• 대한공업교육학회지
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• v.37 no.2
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• pp.57-75
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• 2012

The purpose of this study was to survey and analyze the recognition and needs of elementary school teachers about STEAM education. Mail and E-mail surveys were conducted for 533 elementary school teachers for the purpose of the study. The following were found results of the study were as follow: First, although elementary school teachers understood positively the necessity of STEAM education, showed average levels of recognition on STEAM education. Second, the rate of the elementary school teachers who had experience in applying STEAM education was low. Third, elementary school teachers required to education closely related to real life, and interesting education according to the direction for STEAM education. Fourth, elementary school teachers asked for the integration centering activities related real life, followed by the integration focusing on thema related to real life, the integrating centering student's needs and interests, and the integration focusing on issues according to the appropriate integration methods for STEAM education. Fifth, elementary school teachers required creative design/problem solving ability, academic performance ability, and interpersonal relationship skills with regard to the ability to develop through STEAM education. Lastly, elementary school teachers demanded the development and distribution of STEAM education, teacher's recognition and attitudes towards STEAM education, teacher's training for STEAM education, the distribution of reference materials and etc in order to stimulate STEAM education.

• Journal of the Korean earth science society
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• v.32 no.3
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• pp.334-345
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• 2011

The purpose of this study was to find out inservice teachers' teaching skills and relevant educational settings that could be applied to an instruction of problem-based learning (PBL). Participants have been instructed PBL teacher training programs and applied PBL into teaching and learning process. Three elementary teachers were selected to participate in the study, and data were collected with semi-structured interviews. The interviews of the teachers in relation to PBL were analyzed by two main topics: (1) the teachers' teaching skills required in PBL and (2) the educational settings in implementing PBL. The results are as follows: First, there is a difficulty involved in the implementation of PBL in that its preparation and teaching process are different from the traditional teaching methodology. However, as a helper who guides the students to self-directed learning in the free and permissible learning environment in which students are motivated to develop their potential effectively, the teachers are to invest their time consistently and to put their efforts into making an effective class in the entire process of PBL. Second, as a method to apply the problem-based learning to the education settings, the teachers must spread the awareness of PBL to fellow teachers, students, their parents and the administrators in education and form the community of the teachers. Most importantly, when the teachers apply PBL in the directly, from the joy of witnessing the changes in the students, they will choose to adopt PBL.

• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.583-593
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• 2005

Ministry of Education ＆amp; Human Resources Development has drawn up and carried out various plans to improve the education of the information communication technology application of teachers, who are the most central forces leading the education of the information communication technology. But this current efforts of teachers have put emphasis on the skill-trained abilities. In this study, I compare the internal with the external evaluation tools about the current abilities of the information communication technology application of teachers and have developed the self-evaluation tools for this based on a good point of these tools. Through these evaluation tools, teachers will be able to integrate and evaluate the abilities of the real teaching-learning instruction and the abilities of the information communication technology application on the whole.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.9-22
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• 2022

The purpose of this study was to provide basic data on pre-service teacher's education based on cooperative learning-oriented teaching and learning methods by applying cooperative learning to verify the effectiveness of pre-service early childhood teacher's communication and problem-solving ability. In the first semester of 2021, 4th grade students who took the teaching method by subject class opened by department of early childhood education at C university were taught for 11 weeks from March 1st week to May 2nd week in 2021 for 4 hours a week. The results of this study were as follows: First, the average score of interpretive ability was the highest in the sub-areas of communication ability of pre-service early childhood teachers, followed by message conversion ability, role performance ability, self-presentation ability, and goal setting ability in the cooperative learning-oriented teaching method by subject class. Second, in terms of the overall average score of pre-service teacher's problem-solving ability, the average score of post-test was increased compared to the average score of pre-test. Through the cooperative learning-oriented class experience in the university's early childhood teacher training course, it is possible to cultivate the practical ability that can be used variously for the children such as communication ability and problem-solving ability in the early childhood education field. Therefore, it is necessary to provide opportunities for cooperative learning-oriented teaching methods in the teacher's education curriculum.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.79-112
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• 2016

The purpose of this research is to find the effects of learner-centered instruction based on constructivism (LCIC) on their knowledge generation level and reasoning ability. To look for them, after fraction units are re-planed for implementing LCIC, instructions using it provide students in a class. From the data, some conclusions can be drawn as follows: LCIC has more positive influence of students on recall ability, generation ability, and reasoning ability than tractional instruction method. With the data it can be said that the interaction exists between learners' reasoning ability and generation level.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.317-323
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• 2004

본 연구의 목적은 예비 초등교사의 수학 수업에 대한 자기효능감을 조사함으로써 예비 교사를 위한 수학 교육프로그램 개선에 도움이 되고자 하는데 있다. 기존의 문헌 분석에 의하면 수업에 대한 교사들의 자기효능감은 수업 수행 능력과 학생들의 학습에 크게 영향을 미치는 것으로 알려졌다. 뿐만 아니라 최근 우리가 지향하고 있는 교사들에 대한 학습자 중심 수학 수업으로의 개선과 변화된 수업 방식의 지속성에 매우 유효한 요인이 된다. 예비 초등교사들을 대상으로 한 본 연구 결과에 의하면 이들의 수학 수업에 대한 자기효능감은 보통의 수준에 머물러 있으며, 특히 상당수의 예비 교사들은 자신의 수학 수업에 대한 자신감이 매우 부족한 것으로 들어났다. 이러한 결과는 아마도 현재 교육대학교에서 예비 교사들에게 제공하는 수학 교육과 관련된 과목을 수강할 수 있는 기회가 매우 제한적인 데서 그 원인을 찾을 수 있으며, 이는 또한 수학 교육 프로그램의 초점이 예비 교사들의 수학 수업 능력의 측면에 초점이 맞추어져야 한다는 것을 시사한다. 예비 교사들의 수학 수업에 대한 자기 효능감은 그들이 이해하고 있는 수학 교수법적 지식과 매우 관련이 깊은 것으로 나타났다.

• School Mathematics
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• v.13 no.4
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• pp.543-562
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• 2011

In this research, the PBL program was developed in terms of 'classroom practice ability', 'self-develop ability', and 'teaching profession character' which classroom friendly teachers get ready and was applied to the classroom friendly elementary mathematics teachers for studying the effectiveness of the program. From the result elementary preservice teachers' disposition in terms of thought about mathematics, mathematics learning, and mathematics teaching was changed to the positive direction through the PBL. They could developed their classroom practice ability, self-develop ability, and teaching profession character through application of new knowledge and plan for problem solving and reflection after solving the problems.

• 한국정보교육학회:학술대회논문집
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• 2009.08a
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• pp.241-248
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• 2009

학생들의 기초 기본학습 능력의 신장이 강조되고 있는 교육상황에 비추어 볼 때 지금까지 간과되어 왔던 학습장애에 대한 재인식과 학습장애아들을 위한 대책이 필요하다. 그 대책으로 최근 특수교육분야에서 기존의 지능-불일치 교육이론에 대한 대안으로 제시되고 있는 중재-반응 (Responsiveness to Intervention : RTI) 이론을 기반으로 학습장애아들에 대한 교육이 보다 효율적으로 적용될 수 있다. 하지만 실제 우리의 교육에 적용을 위해서는 많은 걸림돌들이 존재하고 있다. 실제 교육 현장의 교사들이 RTI 이론 적용의 걸림돌로 제기하는 점들을 해결하기 위한 대안으로 모바일 시스템설계를 통해 실제 현장에서의 RTI 이론 적용 및 실행 가능성을 높이고자 한다. 본 시스템의 특징은 첫째, 실제 국내의 교육현장에서 기존 교사들이 제시한 RTI 이론 적용가능성이 낮은 항목들을 중점으로, 이론 적용의 문제점을 해결하기 위한 설계에 중점을 두고 있다. 둘째, 시스템의 구성을 기존의 행정중심이 아닌 실제 수행자 중심 설계를 위하여 기존의 학교행정가를 제외한 일반교사, 특수교사, 학부모, 학습장애 학생으로 설계하였다. 셋째, 일반교사, 특수교사, 학부모, 학습장애 학생의 의사소통 및 진전도 체크 등을 모바일 기기의 편이성과 결합하여 학습장애아의 학습능력을 향상시키고자 한다.

• Journal of The Korean Association of Information Education
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• v.10 no.3
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• pp.299-306
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• 2006

The Ministry of Education and Human Resources Department of Korea have formulated various policy for development of teacher's ICT competence. But most of efforts expended upon ICT utilization currently, emphasize the ability which can handle computer skillfully than the ability for practical use in instruction, so that cannot induce distinct competence according to the duties and operations of teachers. This study aims to make scales for teacher's ability of ICT utilization in education of Korea. For the original purpose of evaluation, this tool made by job analysis and comparative studies with the existing appraisal standards. It can be the standards for evaluation of teacher's wholly duties on ICT applied education and proper self-evaluation tool for improvement of teacher's ability on ICT utilizing instruction. I processed measurement value of participant of Gwangju and Jeollanamdo area in this system and analyzed the level of teacher's abilities using ICT, a sex gap, regional difference, duty position difference and education career difference etc.

• KLA journal
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• v.52 no.8
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• pp.32-35
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• 2011

학교 교육과정에서 도서관 교육은 학습 내용과 학습 방법 측면에서 방법적 지식과 사고 능력으로서의 성격을 갖는다. 즉 새로운 지식의 생산에 필요한 범교과적 학습 능력으로서의 위상을 갖는다. 문제는 이러한 성격이 교과 교육 과정은 물론 학생 일상생활과의 부단한 연계를 통해서 구현된다는 점이다. 즉 학교도서관 교육의 성공을 위해서는 학교 공동체 내에 학교 도서관 중심의 교육 공동체 구성이 필요하다. 학교도서관 정보화와 순회 사서를 포함한 비정규직 자원 봉사자 확산, 다양한 형태의 업무 대행 서비스 그리고 담당교사의 도서관 운영 연수 확대 속에서 자료 조직과 운영의 일부분은 영역 보편성을 띤지 오래되었다. 따라서 학교도서관 중심의 교육 공동체 구성은 도서관 활용수업으로 대표되는 교과의 자원기반학습과의 연계성에 기반을 두고 발전하는 추세이다. 본고에서는 필자가 개발 책임자로 참여하여 2010년 교육과학기술부와 대구광역시교육청이 공동으로 일선 학교에 보급한 사서교사와 교과교사의 협동수업용 장학 자료집의 주요 내용과 활성화 방안을 살펴보고자 한다.