• Proceedings of the Korea Society of Mathematical Education Conference
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• 2010.04a
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• pp.223-223
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• 2010

이 보고서는 수학교사가 교과교육자료를 수업에 적용할 때, 각 과제(task)의 cognitive demand의 수준이 어떻게 변화하는 지 분석하고 그 변화의 요인을 추정한 연구의 일부분이다. Mathematical Tasks Framework과 cognitive demand의 수준 (Stein & Henningsen, 1996)의 이론적 틀을 토대로, 미국 초등 수학교사의 수업을 관찰하고 인터뷰 자료를 수집, 분석하였다. 또한, 교사용 지도서와 교과서 등의 교과교육자료를 분석하였다. 연구 결과, 교사의 수업과제의 cognitive demand 수준이 교과교육자료에서 제시한 수준과 다르게 나타났다.

• The Journal of the Korea Contents Association
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• v.12 no.5
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• pp.496-504
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• 2012

The purpose of this study is to guide efficient ways to teach cultural aspects in Korean elementary English education through analyzing many studies on elementary English culture education. In global era, English education must be performed based on understanding of other various cultures for authentic communication. However, Korean elementary students have difficulty to approach or to be exposed to the culture of English speaking countries. Elementary English culture education is neither well organized nor performed for some reasons. The reasons are as follows. Frist, English teachers are not confident with the culture and they consider themselves not having enough experiences and knowledge to teach. They were not taught cultural aspects and the cultural aspects were not emphasized. Second, there are not appropriate culture related teaching materials in the textbooks and teachers' guide books. Therefore, necessary cultural aspects should be selected by English education experts and provided in the textbooks and teachers' guide books. Those two books should be systematically connected. Elementary English teachers should have more opportunities to understand and experience other various cultures. Language is a part of culture and culture is a part of language. Acquiring the second language is acquiring its culture. The culture education for authentic communication is accomplished from managing cultural aspects in textbooks and cultivating English teachers with experience and understanding of target culture.

• Journal of the Korean School Mathematics Society
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• v.14 no.1
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• pp.31-42
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• 2011

The purpose of this study is to explore how elementary mathematics teachers' adaptations of a reform-oriented mathematics curriculum material in the USA, Everyday Mathematics, influence elementary students' opportunities to learn mathematics. I illustrate how elementary mathematics teachers alter the curriculum material and how such alterations influence their students' opportunities to learn mathematics in their mathematics classrooms. Results suggest that the teachers with Everyday Mathematics did not appear to maintain the cognitive demand of mathematical tasks as appeared in the curriculum material, as set up by the teacher, and as enacted in the classrooms. The results also show that the teachers seemed to omit components including important tasks and suggestions in the curriculum material. As a consequence, the students did not have an opportunity to think and understand mathematics conceptually and meaningfully; they were exposed and encouraged to learn mathematics procedurally.

• Journal of The Korean Association For Science Education
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• v.42 no.6
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• pp.567-578
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• 2022

In this study, we examine whether the description of the elementary science curriculum guide, the concept of evolution, and the beliefs of teachers affect the teaching practice in classes related to adaptation of elementary school teachers. First, we examined the alternative concept among the sentences described in the bio-adaptation-related unit of the 2009 Elementary Science Curriculum Teacher's Guide and identified the effects of this description on the teaching practice of elementary school teachers. Next, six elementary school teachers were classified according to the results of the evolutionary concept test paper and the evolutionary belief test paper, and based on the class recording data and interview data, whether there is a difference in teaching execution. As a result, it was confirmed that there were a total of 18 descriptions corresponding to the concept of evolutionary alternatives in the analysis of instruction descriptions, and that these descriptions influenced elementary school teachers' adaptation concepts and teaching practice. Next, the group with high and low levels of evolution differ in the areas of "recognition of importance in the unit, distinction between adaptation concepts in the general sense and adaptation concepts in the biological sense, errors in the class," and "recognition of evolutionary education needs in the elementary curriculum." This study is meaningful in that it qualitatively confirms the research on the evolution concept of elementary school teachers, which has been approached quantitatively, and in-depth, confirms how the description, evolution concepts, and evolutionary beliefs affect elementary school teachers' biological adaptation concepts.

• East Asian mathematical journal
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• v.30 no.4
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• pp.385-404
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• 2014

There are some researches for international comparing of textbook and curriculum, so far. But These researches focused on comparing special region of textbook or curriculum. On the contrary, there are hardly papers how teacher's guide is consists and different with other country. In this paper, we have analyzed teacher's guide of Korea and Everyday Mathematics which is one of the teacher's guide in the many counties in the united states of America. Especially, teaching method, differentiated contents of curriculum, characteristics of consists of curriculum and so on. On the basis of this analysis, we search the improvement points of teaching of primary mathematics and also we make all the primary school teachers realize the diversity of teaching method through foreign cases and consequently they will make use of these results as a reference material such as reconstruction of textbook.

• Journal of the Korean earth science society
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• v.27 no.1
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• pp.32-48
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• 2006

The purposes of this study can divided into three parts: First, to investigate high school science teachers' understanding concerning geologic time; second, to analyze contents related to geologic time in the secondary school science textbooks and teachers' guidebooks; and third, to compare the response type of science teachers using the results of the contents. Forty high school science teachers in the Chungbuk province are chosen to answer to the questionnaire. Many teachers (50%) think that the age of Earth is simply measured by radioisotope. However, most of them do not know the measuring method in detail. The over 50% of the teachers think that the uniformitarianism, law of superposition, law of faunal succession law of unconformity, and law of intrusion are the great five laws of historical geology. Many part of the contents related to geologic time in the textbooks and guidebooks are incorrect and described distinctly from each other. Such content includes the age of Earth, age of the oldest rock in Earth, definition and range of geologic time, measuring method of the Earth's age, and law of historical geology. Many of the science teachers do not have a complete understanding of the contents related to geologic time. This study suggests that the reason lies heavily on the contents described in the textbooks and guidebooks. Therefore, it is necessary to review and revise the contents related to geologic time in the textbooks and guidebooks.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.527-537
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• 2017

The purpose of this study is to investigate the actual use and satisfaction of early childhood teachers in the multimedia contents of the 5-year-old grade Nuri course teacher's guidebook and to provide basic data that should be developed in order to develop contents to help teaching and learning in the future. The subjects of this study were 144 early childhood teachers in kindergartens and day care centers in Busan, and collected data through questionnaires on recognition and implementation of flash among 5-year-old multimedia contents. The collected data were analyzed by frequency and percentage using SPSS 18.0 program. The results of the study were as follows: First, the early childhood teachers were satisfied with 5-year-old multimedia contents. Second, in the actual field, multimedia contents were used relatively low, and among them, the use of early childhood teachers for flash was more than half of all respondents. Third, the utilization and satisfaction according to the activity area and the life topic of the group were the most used in the fairy tale, the concurrent, the play and the story sharing, and it is mostly used in Korea and spring summer autumn winter by teachers.

• Korean Journal of Child Studies
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• v.36 no.6
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• pp.101-123
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• 2015

The purpose of this study was to examine how musical pieces were presented in music activities on the Teacher's Guidebooks in order for young children to experience the aesthetics of music. For the purposes of this research, the ways to address musical elements and the music activities of 100 musical works in the Teacher's Guidebooks were analyzed. In addition, the aesthetic qualities of the same musical pieces presented by the sound sources were examined. Following this, an analysis of the relationship between the elements used and the aesthetic qualities of the music was carried out by comparing the previous analysis. The results were as follows. First, melody (38.1%), rhythm (29.0%), and timbre (20.5%) were the most utilized elements of musical works in such activities. Secondly, the most utilized method to present music activities was singing. Among 100 musical pieces, 74 pieces used singing activities. Next, the most audible aesthetic quality from sound sources was that of the melody, presented in 69 pieces (46.6%) among 100 musical works. Lastly, among 100 musical works, at least 64 pieces were matched with more than one, whereas 34 did not.

• Korean Journal of Child Studies
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• v.35 no.2
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• pp.137-156
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• 2014

The purpose of this study was to better understand the tendencies and general distributive features of mathematical educational activities which are presented in the Nuri Curriculum Teaching Guidebooks. This was done by analysis of 628 mathematical activities suggested in those guidebooks, the total number of which was thirty-two. The results of this study can be summarized as follows: First, the number of activities for mathematical education was 204 for the age of three, 223 for the age of four, and 201 for the age of five. Second, these mathematical educational activities are aimed mainly for developing positive attitudes toward mathematics rather than the delivery of mathematical knowledge and skills. Third, the number of activities for developing mathematical inquiry skills was greater than that of activities for developing of inquiry attitudes. Furthermore, the characteristic of understanding the basic concepts of space and figures can be found most frequently in five kinds of activities for mathematical inquiry. Last, the activities for mathematical education are more frequently found in free choice activities rather than group activities. The results of this study also suggest that checking the current status of mathematical education for young children and the Nuri Curriculum Teaching Guidebooks can be utilized for creating teachers' manuals.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.225-237
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• 2017

In this study, we investigated the characteristics of the individual processes of pre-service chemistry teachers in making written test items. For this, we analyzed the think-aloud processes of eight pre-service chemistry teachers while making six written test items about gas laws and their in-depth interview scripts. The characteristics of the processes were found to be divided into six categories; the lack of systemicity in planning stage for making written test items, the lack of awareness and consideration for the interrelationship between instruction and assessment, the diverse criteria in determining test item types, the difficulties in judging behavioral domains and difficulties of items in the table of specification, the limitation in using teacher's guides and misunderstanding of teacher's guides, and the limitation in point and/or content of review and differences depending on the time of review. These can provide some significant guidelines and implications in finding ways to improve pre-service chemistry teachers' ability to make written test items.