• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.77-96
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• 2022

This study investigated how collaborative reflection between novice secondary science teachers promoted the development of teaching professionalism. We intentionally selected research participants who shared sufficient rapport. Data were collected by videotaping the classes taught by participants, pre-talk, post-interviews and nine collaborative reflection processes. All data were transcribed and analyzed. Results indicated that all three teachers showed changes in teaching practice. Minyoung's practice involved a teacher-led lecture, but through collaborative reflection, she could create a learning environment to enhance students' power and ownership in her class. Emphasizing academic rigor, Soyoung used to teach content outside the scope of the curriculum, but through collaborative reflection, she became more considerate of students' understanding. Finally, in Jiyeon's classes inquiry activities and theoretical explanations were separated from each other. However, she repeated her efforts to improve her class after collaborative reflection, allowing students to construct explanations through activities. In this study, three factors that promoted the development of teachers' pedagogical content knowledge through collaborative reflection were identified. First, the different teaching orientations of the three teachers who participated in this study, promoted sharing of opinions through collaborative reflection. Second, reflection based on teaching practice enabled practical feedback on the class, which enhanced the development of teachers' pedagogical content knowledge. Third, the equal status and formation of rapport between the three teachers created an environment for productive reflection. These results suggest that future teacher education programs should target communities that can promote collaborative reflection based on teachers' teaching practice.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.237-251
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• 2020

Issues on climate change we are facing, such as global warming, are very important as it affects our lives directly. To overcome this, efforts to reduce greenhouse gases emissions (e.g., carbon dioxide) are necessary and these efforts should be based on our integrated understanding of carbon cycle. The purpose of this study is to examine the research trend on carbon cycle education and to suggest the value and direction of carbon cycle education for students who will be citizens of the future. We analyzed 52 carbon cycle education related studies collected from academic research databases (RISS, KCI, ERIC, Google Scholar, and others). As a result, we conclude that resources are still limited and more researches on verification and utilization of developed program, development of accurate and comprehensive tools for students' recognition and level assessment, developing educational model or teacher professional development, providing more appropriate curriculum resources, and the use of various topics or materials for carbon cycle education are necessary. Students' comprehensive understanding of the carbon cycle is important to actively react to the changes in the global environment. Therefore, to support such learning opportunities, resources that can be connected to students' daily experiences to improve students' understanding of carbon cycle and replace misconceptions based on the verification of existing programs should be provided in the classroom as well as the curriculum. In addition, sufficient exemplary cases in carbon cycle education including various materials and topics should be provided through professional development to support teachers teaching strategies with carbon cycle.

• Journal of Elementary Mathematics Education in Korea
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• v.3 no.1
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• pp.1-20
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• 1999

What do our mathematics teachers now do in the classroom？ What does it actually mean to teach mathematics？ Every preparatory mathematics teacher is confronted with these questions since they have studied to become a teacher. Almost all in-service teachers are faced by of questions, too, as they evaluate their teaching in the light of that of their colleagues. In this sense, Jon L. Higgins has proposed mathematics teaching patterns of five categories, i. e., exploring, modeling, underlining, challenging, and practicing, for the sake of our all teachers. Next, J. P. Guilford has suggested three faces of intellect presented by a single solid model, which we call the 'structure of intellect' Each dimension represents one of the modes of variation of the factors. It is found that the various kinds of operations are in one of the dimensions, the various kinds of products are in another, and the various kinds of contents are in the other one. In order to provide a better basis for understanding this model and regarding it as a picture of human intellect, I've explored it systematically and shown some concrete examples for its tests. Each cell in the model stands for a certain kind of ability that can be described in terms of operation, content, and product, for each cell is at the intersection uniquely combined with kinds of ope- ration, content, and product. In conclusion, how could we use the teaching patterns of five categories, that is, exploring, modeling, underlining, challenging, and practicing, according to the given mathematics learning substances？ And also, how could children constitute the learning sub- stances well in their mind with a viewpoint of constructivism if teachers would connect the mathematics teaching patterns of five categories with any factors among the three faces of intellect？ I've made progress this study focusing on such problems.

• Journal of Science Education
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• v.36 no.2
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• pp.263-278
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• 2012

The purpose of this study was to introduce the development and application of STEAM education science camp program conducted in J university for high school students and to suggest the ideal class design method and procedures along with STEAM logics and viewpoints. The pre-service science teachers participated in the class developed teaching materials in accordance with STEAM education model and the teaching procedures and materials were modified and supplemented through the education specialist group's assessment and the actual class. The developed program was applied to the second-year students(N=45) of a science-focus school in Jeonju City and the first and second-year students(N=61) of 13 high schools in Jeonbuk province who participated in the 'STEAM experiment camp' during the summer vacation in 2012. After the class, the learners' average satisfaction level in the program content and activities was 4.02 point out of 5 point and the pre-service science teachers' average satisfaction level in the program and teaching-learning was 4.28 point. Therefore, the STEAM education program of this case study can be a model to the teachers who desire to plan the science-focus STEAM class and conduct it.

• Journal of the Korean Society for Library and Information Science
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• v.46 no.3
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• pp.157-180
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• 2012

The purposes of this study are to design and apply an experienced-based reading program using picture books for the struggling readers to improve their reading ability; and to analyze and verify how this program influences their self-esteem. The final objects of this study are 53 struggling readers who are 1-4th graders in 8 elementary schools. For this, the specific goals are set up as follows: First, an experience-based reading program using ADDIE teaching design model and Kolb's experience learning cycle are planned and developed to improve reading abilities and self-esteem of the struggling readers. Second, it also aimed to clarify how the experience-based reading program using picture books influence the struggling readers' self-esteem in affective ones. As a result, this experience-based reading program using picture books is effective on improving the struggling readers' self-esteem, generally. Although the degree of improvement is different from each of the subordinate factors, the overall scores of self-esteem are raised. This study suggests that an experience-based reading program using picture books is appropriate for improving the affective characteristics of the struggling readers. And it is also needed to produce a research manual to get the same test condition that prescribes the methods of pre-test and post-test.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.362-373
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• 2021

This is an action research study of mixed methodology design to confirm the implementation process and effects of applying visual thinking and window paning on improving nursing ethics and professional courses. Based on the conceptual model for action research, a quantitative and qualitative approach was taken. The data was collected and analyzed in an integrated manner. The survey analysis was done using the SPSS WIN 23.0 program. The participants were interviewed after experiencing the techniques in class and content analysis was used on the answers. As a result of applying visual thinking and window paning, ethical decision-making confidence (t=6.748, p<.001) and nursing professional intuition (t=-3.52, p<.001) showed statistically significant changes. There was, however, no significant change in biomedical ethics consciousness (t=1.291, p=.199). Qualitative analysis found that they had fresh experience, an unfamiliar but comfortable feeling, feeling of being mine, insufficient time, systematic case study approach based on theory, were able to cultivate cooperation and coordination ability through discussion and experience in various professional fields, pride, ethical responsibility consciousness and were able to apply learning content in the field. Visual thinking and window paning foster diverse competencies in nursing education and help integrative learning. Therefore, based on the results it is proposed that visual thinking and window paning are applied to the improvement of instruction in other courses to develop core nursing competency.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.129-152
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• 2022

The purpose of this study was to develop a sustainable dietary education program for middle school home economics subject using a teaching strategy to improve the empowerment of adolescents and to verify and evaluate the effectiveness of the program. To achieve the purpose of this study, the program was developed and evaluated according to the ADDIE teaching design model. The contents related to the dietary area were extracted from the technical & home economics curriculum of the 2015 revised middle school and SDGs, and their relevance was analyzed to select the contents of dietary education. The program developed based on the analysis results is 'dietary life together' and consists of five learning topics: 'living together in the global village', 'maintaining healthy diet', 'creating a dietary culture together', 'living with nature and people', and 'maintaining a safe diet'. As a strategy for improving empowerment, we presented four situations, each of which represents value judgment, prediction of results, responsible behavior choice, and decision making. The developed program was reviewed by experts and applied to 17 unit classes for 17 weeks (1 unit hour per week) to the third graders of middle schools in Gyeonggi-do. Significant differences were found between before and after the class measurements of the personal empowerment and the political and social empowerment, which shows the classes were effective in improving empowerment. However, since there was no significant difference in interpersonal empowerment before and after the program, suggestions were made to utilize strategies to facilitate discussion and cooperative learning when implementing the program. The students who participated in the class evaluated the program positively as a whole. The program was evaluated to have helped the students believe they could change society through solving dietary problems.

• Journal of dental hygiene science
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• v.10 no.5
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• pp.307-314
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• 2010

This study aimed to measure such features of emotional responses perceived by students as learning climate, department living stress, and perceived helplessness to analyze their effects on major satisfaction among students at the department of dental hygiene; to do this, a survey was conducted with 431 students, regardless of college year, who were at the department of dental hygiene in four colleges in Gyeonggi Province, Daejeon, and Chungcheong Province. An existing emotion scale which went through the generalization process was used to draw a multiple model in the combination form in order to collect emotional factors affecting college students' satisfaction with their major, which had existed as a hypothetical proposition, and make overall interpretation of relevance through the explainable, predictable modeling process by measuring emotional factors and phenomenal description of the level of general perception. The results showed that major satisfaction was very significantly affected by emotional features among students at the department of dental hygiene, which needs to be treated as an important factor to enhance expertise related to major learning and improve students' living.

• 대한공업교육학회지
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• v.34 no.2
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• pp.179-204
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• 2009

As the concern with the educational training for human resources development in organizations grows, various programs are being offered in many places. Accordingly, the issue of securing the validity of the education and the importance of its assessment at the level of continuous quality management of the programs draw our attention. The purpose of this study is to offer the basic data of evaluation criteria for human resources development which knowledge-and-information saturated society requires, and also to draw out the greater area of human resources development educational program based on CIPP(Context, Input, Process, Product) model by Stufflebeam, an evaluation model concentrated on process, through literature and case study in and out of Korea. The result of the study is as follows. First, the evaluation areas drawn out by the greater sphere of context evaluation of human resources education program are needs analysis, goal setting, and organizational environment. Second, the evaluation areas drawn out by the greater sphere of input evaluation of human resources education program are educational program strategies, human resources, and physical resources. Third, the evaluation areas drawn out by the greater sphere of process evaluation of human resources education program are educational program management, teaching-learning strategies, and educational support environment. Fourth, the evaluation areas drawn out by the greater sphere of product evaluation of human resources education program are influence, effect, durability, and transference. The author supposes that these results will be able to become the basic materials for the systematic approach to educational programs through the analysis of evaluation criteria for and the greater sphere of educational program of human resources development.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.97-118
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• 2021

Since the characteristics of teachers that affect mathematics academic achievement are constantly changing and affecting mathematics achievement, longitudinal studies that can predict and analyze growth are needed. This study used data from middle and high school students from 2013(first year of middle school) to 2017(second year of high school) of the Seoul Education Longitudibal Study(SELS). By classifying the longitudinal changes in mathematics academic achievement into similar subgroups, the direct influence of teachers' characteristics(professionalism, expectations, academic feedback) perceived by students on the longitudinal changes in mathematics academic achievement was examined. As a result of the study, it was found that the characteristics of mathematics teachers(professional performance, expectation, and academic feedback) in group 1(343 students), which included the top 14.5% of students, did not directly affect longitudinal changes in mathematics academic achievement. Students in the middle 2nd group(745, 32.2%) had academic feedback from the mathematics teacher, and the 2nd group(1225 students) in the lower 53%, which included most of the students, showed that the expectations of the mathematics teacher were the longitudinal mathematics achievement. The change has been shown to have a direct effect. This suggests that support for teaching and learning should also reflect this, as the direct influence of teachers' professionalism, expectations, and academic feedback on longitudinal changes in mathematics academic achievement is different according to the characteristics and dispositions of students.