines health-medical treatment and computer applications, to practical health administrative affairs.

• The Mathematical Education
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• v.52 no.2
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• pp.203-215
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• 2013

We explored implications of storytelling in learning and teaching mathematics and examined examples of storytelling for deep understanding of the educational meanings of storytelling and new direction of storytelling approach to mathematics teachers. Mathematics had been commonly considered as the subject irrelevant to the narrative mode of thinking and only relevant to the paradigmatic mode of thinking that has rigorous logical forms and independent from human mind. As a result, this common sense forced a transmission pedagogy of mathematics: only the teachers as owners of the objective and logical truth of mathematics could transmit mathematical truths to students. Storytelling is highlighted as an alternative to the common teaching practices of mathematics focused only on the paradigmatic mode of thinking. Although a lot of research about the educational uses of storytelling mainly focused on the development and modification of stories, we suggested that the educational interest about storytelling should move to the elements or techniques for the positive effect of storytelling.

• Journal of The Korean Association of Information Education
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• v.16 no.3
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• pp.363-371
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• 2012

This study examined the cognitive consequences of constructivist teaching practices on the acquisition and transfer of programming with respect to the design of an instructional context that would encourage students to engage in reflective thought; the cognitive consequences of learning in the constructivist context; and the relation between the social and the individual in the teaching and learning process of programming. Students worked on a variety of programming and design problems in constructivist instructional contexts. The results indicated that between-group differences over repeated measures consistently favored students in reflective instruction. Rather than simple differences on measures, the pattern of mean differences over time conformed to a chain of cognitive consequences regulating the acquisition of programming. The implications of the study and suggestions for future research were discussed.

• Educational Technology International
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• v.21 no.2
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• pp.193-216
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• 2020

This study investigated university students' perspectives on good class and instructional practices through social network analysis. The subjects were 321 students in the third and fourth academic years in a Korean university. The subjects completed four open-ended questions, asking about experience of good class, good instructors' teaching practice, and their feelings and attitudes when participating in good class. As social network analysis, KrKwic (Korea Key Words in Context) was used to compute word frequencies and analyze semantic network structures and Ucinet Netdraw to assess centrality in the social network, consisting of degree centrality, closeness centrality, and between centrality. The results are as follows. First, students showed 5 keywords to depict what good class is, including 'understanding', 'example', 'video', 'interest', and 'communication'. Second, the characteristics of teaching methods by professors who practice good class indicate 'assignments', 'questions', 'understanding', 'example', and 'feedback'. Third, the top 5 keywords of students' attitudes as participating in good class are 'active', 'participation', 'focus', 'listening', and 'asking'. Last, keywords depicting desirable class that students most wanted to take next time are 'assignments', 'rewards', 'understanding', 'difficulty', and 'interest'. The findings from this study include the meanings of the semantic network structures of words in the text making up messages. Also this study can provide empirical evidence for educators and educational practitioners in higher education to create effective learning environments.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.143-164
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• 2013

Despite the recent emphasis on mathematical communication, little practical guide has been provided for a teacher with what to do for orchestrating high-quality discussions in a mathematics classroom. This paper analyzed 20 elementary mathematics lessons which were recognized as effective instruction in Korea using an analytic framework with regard to 5 practices for orchestrating productive mathematics discussions (i.e., anticipating, monitoring, selecting, sequencing, & connecting) by Smith and Stein (2011) in terms of performance scales from Level 0 to 3. The results of this study showed that the most frequent levels were Level 1 including undesirable practices and Level 2 including insufficient practices. There were only one or two lessons per practice which were assessed as Level 3 of good performance. Specifically, Level 2 was the most frequent with regard to monitoring and selecting, whereas Level 1 was the most frequent as for the other practices. This paper provides some implications for co-ordinating productive mathematics discussions.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.167-180
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• 2023

Teacher interventions in science classrooms are important because they can have a major impact on students' practices. This study qualitatively analyzed what kinds of utterances teachers used to intervene in students' practices of constructing scientific explanations. Two elementary school teachers, L and K, participated in the study, and their lessons in the sixth-grade science unit, 'Structure and Function of Plants' were reorganized for students to engage in the scientific practice of constructing explanations. In each lesson, the two teachers were asked to support students' practices as part of responsive teaching. The results of the study showed that the two teachers mainly utilized empathetic and disciplinary utterances, respectively, which were used to support emotional, processual, and conceptual aspects of students' scientific practices. The empathetic utterances were employed to support students' practices in the order of noticing, actively accepting, and offering alternatives. By contrast, the disciplinary utterances were used in the order of finding deficiencies, evaluating, and urging to improve students' practices. The reasons the teachers made use of empathetic and disciplinary utterances, respectively, were discussed, and implications for science education were suggested.