• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.109-118
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• 2019

The purpose of this study was to investigate the effects of experience as a science experiment assistant teacher on the science instruction anxiety and the science teaching efficacy beliefs of elementary pre-service teachers in a small scale school. For this study, 21 elementary pre-service teachers were selected and then they worked as science experiment assistant teachers in small scale schools for about 10 months. They were tested the science instruction anxiety and the science teaching efficacy beliefs in before and after. After analyzing the tests results, some pre-service teachers were interviewed. The results of this study are as follows. The experiences as science experiment assistant teachers positively influenced on reducing the science instruction anxiety to elementary pre-service teachers. The experiences also had positive effects on reducing both state anxiety and trait anxiety, which are the sub-factors of science instruction anxiety. In addition, the science teaching efficacy beliefs and its sub-factor, the self-efficacy in science teaching, had positive impacts, but the experiences did not have a positive impact on the outcome expectancy. The effects of the experience as a science experiment assistant teacher were different according to the personal experiences and cognitions of pre-service teachers.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.23 no.2
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• pp.133-138
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• 2019

In this study, we analyzed the current status and limitations of software education in A education universities. In order to solve these problems, technical support assistant teachers were employed and operated. During the course of the course, we conducted interviews with the instructor and the technical support teacher. The satisfaction of the teacher in the training school was high and I wanted to be supported continuously. It also called for the capacity building of assistant teachers and the establishment of a pool of staff. On the other hand, the assistant teachers suggested that the role assignment of team teaching should be clarified and a guide of activities should be presented. The technical assistance assistant teacher input system discussed in this study may be different from the practice system of each university, and generalization may be limited. Therefore, it is expected that the effective implementation method will be shared and the software education will be activated.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.35-43
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• 2011

The purpose of this research is to confirm that how the support type of the assistant teacher changes the students' creativity and self-efficacy in the Robot Education, particularly Robot Edu-Camp. The study objects are 72 elementary students for 8 groups; each group has 9 students, and 4 groups of them have the assistant teachers and others are supported by giving some feedbacks for their questions or some information if they need. The assumption of this study sets up as in the following; there are no differences for the students' creativity and self-efficacy between the supporting of the assistant teachers with making robots and programing together and the giving feedbacks and information if students need. To verify this assumption, we use the nonequivalent control group in the pretest-posttest designs. The result is as in the following. There's no meaningful differences of the students' creativity by the support type of the assistant teachers. But in the self-efficacy, the groups which are giving feedbacks and information if they need have more higher level of achievement than others. The result shows that if the assistant teachers help the students directly, the students' levels of the self-direction, and control are low because they lean on the teachers. This will give you some implications to the follow-up studies about the support type of the assistant teachers in the Robot Education.

• Archives of design research
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• v.20 no.1 s.69
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• pp.177-188
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• 2007

This study is about the design of teaching assistant robots that helps elementary school teachers while giving lectures. It focuses on finding images which fits the role of teaching assistant robots, not merely suggesting several designs of robots that are just preferred by children. For this study, the qualities that satisfy the role of teaching assistant were studied by literature reviewing. These qualities were grouped and prioritized to arrange them as role images of teaching assistant robot, through questionnaire to teachers and student teachers. Using the role images and basic adjectives as standards, children performed the image mapping with the pictures of existing robots. This allowed us to find out how children accept the external features of each robot, and which external feature has to be used in order to reveal the role images. And taking form of workshop, children expressed their own images of a teaching assistant robot, a robot's height and location in classroom was surveyed. Based on these studies', three design guidelines of teaching assistant robot have been suggested.

• Journal of Science Education
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• v.38 no.2
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• pp.317-330
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• 2014

The perception of pre-service teachers who participated as liaison teachers in the gifted education organization's different operating styles and the differences in the thoughts of these teachers were analyzed in this study. The inquiry survey was performed for 74 liaison teachers who had participated in the observational activities in the university annexed science gifted education center and the dormitory based gifted students education center supported by education of administration in Chungbuk Province. The individual in-depth interview was performed with 7 teachers based on the analyzed data. The perception of pre-service teachers who participated in as liaison teachers in the university annexed science gifted education center and the dormitory based gifted students education center was different from important element of the gifted and qualification of the teacher for gifted education. It was revealed that the differences between the education parts, education schedule and education methods of two the education centers, which were performed during the semester, influenced the perception of pre-service teachers who participated as the liaison teachers. The necessity of the systematic training on the observational skills and class contents were suggested as the essential support system for liaison teachers. The results of the study indicate that the gifted education organizations operating styles, the activities of liaison teachers, and pre-service teacher training program for gifted education emphasizes the long term actual guide experience at the education field for the gifted.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.409-415
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• 2005

세계적으로 로봇 산업이 차세대 신성장 동력 산업으로 급부상하여 인간과 상호작용 즉 HRI 연구가 활발히 이루어지고 있는데, 최근 들어 로봇의 교육적 활용 연구가 시작되고 있다. 이에 본 연구에서는 교사 보조 로봇의 수업에서의 활용 가능성을 보기위해 사전에 만화 시나리오를 통한 적합한 교과목 후보를 정하였고, 초등학생 6학년의 기대역할을 갖는 프로토타입 로봇을 설계 개발하여 후보 교과목 수업에 활용하는 실험을 실시하였다. 이를 통해 아동이 로봇에게 기대하는 역할이 실험자의 의도와 일치하는지와 교육적 효과 제고에 기여를 하는지를 알아보고자 하였다. 그 결과, 아동은 교사 보조 로봇을 자신보다 약간 높은 나이로 인식하고, 친근하지만 자신보다 우월하여 자신을 이끌어 줄 수 있는 역할을 기대한다는 것을 알 수 있었다. 또한 교사 보조 로봇 활용이 교사와 아동의 흥미 유발에 있어 매우 효과적임을 보여, 향후 교사 보조 로봇은 ICT 활용 교육의 또 다른 매체로서의 가능성을 확인하였다.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.59-77
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• 2018

This study aims to investigate reflections of secondary pre-service mathematics teachers and their changes through practicing as assistant teacher in mathematics classrooms. For the purpose of this study, research questions are addressed on the reflections and their changes. During the 2015 Spring semester, secondary pre-service mathematics teachers took a course related to working as assistant teachers in regular mathematics lessons in a middle school. This study selected cases of two pre-service teachers. The data such as reports on their practices and final meeting report with teachers were collected during the semester. The results showed that the secondary pre-service mathematics teachers reflected teachers, students, mathematics contents, and themselves in their reports. In addition, each participant showed different contents of reflections. This difference implied that secondary pre-service mathematics teachers could have different reflections according to the types of lessons that they participated in.

• Archives of design research
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• v.20 no.3 s.71
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• pp.107-118
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• 2007

The aim of this paper is to suggest a design guideline for a teaching assistant robot by finding out images that satisfy the role of the teaching assistant robot, and to search for a body features that show such images. Role images of teaching assistant robots were established from literature review and factor analysis. And eight elements of body features were extracted from human's elements of body feature. Robot external form samples varied according to the body feature was modeled three-dimensionally. Children, who are the main users of teaching assistant robots, valuated the 3D robot samples projected onto wall in real size. The valuation basis was role images of teaching assistant robots, adjectives about age and gender, preference, and appropriateness as teaching assistant robots. The result of valuation was analyzed by analysis of variance, and analysis of correlation. The result revealed the fact that four elements of body feature (the ratio of head length, height, the ratio of breast girth, and waist girth) were related to role images. Among these elements, height and waist girth was more important than the rest, particularly, waist girth had strong relation with all the role images. Also, in order to reveal tender and kind image, the ratio of head length was proved to have to be adjusted according to waist girth. On the basis of these result, a design guideline for a teaching assistant robot was suggested.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.155-161
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• 2006

Robots evolve from tools to information media since they generates information by interacting with human. As studies on robot-aided education are still in a starting phase, attempts need to be made to use robots for educational purposes and to investigate the effects of the use. It was showed that robot-aided learning was friendlier than other media assisted learning, and especially effective for motivating children. We developed the prototype robot Jenny that can help teachers as a educational media in class(i.e. as a T.A. robot, it can present robot contents on its chest to screen and explain about it when teacher asks). is a schoolmate for 5th or 6th grade children or an elder schoolmate for the rest. We performed the field trial at an elementary school. We carried out 9 classes for three subjects(english, korean, music) with -students in $4th{\sim}5th$ grade. They thought Jenny who was 13 years old as an elder schoolmate in 6th grade. Also, a significant difference was found in the interest and concentration of experimental groups from controlled groups.

• Communications of Mathematical Education
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• v.19 no.2 s.22
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• pp.345-362
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• 2005

본 연구에서는 러시아에서 출판된 중등학교 수학교사용 보조자료인 교수학적 자료의 목적, 구조, 내용을 분석하여, 수학교사가 효율적인 수학 교수-학습을 구성하는데 도움을 줄 수 있는 참고도서의 내용 및 구성에 관련된 다양한 관점을 도출하였으며, 러시아의 구체적인 자료들을 제시하였다. 특히, 본 연구의 결과는 수학교과서의 교사용지도서 체제나 내용을 개선하고 새로운 수학교사용 참고도서를 개발하기 위한 기초자료가 될 것이다.