• Journal of Science Education
• /
• v.37 no.3
• /
• pp.538-549
• /
• 2013

This study investigated the preservice and inservice elementary teachers' perceptions on professionalism of teaching profession, professionalism of science teaching, and their self-efficacy on science teaching. For this study, 64 sophomore, 53 senior preservice teachers and 23 elementary teachers who were also graduate students were participated. The questionnaires consisted of 5 Likert scaled and descriptive items about the professionalism of teaching profession, professionalism of science teaching, and self-efficacy on science teaching. The results showed that some areas of the professionalism of teaching profession had significant differences between the grades in preservice teachers and/or inservice teachers. Most preservice teachers and teachers thought that they need to have professional ability, but not a few teachers thought it was not necessary to have professionalism of science teaching as a elementary teacher, even though their major was science education. The teachers who had higher perceptions on the needs of the professionalism of science teaching showed high self-efficacy on science teaching.

• Journal of Educational Research in Mathematics
• /
• v.27 no.3
• /
• pp.511-536
• /
• 2017

The present study aims to investigate ways in which pre-service secondary mathematics teachers anticipate 1) students' responses to specific mathematical tasks which are chosen or devised by the participating pre-service teachers as requiring students' higher cognitive demand and, 2) their roles as math teachers to scaffold students' mathematical thinking. To achieve the goal, we had our pre-service teachers to engage in an adapted version of Spangler & Hallman-Thrasher(2014)'s Task Dialogue writing activity whose focus was to develop pre-service elementary teachers' ability to orchestrate mathematical discussion. 14 pre-service teachers who were junior at the time enrolled in the Mathematics Teaching Method Course were subjects of the current study. In-depth analysis of both Task Dialogues which pre-service secondary mathematics teachers wrote and audiotapes of the group discussions while they wrote the dialogues suggests the following results: First, the pre-service secondary teachers anticipated how students would approach a task based on their own teaching experiences. Second, they were challenged not only to anticipate more than one correct students' responses but to generate questions for the predicted correct-responses to bring forth students' divergent thinking. Finally, although they were aware that students' knowledge should be the crucial element guiding their decision-making process in teaching, they tended to lower the cognitive demands of tasks by providing students with too much guidance which brought forth the use of procedural knowledge. The study contributes to the field as it provides insights as to what to attend in designing teacher education course whose goal is to provide a foundation for developing pre-service teachers' ability to effectively orchestrate mathematical discussion.

• Journal of the Korea Convergence Society
• /
• v.8 no.8
• /
• pp.215-224
• /
• 2017

The purpose of this study was to analyze the cases of verbal interactions occurring during the mathematics lessons taught in middle school special classes in order to examine the elements and types of verbal interactions that occur between the teachers and students. Data were collected and analyzed for the sessions on geometric units that formed part of the mathematics lessons routinely implemented in the special classes. The analysis showed that the teachers initiated 237 (84.1%) of the 291 instances of verbal linguistic interactions. A total of 240 teachers' questions were analyzed, and questions in the area of knowledge occurred the most frequently, at 160 times (66.7%). A total of 617 student responses were analyzed, and short answers occurred the most frequently, at 367 times (59.5%). Teacher feedback occurred 581 times in total, and correct/incorrect (simple) feedback occurred the most frequently, at 234 times (40.3%). A total of 237 verbal interactions were observed between the teachers and children, and the I (RF) type (one teacher question, one student response, and one instance of teacher feedback) occurred most frequently, at 83 times (35.0%).

• 대한공업교육학회지
• /
• v.32 no.2
• /
• pp.104-131
• /
• 2007

The purpose of this study is to research and analyze recognition of teachers and students about operating BizCool in technical high school. These results were obtained by questioning teachers and students of high school which operated BizCool. Above of all, On the Teachers' recognition about BizCool. First, the most effective programs in BizCool are the entrepreneurial club activities, and these activites fostering an entrepreneurial mind as the primary benefits of operating BizCool. Second, to activate BizCool they want to employ staff whose responsibility is to organize BizCool because of the demand and pressure involved, and Bizcool entrepreneurial club should be connected with related enterprises. The development and spread of standard managing models is necessary. Third, Students also have to be able to learn essential knowledge about management, increasing their will to rely on themselves, and getting actual chances to conduct business. Finally, On the Students' recognition about BizCool. First, The contents and level of Bizcool, the availability of BizCool material, the fostering and learning of entrepreneurship are relatively easy and they show much interest in systematic entrepreneurial education. Second, the data show that BizCool is helpful for students to create an entrepreneurial mind and increase confidence about conducting business. Third, about school activities. Entrepreneurial club activities did not help to improve students' grades, to develop good habits or to make friends.

• Journal of Korean Library and Information Science Society
• /
• v.49 no.3
• /
• pp.55-75
• /
• 2018

The purpose of this study is to identify characteristics of secondary school teachers' perceptions and experiences of school libraries and to suggest strategies for its' activation. In order to achieve this aim, the questionnaire survey was conducted for 229 secondary school teachers who participated in K university qualification training in 2017. As a result, they recognize that school libraries are an essential facility and that continuous support and investment are needed. They think that the effectiveness of the school library is very helpful for creating a leisure and cultural life and for stimulating reading atmosphere and education, and this perception is stronger at lower ages. The number of school library use of them is as low as once a month, and the purpose of use is mainly for cultivation and leisure. The discomfort of the school library is mostly due to lack of materials and space for them. In particular, they have a lack of knowledge and necessity about the method of library-based instruction and insufficient preparation time and poor materials. Teachers are highly aware of the need and utility of training, and prefer training with peers. Therefore, it is necessary to develop strategies such as remodeling space and increasing collections for their study and instruction, and foster peer supervision so that they can actively utilize school library in subjects management.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.1
• /
• pp.671-676
• /
• 2015

The aim of this thesis was to develop PBL(Problem-Based-Learning) problems to supply the problems to classes and to confirm the effectiveness of PBL for PBL applications to element design in engineering schools. Modern industrial society needs competent people with abilities in cooperative learning, self-controlling learning, united knowledge application, and creative problem-solving. Universities need to offer opportunities for improving the problem-solving ability and cooperative learning to learners to train competent people that society demands. PBL activity is a proper learning method for the execution of the above offer. The study subjects were 32 sophomore students in H University who took 'Engineering design 1', which is Element design. Five PBL problems were applied to the class for 15 weeks. They wrote and submitted a reflective journal when they finished the every given PBL activity. In addition, they wrote a class evaluation form after the $5^{th}$ PBL problem's activity ended. The study showed that the students experienced the effectiveness of PBL in many fields, such as the comprehension of the studied contents(71.87%), the comprehension of cooperative learning (87.5%), authentic experience, problem-solving skills (90.63%), presentation skills (96.87%), communication ability, self-directed study ability, and confidence (96.87%). The students realized that PBL learning activities are important because students could develop into future intelligent engineers that modern industrial society demands through PBL learning activities.

• Journal of the Korean School Mathematics Society
• /
• v.9 no.3
• /
• pp.249-263
• /
• 2006

The purpose of this study is to investigate the characteristics of 'best practire' in mathematics and suggest some solutions to several problems emerging in mathematics classes of secondary schools. The study was carried out by using qualitative research methods such as class observations and in-depth interviews with six teachers. Based on the collected data, we could sort out the major patterns which characterize 'the good mathematics teaching' at schools in Korea. The common characteristics of best practice in mathematics are drawn out from the six cases. The common characteristics include revising the curriculum and text books, realistic mathematics education, using ICT and meta-cognition, introduction with motivation and interest, performance assessment and managing differentiated small group. Results implied that six teachers used a variety of instructional methods and strategies which is related with the common characteristics of good mathematics teaching. Also these teachers not only improved their own classroom practices but also participated in various professional community of mathematics education and shared their practical knowledge. In conclusion assorted efforts from the government and the school principals as well as the teachers are prerequisite for practicing and spreading good mathematics teaching across the classrooms.

• Journal of Science Education
• /
• v.38 no.1
• /
• pp.103-119
• /
• 2014

The purpose of this study was to investigate orientation toward teaching of science teachers had shown in lesson on Law of Definite Composition for middle school students and the factors which influenced its formation. To achieve this, we collected survey materials by recording and analyzing lessons of 8 teachers, interviewing them, and using CoRe questionnaire. From teachers' activities in lessons, we found their orientation toward science teaching, and through analyzing collected materials, drew the factors which influenced the formation of orientation toward science teaching. The result identified two types of orientation toward science teaching: activity-directional and lecture-directional. The former, activity-directional was categorized further as exploration and non-exploration; the latter as interaction-centered and content delivery. The main factors which affected the formation of orientation toward science teaching were reflective thinking through teaching experiences, interaction with colleagues, consideration on education environment, training as a learner, and their own interest and curiosity. Among them, the reflective thinking through teaching experiences was strongest cause, and teacher's interest and curiosity was even limited, also influenced positively. On the other hand, unlikely other factors, consideration on education setting affected negatively to build teacher's teaching orientation. Interaction with colleagues, training for teachers by universities and graduated schools acted on a bit, but had a limit just for mainly developing science content knowledge.

• Journal of Science Education
• /
• v.37 no.1
• /
• pp.157-169
• /
• 2013

The purpose of this study is to analyze carbon cycle concepts based on earth systems from the perspective of high school students. The subjects for this study were seven students who have completed Earth-science I curriculum. to analyze of carbon cycle concepts based on earth systems perspective, the methods of word association, casual map and drawing were used. The results of this study were as follows: first, 5 out of 7 students have suggested carbon cycle concepts less than three. Second, the carbon cycle concepts on the change of state were 2. Also, the carbon cycle concets on process were 8. Third, 2 out of 7 students present 2 feedback loops, 3 out of 7 students 1 feedback loops, but 2 out of 7 students couldn't present the feedback loops associated with carbon cycle. Finally, As for carbon cycle concepts through drawing, 1 out of 7 students drew 9 concepts, 3 out of 9 students drew 7 concepts and the rest of them drew 5, 4, 3 concepts respectively. These results suggest that concept and feedback loop thinking skills on carbon cycle are a low level. Therefore, It is suggested that more educational programs be developed on various topics in order for high school students to improve their system thinking skills as well as knowledge integration of earth systems.

• Proceedings of the Korean Society for Agricultural Machinery Conference
• /
• v.10 no.2
• /
• pp.59-63
• /
• 2005

가. 자율주행 트랙터가 작업하는 동안 작동상태를 효과적으로 모니터링하고 제어할 수 있도록 하기 위해 인터넷을 통한 자율주행 트랙터의 모니터링과 원격제어 기술에 대하여 시험 하였다. 나. 트랙터를 모니터링하고 제어하는 곳과 경작지가 있는 곳을 인터넷으로 연결하고, 운전자가 탑승하지 않은 트랙터는 인터넷을 통해 전달받은 명령을 수행하도록 액튜에이터를 제어하고 제어되는 상황을 경작지에 위치한 카메라가 촬영하여 인터넷을 통하여 원격지의 운전자 쪽으로 전송하도록 시스템을 구성했다. 다. HST 트랙터 조종장치로서 서보제어가 가능한 액튜에이터를 개발 장착하고 제어성능을 시험하였다. 전자유압제어(EHPS)식 조향액튜에이터는 , 조향가능각 100도의 전범위에 조향 제어가 가능했으며 전조향에 필요한 시간은 약 1.6초 정도 였다. 피스톤 펌프의 사판각을 제어하는 전후진 제어기는 리니어 모터 구동식으로 총 제어 변위 50mm를 이동하는데 제어시간이 약 1.2초 소요되었다. 엔진 회전수를 제어하기위한 스로틀 액튜에이터는 리니어 모터 구동식으로 제어변위 30mm에 대해 제어시간이 0.8초 소요되었다. 3점 링크에 부착된 작업기의 위치를 제어하는 리프트 제어기도 리니어모터로 구동하였으며 제어거리 40mm에 대해 제어시간 0.9초정도가 소요되었다 라. 제작된 HST 무인 트랙터를 인터넷과 무선통신 시스템을 이용하여 원격 모니터링과제어 가능성에 대해 시험 했다. 인터넷을 통한 장거리 원격제어 및 모니터링 시험에서 제어신호의 전달지연은 0.3 ${\sim}$ 0.5초정도로 제어신호의 피이드 백을 확인할 때까지는 약1초정도의 대기 시간이 필요한 것으로 나타나 모니터링 및 제어 시스템의 개발 시 이를 고려할 설계가 필요한 것으로 나타났다.된 표층수온 분포값보다 2005년 2월에 관측된 표층수온 분포값이 상대적으로 낮은 분포 특성을 나타내고 있었다. 따라서 인공위성자료를 이용한 황해의 2004년 해황 분석 결과는 이상수온 상승의 원인이 쿠로시오 해류의 변동과 관련성이 높다고 판단되며 이에 대한 지속적인 연구가 현재 진행중에 있다.에 인산염 처리, 여기에 초음파 처리, 마지막 단계로 3분 끓이면 억제율이 68%까지 억제되었다. 이는 단일처리시 전혀 억제를 못하는 처리를 단계별로 한 단계씩 더해가면 allergy 억제효과가 나타난다고 할 수 있겠다. 초음파 처리도 역시 저 allergy 처리 공정에 이용될 수 있는데 이것은 그 처리로 인해 새로운 알러젠이 생성될 수도 있다. 또한 복합처리로 allergy를 감소시키면 연속적이고 동시적으로 하기 때문에 원가를 절감할 수 있다.환경현안에 대한 정치경제적 접근을 외면하지 말고 교과서 저작의 소재로 삼을 수 있어야 하며, 이는 '환경관리주의'와 '녹색소비'에 머물러 있는 '환경 지식교육'과 실천을 한단계 진전시키는 작업으로 이어질 것이다. 이후 10년의 환경교육은 바로 '생태적 합리성'과 '환경정의'라는 두 '화두'에 터하여 세워져야 한다.배액에서 약해를 보였으나, 25% 야자지방산의 경우 50 ${\sim}$ 100배액 어디에서도 액해를 보이지 않았다. 별도로 적용한 시험에서, 토마토의 경우에도 25% 야자지방산 비누 50 ${\sim}$ 100배액 모두 약해를 발생하지 않았으나, 오이에서는 25% 야자지방산 비누 100배액에도 약해를 나타내었다. 12. 이상의 결과, 천연지방산을 이용하여 유기농업에 허용되는 각종의 살충비누를 제조할 수 있었으며, 방제가 조사결과 진딧물, 응애 등 껍질이 연약한