• Journal of the Korean earth science society
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• v.24 no.4
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• pp.235-249
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• 2003

The purpose of this study is to analyze and evaluate the nature, role and development of pedagogical content knowledge in science teaching. Two research questions were considered: 1) What are the nature and the components of the pedagogical content knowledge in science teaching? 2) What is the value of pedagogical content knowledge and are there any routes and paths to developing pedagogical content knowledge for science teachers? In order to answer these questions instead of analyzing empirical data, former research literatures are reviewed. The results indicate that science pedagogical content knowledge is a special amalgam of science content knowledge and science method knowledge in a special context of science teaching that is uniquely the province of teacher based on their own special form of professional understanding. As a part of one's own distinctive bodies of knowledge, science teachers' pedagogical content knowledge is an important basis for professional development and competent teachers. It is knowledge of how to teach specific content in specific contexts, also it depends on each teachers' distinctive knowledge structure. Pedagogical content knowledge for science teaching is composed of five components: orientations toward science teaching, knowledge and beliefs about science curriculum, knowledge and beliefs about students' understanding of specific topics, knowledge and beliefs about assessment for teaching science, knowledge and beliefs about instructional strategies for teaching science. The development of science pedagogical content knowledge does not start until teachers have acquired a deeply principled conceptual knowledge of content, also it is promoted by the constant use of subject matter knowledge in teaching situations.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.135-143
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• 2001

Teachers' cognitive understanding of subject matter content have direct impact on the quality of students learning. In order to understand this, we need to investigate the relationships between the teachers' level of knowledge about the content and the instruction teacher provide for students. Professional development programs for computer education teachers include courses in computer science, curriculum studies, and the application of computers in the classroom. Effective teachers, however, have expertise in the subject matter content, know curriculum, and understand contextual knowledge for teaching computers in the classrooms. Although computer education have evolved for last 20 years, we have not yet made significant progress on researching "what" is the professional knowledge of computer teachers, and "how" they could be trained. Teacher's knowledge includes pedagogical and contextual knowledge of teaching the specific subject. The purpose of this paper is to understand the professional knowledge of computer teachers, and the adoption of PCK (pedagogical content knowledge). As a result of this paper, I hope to initiate further discussions and researches on PCK and its' implication for computer teachers and teacher preparation programs in Korea.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.430-453
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• 2006

The purpose of this study was to explore how an elementary school teacher developed PCK by utilizing her knowledge domains in teaching practice, regarding the specific science topic of 'animals:' A case study approach was adopted with the participation of a 1st grade teacher, in a poor urban neighborhood elementary school in NYC. Data was collected through interview and the participant observation method in order to investigate: a) the teacher's existing knowledge base in terms of subject matter knowledge, pedagogical knowledge and contextual knowledge; b) how she develops PCK during classroom practice, centering on the relationship between knowledge domains. The findings illustrate the ways in which the three knowledge domains are closely related and developed as PCK through the whole teaching process. In particular, the findings indicate that the teacher's contextual knowledge plays a critical role in shaping and developing PCK. Before instruction, her contextual knowledge regarding the administrative policies and the school test system in the district enabled her to make decisions and plans about teaching science. During classroom teaching, her knowledge of students' sociocultural backgrounds and living conditions in the urban setting helped her to identify specific teaching strategies and resources suitable to the students' needs and interests. The study results imply that science instruction can be more feasible in meeting the demands of particular groups of students if teachers make an effort to become knowledgeable about their own teaching context and utilize it in developing their PCK.

• Communications of Mathematical Education
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• v.10
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• pp.43-58
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• 2000

교육의 질은 교사의 질에 의하여 크게 영향을 받는다고 볼 때, 수학교육의 질적 개선을 성공적으로 이끌기 위해서는 전문가로써의 자질을 갖춘 유능한 교사의 역할이 뒷받침되어야 할 것이다. 일반적으로 교사들이 갖추어야 할 지식을 크게 3가지로 나눈다면 교과의 내용에 관한 지식, 교수 방법에 관한 지식, 학생에 관한 지식으로 나누고 있다. 본고에서는 초등학교 수학 학습지도와 관련된 교과 교육학 및 교과 내용학에 관한 지식과 교사의 전문성을 개발할 수 있는 방안에 대해 개괄적으로 살펴본다.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.1
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• pp.19-38
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• 2005

There are differences in manner to be shown according to a basic point of view about knowledge in division which is traditional algorithm. The 1st and 2nd stage show didactic transpositions less systemic. The 3rd stage, which were influenced by the new math, uses logical mechanism. The 4th stage shows conceptual knowledge of the division independently. The 5th and 6th stage use concrete models which shows a course. The 7th stage constitutes contents systematically and shows many chances which focus on the formation of knowledge. The suggestions derived from such transition should be considered in the practice class and an elementary mathematics textbooks for meaningful learning.

• The Journal of Korean Association of Computer Education
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• v.17 no.3
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• pp.53-63
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• 2014

An important element to consider in information subjects is problem solving skills. It is problem solving skills that emphasize "practical usage of learning" in which knowledge of information subjects is integrated along with the cross curricular characteristics of the information subjects. What is usually considered paramount in a subject is knowledge, so the question is, should problem solving be considered more important in information subjects? This study discusses the foundation of subjects based on knowledge in information science, and the specifics of the 2014 amendment to the U.K. curriculum. And based on the core subjects of the U.K. curriculum, this study also offers educational implications as to how knowledge and problem solving skills should be discussed.

• Journal of the Korean earth science society
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• v.24 no.4
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• pp.258-272
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• 2003

This study explored the effectiveness of science teaching practice and science teaching efficacy beliefs by development of elementary school teachers' pedagogical content knowledge. Three research questions are formulated: 1) Is there any relationship between the development of teachers' pedagogical content knowledge and the science teaching efficacy beliefs? 2) How does the development of teachers' pedagogical content knowledge affect the science teaching practice? 3) How do the science teaching efficacy beliefs affect the science teaching practice? 120 subjects were chosen in 53 public elementary schools. Quantitative and qualitative data were collected and analyzed to triangulate the results. Results indicate that the development of teachers' pedagogical content knowledge and science teaching efficacy beliefs are more developed in accordance with teachers' teaching career and academic career are increased. There are significant relationships between teachers' science pedagogical content knowledge and science teaching efficacy beliefs. The more the teachers' pedagogical content knowledge, the more confident in science teaching practice. The more the science teaching efficacy beliefs, the more confident in science teaching practice. Also these teachers tried to present teaching objectives and learning problems in the beginning stages of science lessons, and they tried to review each learning stage.

• Journal of Science Education
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• v.44 no.1
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• pp.84-91
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• 2020

In this study, we investigated the elements of knowledge and information processing competence of science inquiry activities in grades 3-6 science textbooks. For this purpose, the elements of knowledge and information processing competence were extracted and a framework for analysis was created. Analysis of eight science textbooks for grades 3-6 in elementary school was carried out using the analysis framework. The following results were obtained by the analysis framework: First, we divided the knowledge and information processing competence into five elements: 'collection,' 'analysis,' 'expression,' 'selection,' and 'evaluation.' Second, the elements of knowledge and information processing competence of science inquiry activity of elementary science textbooks were not evenly composed. The science inquiry activities of elementary science textbooks focused on 'collection' and 'analysis' among the five elements of the knowledge and information processing competence, followed by 'expression,' 'selection,' and 'evaluation.' As a result, we found that a science inquiry model or a science instruction model is needed to develop the knowledge and information processing competence in elementary school science curriculum.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.671-683
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• 2003

The purpose of study was to investigate practicing elementary teachers' pedagogical content knowledge and the significant predictors of their pedagogical content knowledge in science teaching. The PCK instrument was used to measure elementary teachers' pedagogical content knowledge. It consists of 6 factors to measure teachers' pedagogical content knowledge of 1)instructional methods, 2)representations, 3)contents, 4)evaluations, 5)students, and 6)curriculum. A questionnaire that consists of 7 questions regarding the teachers' degree, their number of years of teaching their choice of teaching science, their personal science teaching efficacy, their science teaching outcome expectation, their science instructional methods, and their attitudes toward teaching science, was also used to identify the information as to significant predictors of teachers' pedagogical content knowledge. A sample of 332 practicing elementary teachers participated in this study. To determine statistically significant predictors, Pearson's correlation coefficient and multiple regression methods were used to analyze the results. The results showed that the significant predictors of practicing elementary teachers' pedagogical content knowledge were their number of years of teaching, their science instructional methods, their personal science teaching efficacy and their attitudes toward teaching science. Further research of how teachers develop and construct their pedagogical content knowledge is recommended especially through the use of varied research methodologies that include qualitative methods.

• 대한공업교육학회지
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• v.42 no.1
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• pp.68-86
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• 2017

The study aims to find the strategies to support the successful settlement of "Introduction to Intellectual Property" which was established as a new subject based on the 2015 Revised National Curriculum in order to assist high school students to explore career choices. For the research purpose accomplished, the study was performed to compare high school administrators' perception with teachers' regarding how they differently perceive the introduction and utilization of "Introduction to Intellectual Property" in the educational environment of high schools. The survey tool was developed through the content investigation of two experts in the field of invention education. Questionnaires were administered to 115 participants in a training course run by KIPA(Korea Invention Promotion Association) for high school administrators and teachers, which lasted for one month, December in the year of 2016. However, 95 questionnaires were analyzed for the research. SPSS 22.K was utilized for data analysis with the 5% significance level. The study findings are as follow: First, both administrators' group and teachers' showed the moderate level of perception according to the necessity of the subject as well as the curriculum content of "Introduction to Intellectual Property". Second, the two groups presented the above-average of preception according to the utilization of the subject, and the high level of perception regarding the necessity of strategies for the successful settlement in high schools. Third, teachers' perception on the curriculum of "Introduction to Intellectual Property" was higher than administrators' within the statistically significant level. Moreover, the two groups showed the significant difference only in the effort to facilitate intramural activities based on the subject regarding perceiving the necessity of the subject.