• Journal of The Korean Association For Science Education
• /
• v.37 no.4
• /
• pp.679-691
• /
• 2017

Despite the growing importance of socio-scientific issues (SSI), little work has focused on teachers' pedagogical knowledge, and few studies have examined how in-service teachers use and apply SSI-related instructional methods and strategies. Consequently, the purpose of this study was to explore how science teachers with lots of SSI teaching experience determined teaching orientation, selected and revised instructional methods, and devised assessments in science classroom. We used a case study approach aimed at a deep description of these teachers' teaching experiences and employed semi-structured and in-depth interviews with five experienced teachers. Our findings indicate that teaching orientation and learning objectives seemed to influence the selection and modification of instructional strategies and methods. In addition, students' learning experiences or classroom environment were considered and modified in light of achieving these learning objectives. However, introducing SSI into the classroom assessment is not seriously considered by most teachers. This study can provide teachers with useful information when designing and developing SSI classes, taking into account various aspects of the PCK such as learning orientation, instructional methods, learner expereince and curriculum standards.

• Journal of the Korean Society of Earth Science Education
• /
• v.16 no.1
• /
• pp.56-71
• /
• 2023

The purpose of this study is to explore the role and effectiveness of argumentation structure and the developmental characteristics of science PCK with Earth science preservice teachers who used argumentation structure as a pedagogical reasoning tool. Since teachers demonstrate PCK in a series of pedagogical reasoning processes using argumentation structures, we explored the characteristics of future-oriented family resemblance-PCK shown by preservice science teachers using argumentation structures. At the end of the semester, we conducted in-depth interviews with 15 earth science preservice teachers who had experienced lesson design and teaching practice using the argumentation structure. Qualitative analysis including a semantic network analysis was conducted based on the in-depth interview to analyze the characteristics of preservice teachers' family resemblance-PCK. Results include that preservice teachers organized their classes systematically by applying the argumentation structure, and structured classes by differentiating argumentation elements from facts to conclusions. Regarding the characteristics of each component of the argumentation structure, preservice teachers had difficulty finding warrant, rebuttal, and qualifier. The area of PCK most affected by the argumentation structure is the science teaching practice, and preservice teachers emphasized the selection of a instructional model suitable for lesson content, the use of various teaching methods and inquiry activities to persuade lesson content, and developing of data literacy and digital competency. Discussed in the conclusion are the potential and usability of argument structure as a pedagogical reasoning tool, the possibility of developing science inquiry and reasoning competency of secondary school students who experience science classes using argumentation structure, and the need for developing a teacher education protocol using argumentation structure as a pedagogical reasoning tool.

• Journal of Korean Home Economics Education Association
• /
• v.35 no.2
• /
• pp.21-40
• /
• 2023

The aim of this study was to develop a comprehensive home economics teaching-learning plan, following the stages of analysis, design, development, and evaluation. The focus was on the 2015 revised home economics curriculum, specifically the 'prevention of sexual violence,' to enhance students' digital literacy competencies. In the analysis stage, the necessity of developing digital literacy competencies was confirmed by analyzing the 2022 revised national curriculum. Extracting elements from the 2015 revised home economics curriculum and textbooks, a digital tool utilization plan was designed in the subsequent design stage, aligning with learning goals, content composition, and digital literacy competency for each class. The development stage involved creating teaching-learning materials and digital tools for six sessions, centered around the topic of 'prevention of sexual violence.' In the evaluation stage, six content experts assessed the teaching-learning plans using a 5-point Likert scale and open-ended questions. The validity evaluation confirmed the effectiveness of the teaching-learning plans in improving middle school students' digital literacy competencies. Based on feedback from the experts, the plans for the six sessions were revised, with an additional session added, resulting in a total of seven sessions. It is envisioned that the home economics teaching and learning plans developed in this study can be implemented in home economics classes to foster students' digital literacy capabilities.

• The Optical Journal
• /
• s.121
• /
• pp.41-50
• /
• 2009

보다 높은 공간분해능과 광검출능을 가지면서 분자의 고속 시간 응답 또는 거동 관측을 할 수 있는 Imaging 장치는 여러 가지 Nanotechnology를 포함한 요소기술의 진보에 따라 매일 새로워지고 있다. 그 중에서 분자관측에 의해 비로서 분명해지는 생체활동의 해명, 의료적으로 중요한 새로운 지견, 신규 유기재료 개발 등이 가능하게 되었으며, 얼마나 요소기술을 미묘하게 조합해 갈 것인지가 중요한 점이다. 이것은 분자관측을 목표로 하는 연구자뿐 아니라 이들 장치를 개발하는 기술자 또는 기업의 제휴가 필요하다는 것을 말한다. 이후에는 이들 연구자나 장치 제조사를 연결하여 상세한 대응을 하는 사업도 중요해질 것이다. 본고는 <광기술컨텍트 2009년 1월호>에 게재된 Takiguchi Yoshihiro 교수(Hikari Sangyo Sosei(광산업창성(光産業創成))대학원대학)의 기고문을 발췌, 번역한 것이다.

• Proceedings of the Korea Multimedia Society Conference
• /
• 2002.05d
• /
• pp.829-833
• /
• 2002

가상교육 원격교육이 미래 교육의 확고한 대안으로 제안되고 있는 이 때 , 이런 학습 코스웨어들을 보급하기만 하면 교사와 학생들이 많이 사용할 것이고 이를 통해서 수업의 효과성과 학습의 질이 향상되어, 궁극적으로는 지식정보사회가 요구하는 경쟁력을 갖춘 인력이 배출될 것이다라는 가정이 현재의 교육 이데올로기이다. 그러나 이들에 대한 다양한 비팝과 역 기능들을 수렴하여 효과적인 가상교육이 이루어 져야한다. 가상교육이 단순히 정보를 제공하는 기술적 도구가 아닌 '교육'이 되기 위해서 교수-학습 내용의 질을 우선적으로 확보할 것이 요청된다. 이러한 요청에 대한 가상교육 학습의 구조와 요소를 고려한 학습요소구성을 위한 통합과 효과성을 제고 할 수 있는 전략을 제안하고자 한다.

• The Journal of Korean Association of Computer Education
• /
• v.12 no.4
• /
• pp.13-21
• /
• 2009

Educational robots have various potentialities to support programming learners because it is interesting enough to improve the learners' participation and motivation. Nonetheless, some researches assert that the use of educational robot does not necessarily lead to effective and successful learning. With respect to these serious problems, the researchers are emphasizing that it is needed to overcome the probable 'Novelty Effect' by means of considering specific features of the robot programming environment and the participants. We analyzed and found some features of robot programming teaching and learning environment and professional high school students through reviewing of the literatures, and then conducted delphi research to abstract motivational strategies and to develop their applying methods with the specific features. We developed a robot programming teaching and learning model for stimulating and maintaining professional high school student's motivation, which includes 5 factors and 21 strategies.

• Journal of Elementary Mathematics Education in Korea
• /
• v.3 no.1
• /
• pp.75-92
• /
• 1999

Many educators say that one of the key theory which is widely accepted teaching-learning process in the 7th mathematics curriculum is constructivism. They believe constructivism is very powerful as a background theory in teaching-learning mathematics and in this point of view, each student can construct knowledge by himself in the inner world. Therefore, the aspect of teaching-learning methods in the 7th mathematics curriculum focused on inquiry learning, self-directed learning, cooperative learning. Through this methods, the 7th mathematics text also composed of ease, interesting and dynamic activity oriented subjects. And constructive teaching-learning methods in mathematics is implemented variously by those whom attracted in constructivism. Thus, the purpose of this study is to build up a model that is required to systematize teaching-learning process in mathematics as a guideline for teachers. Another purpose of this study is to make clear that the presented model is appropriate process for teaching-learning in mathematics.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.5
• /
• pp.3172-3179
• /
• 2015

This study suggests one of English teaching methods to improve English speaking proficiency for adult English learners. Contrary to the traditional English conversation teaching trends such as memorization of specific patterns or grammar-focused practices, the study introduces a storytelling based teaching of English speaking. To theoretically support the storytelling based English speaking teaching, the study investigates the possibility of the teaching method in three ways. First, the 12 speaking strategies focusing on contents of a story are introduced in the way of securing speech amounts as much as possible. Next, the five rhetoric components by Aristotle are introduced to relate to the storytelling teaching for the purpose of achieving the goal of speaking, which is to deliver what a speaker want to say more persuasively. Finally, through the investigation of the learner strategy uses, the possibility of storytelling English speaking teaching can be expected regardless of learners' low level of English proficiency.

• Journal of the Korea Society of Computer and Information
• /
• v.18 no.11
• /
• pp.229-240
• /
• 2013

This study critically review the textbooks and the syllabus of computer network courses currently used at universities, and the specifications of the certifications concerned to provide the students with the competitive and optimized course contents. Considering the vitality of the practicum in the computer network courses, we also suggest a new learning-instruction case study that focuses on the practice by analyzing the computer network practice test simulators which are certified nationally and the internationally. The proposed learning-instruction case study for computer network courses includes the weekly core lessons and contents, study goals and key points, the practice theme, handy tools based on two track of lecture and practice. Therefore it is expected to be a quite resourceful and practical teaching plan for the teacher, and a highly achievement of learning outcomes through motivation which can facilitate CCNA certification enrolling in the field of network aspect for the learner.

• Journal of Gifted/Talented Education
• /
• v.23 no.6
• /
• pp.1077-1098
• /
• 2013

Science gifted students enrolled in a program, where classes had either explicit or implicit instruction about self-directed learning, were asked to write what was satisfying after each class. This process was part of the evaluation of the program. Students' descriptions related to self-directed learning are compared in these two classes, one with explicit instruction and the other with implicit instruction. First, most of the components related to self-directed learning, which were reported in the previous research articles, were mentioned in students evaluation. If there was any specific description regarding what was satisfying, there were components of self-directed learning. Students descriptions were consistent with list of self-directed learning components, which was constructed based on the previous research. Therefore it may be concluded that students recognized most of the reported self-directed learning components and satisfied with them. Second, There were differences in the evaluation of two types of classes. The evaluation of class with explicit instruction contained more self-directed learning components more frequently. For example, students worked in small groups in both classes. However more students mentioned small groups in classes with explicit instruction. As a result the explicit instruction appears to be more effective for students to recognize the self-directed learning components. However some of the components mentioned in classes with implicit instruction were not mentioned in the classes with explicit instruction. Therefore classes with explicit and implicit instructions are complimentary with each other and both instructions are necessary.