• Communications of Mathematical Education
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• v.27 no.4
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• pp.547-566
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• 2013

Education, Science and Technology Department in January 2012, announced the advancement of mathematics education scheme. Select a textbook of storytelling method in policy by this, it is easy to understand the math, and that you can learn happily, was fabricated and spread. In this study, we selected three of the textbook that describes the set to its characteristics the application of storytelling in a textbook of mathematics 13 different middle school that will be used from March 2013. And of research that the textbook is to analyze the reflected reality of storytelling that is part of the advancement scheme of mathematics education content and direction and basic curriculum of current. View by presenting instead I is an object of the present invention. Six components of storytelling in the teaching and learning context that is proposed in the Park's study (2012) are used to analyze. Those are 'Persona', 'empathy', 'analogy', 'aesthetic experience ', 'plot' and 'time'. The data were analyzed storytelling was used to introduce the nature and mathematical concepts in math textbook based on these elements 6. That is looking at the ratio of the presence or absence of reflecting elements of storytelling on teaching and learning context that the data storytelling meets much the elements of storytelling to investigate the characteristics of each textbook. It is expected to provide the information and resources needed to develop methods and materials that can be studied to be interested in conjunction with real life mathematics as a result of this study.

• Journal of dental hygiene science
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• v.11 no.5
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• pp.455-462
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• 2011

The purpose of this study was to examine the curriculum components affecting the professionalism of dental hygienists and to explore what improvements should be done for each of the influential curriculum components to boost the belief and attitude of dental hygienists. The subjects in this study were 934 dental hygiene students, 76 dental hygiene professors, and 285 dental hygienists, on whom a survey was conducted in person, by mail and by e-mail from April 10 to June 12, 2009. The collected data from 1,295 respondents were analyzed. First, overall dental hygiene professionalism was predicted by intellectual development, vocational education, socio-culturalization, ethics and creativity, which were educational objectives of curriculum, and that didn't have a close relationship to interpersonal understanding and selfactualization. Second, overall dental hygienist professionalism was predicted by learning interest, learning possibility and the significance of subjects, which were selection criteria of teaching content, and that wasn't closely linked to the validity of subjects and social significance. Third, overall dental hygienist professionalism was predicted by continuity and integrity, which were organizing principles of teaching content, and that didn't have a strong relationship to sequence. Fourth, overall dental hygienist professionalism was predicted by the content of school evaluation and school evaluation criteria, which were evaluation elements of curriculum, and that wasn't closely linked to the method of school evaluation, the content of the national exam, the criteria of the national exam and the method of the national exam.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.829-840
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• 2015

In this study, we analyzed the teaching practices of science teachers using smart technologies and investigated their difficulties in implementing smart education and their educational needs. We also studied their opinions on the application of smart technologies in science education. The participants were seven science teachers who participated in the smart education study group of a science teacher association in Seoul. We elaborated on the characteristics of smart education in science education during comprehensive analyses of instructional materials used in science classes and the initial interviews. We then analyzed the second interviews by categorizing their responses inductively. All the science teachers used the 'instant access as needed', but their interactions, simply answering students' questions, were found to be at a low level. They did not effectively use the 'collaborative interaction with SNS or wiki-based service' for the support for interactive learning. While most collected learning results of their students and provided feedback in the aspect of 'individualization according to leaner level', they were not aware of 'context, situation, and location of learners' in smart education. While all the teachers extended learning opportunities by using learning resources widely in smart education, most were not aware of 'support for self-directed learning'. Most teachers believed that smart education should be developed to help students learn interactively and in a self-directed manner. They also provided many opinions on teacher training programs and environmental support for smart education. Based on the results, some considerations for implementing smart education in science instructions effectively are discussed.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.607-633
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• 2016

Teachers and students tend to perceive mathematics irrelevant with character education. Since there has been no teaching of cross-curriculum characters education in mathematics classrooms, this research was to look for the possibility of teaching the character education in mathematics. Through the pilot study, trying to rebuild character factors based on Moon, et al,(2011), the researcher applied them to developing 8 lesson plans and carried them to 12th graders of the high school in March and April, 2014 using pre and post tests. Based on statistically significant difference with the level of p<.05, in "relation with me", for 'appointment' in the pretest, the students of natural science(SNS) exceeded, but in the posttest the students of humanities(SH) exceeded. In "relation with the other", in the posttest, for 'forgiveness' and 'responsibility' SNS, but for 'ownership' SH exceeded. In 'relation with a group' in the pretest for 'community spirit' SNS, and in the posttest SH exceeded. In the pretest in this study SNS naturally perceived the value of character education in math classes since they were closer to mathematics but after the experience through character education with cross-curriculum factors, SH perceived its importance expecially 'appointment', 'ownership', and 'community spirit' more than SNS so that we could predict the possibility of teaching cross-curriculum character factors in mathematics even after they had preconception as a high school student.

• Journal of vocational education research
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• v.37 no.2
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• pp.167-190
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• 2018

This study examines based on Cultural-Historical Activity Theory, graduate school student-workers' learning and developmental transfer in school and work. For this purpose, a question is raised. how do components of activities in school and workplace impact on learning and developmental transfer? For this study, based on the results of In-depth interview, questionnaire was designed and quantitative research has been conducted. This study analyzed 288 graduate school student-workers. As a results, First, the components which have an effect on learning were analyzed and the results show that among the components of the school activity system, the competitiveness reinforcement from object, the role of academic major from division of labor, and the interaction with professors from community are significant variables. Second, in case of developmental transfer, the activeness of class participation from tool, the role of academic major from division of labor, and the interaction with professors from community are significant variables of the school activity system and the self realization from object, the role in the workplace from division of labor, the interaction with supervisors from community, and the systemization of work from rule are significant variables of workplace activity system. On the basis of the findings, implications of the study and suggestions for further research are discussed.

• Journal of the Korean School Mathematics Society
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• v.25 no.1
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• pp.61-77
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• 2022

This study looked at the deviation of each textbook, focusing on the detailed learning content related to the quadratic curve properties contained in high school geometry textbooks. Rather than criticizing the diversity of content elements covered in high school geometry textbooks and suggesting alternatives, it focused on analyzing the actual conditions of content element diversity. The curriculum specifies that the practical application of the quadratic curve should be emphasized so that student could recognize the usefulness and value. However, as a result of the analysis, it was confirmed that the purpose of the curriculum and the structure of the textbook did not match somewhat, the deviation of content elements for each textbook was quite large. In terms of acknowledging the diversity of teaching and learning, the diversity of each textbook on the methods of the introduction and the natures related to the quadratic curve can be fully recognized. But in our educational reality, which is aiming for the university entrance examination system through national evaluation such as CSAT, the results are too sensitive in society as a whole, so the diversity of expressions in mathematics textbooks is sometimes interpreted as a disadvantage of evaluation. It is time to reconsider the composition of textbooks that recognizes the diversity of content elements in textbook teaching and learning and at the same time reflects the aspect of equality in evaluation.

• Journal of Science Education
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• v.47 no.2
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• pp.117-126
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• 2023

In an elementary school science teacher's guide, the guide in details that can help elementary school teachers with difficulties when preparing and conducting science classes are essential. To gain insights into the development of the 2022 revised curriculum elementary school science teacher's guide, it is necessary to investigate the perceptions and needs of elementary school teacher's guide in details. In this study, we developed a questionnaire by analyzing the components and design of an elementary school science teacher's guide in details to explore elementary school teachers' perceptions and needs. For this purpose, we first investigated elementary school teachers' perceptions of their needs, satisfaction, and the utilization of each component of the current guide in details. Next, we investigated teachers' needs regarding the specific components and design of a guide. The findings were as follows. First, elementary school teachers were delighted with the components that help them prepare and conduct lessons. Second, elementary school teachers wanted an easy-to-read design with a layout that allowed them to see the components they needed for their lessons at a glance. In conclusion, the elementary school science teacher's guide in details to be readable and organized to provide at-a-glance information on lesson preparation, lesson flow, and teaching and learning materials needed for science teaching-learning. Based on the results of this study, new approaches and attempts should be made to develop a textbook that elementary school teachers can utilize in the future.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.629-641
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• 2016

Understanding of how teachers change instruction can help predict what kind of educational materials is supportive or appropriate. On the basis of this idea, we explored elementary teachers' PCK progression on specific topics of astronomy: planet size and distance in solar system. To identify the development of PCK over time, we utilized learning progression (LP) as a conceptual framework. The progression of teacher PCK can also be illustrated as the hypothetical pathway from novice to expert like LP. Eight 5th grade elementary teachers participated in this study. We observed participating teachers' astronomy classes with the same topic. In order to document topic-specific PCK of participating teachers, we developed an analytic protocol consisting of four categories: knowledge of curriculum, knowledge of teaching strategies, knowledge of assessment, and astronomical thinking practice. In addition, we monitored the changes in the four participating teachers' PCK for two years in order to validate the evidences of the PCK progression. Participating teachers in this study took some intervention by attending a four-week pre-meeting with the researchers to profile an adaptive instruction. Through this research, we profiled four and five different levels of PCK progressions in three knowledge components (curriculum, teaching strategies, student assessment) and one astronomical thinking practice (systems thinking), respectively. Participating teachers demonstrated various levels and pathways in each component of PCK. This study released the empirical evidences in fostering instructional scaffolding, which is appropriate to the level of PCK of science teachers on specific topic.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.99-114
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• 2011

Developing pedagogical content knowledge (PCK) has been emphasized as one of the requirements for science teacher's professionalism, and it should be done from systematic teacher training courses. In this study, we investigated the components considered in planning instruction and the difficulties encountered in implementing it in PCK held by secondary pre-service teachers. Twenty-seven juniors at a college of education in Seoul were asked to perform teaching demonstrations using scientific instruction models. They were also requested to write reflective journals and interview. Analyses of the results revealed that teaching strategies and learners' cognitive affective aspects were considered by most secondary pre-service teachers, whereas curriculum and assessment were regarded by few of them. For examples, choosing instruction models and organizing instructions were concerned in teaching strategies. They also considered learners' cognitive affective aspects for selecting experiments as main activities. Only few considered learners' prior-knowledge. Most difficulties encountered in planning instruction and implementing it appeared in teaching strategies. Educational implications of these findings are discussed.

• (The)Korea Educational Review
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• v.23 no.4
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• pp.79-99
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• 2017

This study aims at analyzing the course selecting standards of college students including Electives and Major courses. For the purpose of this study, we developed a survey through analyzing previous related-research and conducting interviews and pilot study. Using our survey questions, on- and off-line survey was conducted for 301 college students from November 1st to December 5th. As a result of the survey, college student's course selecting standards consist of five factors including 'convenience in learning', 'characteristics of instructors', 'practicality of courses', 'expectations of and interests in learning', and 'external factors.' With the result of factor analysis, we analyzed course selecting standards of college students divided into Electives and Major courses. For electives, 'convenience in learning' was most considered among five factors, followed by 'expectations of and interests in learning', 'external factors', 'characteristics of instructors' and 'practicality of courses.' On the other hand, 'characteristics of instructors' was the highest consideration of college students when selecting courses in Major subjects, followed by 'convenience in learning', 'expectations of and interests in learning', 'external factors' and 'practicality of courses.' This study examined what standards affect college student's course selection, considering Electives and Major courses respectively. We suggested further study on how college students select their courses and how this affect their satisfaction with college education.