• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.253-272
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• 2013

The purpose of this study was to supplement the NURI Curriculum by investigating the practicing level of the NURI Curriculum for 5-year olds according to the demographic backgrounds of early childhood teachers. The subjects of this study were 201 early childhood teachers who work at kindergartens and child care centers located in Gyeonggi Province and were in charge of 5-year olds. The instrument used was a questionnaire measuring the practicing level of the NURI Curriculum. The results of this study were as follows. First, the practicing level of the NURI Curriculum for 5-year olds generally showed high scores. A total average of 3.24 on a 4 scale was found. In each case, educational contents have the highest score, 3.40, and educational evaluation has the lowest score, 3.03. Secondly, teachers' age, teaching career and educational background had an affect on the practicing level of the NURI Curriculum for 5-year olds, but their certificate and institution type did not. That is, the higher the teachers' age, teaching career and educational background, the higher the practicing level of the NURI Curriculum for 5-year olds.

• Journal of the Korean School Mathematics Society
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• v.21 no.3
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• pp.267-285
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• 2018

The purpose of this thesis is to analyze and compare 'Game Activities' of elementary mathematics textbooks developed in the national curriculum revised in 2015, and to find suggestions to improve 'Game Activities' of the textbooks based on the results. The main results of this study are as follows. First, as for materials, various types of materials were used in 'Game Activities'. Also, more various materials were included in 2nd grade textbooks and 1st, 2nd grade teacher's guidebooks than 1st grade textbooks. Second, this study analyzed the patterns of organization. The result showed that group and pair activities accounted for the highest rate among other patterns of organizations. Textbooks should include more pattern types of organizations that teachers could use them properly according to numbers of students in classes. For the 'Game Activities', students need to understand basic concepts of the chapter first. Students with lower levels would have difficulty participating in the 'Game Activities'. Thus, there is a need to include activities for students with lower levels in teachers' guidebooks, reflecting a variety of students levels.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.537-560
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• 2017

This study aims to investigate secondary mathematics teachers' beliefs about graphing calculator use in mathematics classrooms. For the purpose, we adopted a research instrument that was developed by Brown et. al(2007) and surveyed 32 mathematics teachers about their beliefs about graphing calculator use and teaching practice with calculators in their mathematics instruction. The data analysis suggested that the teachers rarely used calculators in their instruction and they have not had opportunities to use calculators in learning and teaching mathematics. Also, results suggested that the many teachers showed "Crutch beliefs"about the use of calculators in mathematics instruction.

• Journal of the Korean School Mathematics Society
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• v.22 no.1
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• pp.47-61
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• 2019

The objectives of this study were to explore the difficulties of high school mathematics teachers while guiding students and to examine whether the perception of difficulties varied by gender, position, and work experience. This study randomly chose 36 mathematics teachers as participants and they were living in six cities or provinces in South Korea. The results showed that teachers experienced difficulties while guiding students, in student evaluation and teaching and learning methods, in the order of magnitude. There was no statistical difference by gender, position, and work experience. Unlike the results of previous studies suggesting that mathematics content knowledge and pedagogical knowledge would help students guide students, the results of this study revealed that they had relatively little impact on student guidance.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.41-50
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• 2020

The purpose of this study was to identify latent classes in school readiness which were measured by both parents and teachers, and to test the relationship with school adaption, academic abilities, problematic behaviors, self-esteem, and happiness. Latent Profile Analysis (LPA), MANOVA, and one-way ANOVA were conducted using the data of 1,154 1st to 3rd grade elementary school students, and the data was collected between the 7th year (2014) to the 10th year (2017) from the Korean Children and Youth Panel Study. The results of study were as follows. First, four school readiness groups were identified: the consistent low group, parent perceived high group, the teacher perceived high group, the consistent high group. Second, the consistent high group and the teacher perceived high group showed relatively better academic abilities and school adaption than the consistent low group. Furthermore, the consistent high group showed higher academic abilities, self-esteem, and happiness, but lower problematic behaviors than the consistent low group. The findings of this study could be utilized as preliminary data for understanding school readiness to promote successful school adaption and psychological well-being of children.

• Journal of the Korean Chemical Society
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• v.59 no.5
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• pp.454-465
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• 2015

The goal of this study is to investigate pre-service chemistry teachers’ understanding of the boiling process of a liquid mixture. We surveyed 65 students in the chemistry program of the College of Education about the boiling point of a 50%(by mole) ethanol aqueous solution and the temperature changes during heating. We then interviewed 9 of these students. According to the survey results, the percent of the pre-service teachers who thought that the boiling point of the ethanol solution would be ‘between the boiling points of ethanol and water (78-100 ℃)’ and ‘the same as that of ethanol’ were 52.3% and 35.4%, respectively. The majority of those who stated the former explained that the boiling point of the ethanol solution increased due to the effects of attraction or blocking by water molecules. Most of those who believed the latter explained that physical properties such as the boiling point would not be changed by the addition of water. With regard to the temperature change during heating, 69.2% of the teachers thought that the temperature would increase gradually while boiling, which some thought resulted from the increasing amount of water in the solution as the ethanol boiled off. Others thought that two temperature plateaus would be observed as each component of the liquid mixture underwent phase transition at its specific boiling point. When asked about the particle model of the gas phase during the boiling and evaporation process, some students drew both ethanol and water during evaporation but only ethanol when boiling. We discussed several alternative concepts of pre-service chemistry teachers about the boiling process of liquid mixtures and ways to improve their understanding.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.499-518
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• 2013

The purpose of this study is to examine the preservice secondary mathematics teachers understanding and dimensions of knowledge about definition of irrational numbers and irrational numbers and operations. I adopted a framework consisting of formal dimensions, intuitive numbers, algorithmic dimentions suggested by Tirosh et al.(1998) by adding instrumental dimension for his study. I surveyed 65 preservice secondary mathematics teachers who are in bachelor program and post-bachelor program for teacher certificate by using a questionnaire suggested by Sirotic and Zazkis(2007). The results of this study suggest that 83.1% of the participants gave correct answers in definitions of irrational numbers. 43% of the preservice secondary teachers gave correct answers in adding with irrational numbers. Also 91% of the preservice teachers gave correct answers in multiplying irrational numbers. The preservice teachers appeared to understand irrational numbers and operations at formal dimension. More than half of the preservice teachers gave incorrect answers in adding irrational numbers and a few participants gave incorrect in multiplying irrational numbers. The preservice teachers seemed to understand irrational numbers and operations at intuitive or instrumental dimension. The results also suggest that the preservice secondary mathematics teachers have incorrect understanding about irrational numbers.

• Journal of the Korean Chemical Society
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• v.67 no.6
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• pp.462-474
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• 2023

The purpose of this study is to analyze the stress experienced by pre-service chemistry teachers during their teaching practice. To do this, a stress test tool for pre-service science teachers was developed, and a survey was conducted with 19 pre-service chemistry teachers to investigate their anticipated stress before the practice and the stress experienced after the practice. The survey, conducted online before and after the teaching practice, was analyzed using descriptive statistics. The interpretation of the stress test results for pre-service chemistry teachers was based on teaching portfolios and interview data compiled during the teaching practice. The research findings are as follows: First, pre-service chemistry teachers anticipated various stresses before the teaching practice, but the number of stress factors and the number of pre-service teachers experiencing stress were generally lower during the practice. Second, there are a difference in the factors and percentage of anticipated and experienced stress before and during the teaching practice depending on the school level where pre-service chemistry teachers gained their practice. Third, there was no gender difference in the stress experienced by pre-service chemistry teachers during the teaching practice.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.666-679
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• 2009

The purpose of this study was to survey the teachers' view on using argumentation in school science. For the purpose of this study, the questionnaire was designed for in-depth interview with an in-service middle school science teacher with Ph.D. and was completed through pilot testing with elementary and secondary in-service teachers. The data was surveyed from 1,015 teachers; 762 elementary school teachers, 127 middle school science teachers, and 126 high school science teachers. From the frequencies analysis of the data, the results indicated that the first students made some argumentation accord claim with evidence, the second, the teachers gave some opportunities to their students through the theme within their living environment or lab-activities involving argumentation, and lastly, most of the teachers recognized the absolute necessity of argumentation. From these results, recommendations about some post researches were suggested.

• Journal of Educational Research in Mathematics
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• v.19 no.3
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• pp.371-392
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• 2009

A lot of researches state mathematical justification is important. Specially, NCTM (2000) mentions that mathematical reasoning and proof should be taught every student from pre-primary school to 12 grades. Some of researches say elementary school students are also able to prove and justify their own solution(Lester, 1975; King, 1970, 1973; Reid, 2002). Balacheff(1987), Tall(1995), Harel & Sowder(1998, 2007), Simon & Blume(1996) categorize the level or the types of mathematical justification. We re-categorize the 4 types of mathematical justification basis on their studies; external conviction justification, empirical-inductive justification, generic justification, deductive justification. External conviction justification consists of authoritarian justification, ritual justification, non-referential symbolic justification. empirical-inductive justification consists of naive examples justification and crucial example justification. Generic justification consists of generic example and visual example. The results of this research are following. First, elementary school teachers in Korea respectively understand mathematical justification well. Second, elementary school teachers in Korea prefer deductive justification when they justify by themselves, while they prefer empirical-inductive justification when they teach students.