• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.187-195
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• 2014

In this study, we investigated the characteristics of lesson planning of pre-service secondary science teachers and the factors which influenced in their lesson planning. Thirteen pre-service secondary science teachers at a college of education in Seoul participated in this study. Teaching-learning materials such as lesson plans and handouts, and lesson planning journals written by the pre-service teachers were collected. Semi-structured interviews were also conducted to obtain information about their lesson planning activities. The analyses of the results revealed that most of the pre-service teachers did not systematically consider the national science curriculum and focused on planning one lesson only. Instructional objectives were not only considered as minor element in lesson planning, but also limited to cognitive domain. Devising teaching-learning strategies was found to be the starting point of the lesson planning. They accommodated constructivistic teaching-learning theory presented in their method courses through reflective evaluation of the experiences of learning in their secondary schools. The experiment activities that were presented in the textbooks were used themselves when they planned experiments as student activities, but other activities were planned depending on their personal experiences. Most pre-service teachers did not plan assessment because they could not recognize it as an element of lesson planning. These results may offer some implications in educating pre-service secondary science teachers on lesson planning.

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.309-327
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• 2018

This study is a case study of an elementary school teacher's reflection and practice in the process of planning, executing and criticizing his lesson on division with decimals. The purpose of this study was to clarify what kinds of problems an elementary school teacher was thinking about and how his focus was changing in the process of planning and executing a lesson and criticizing his lesson with his peers. The teacher was set in three periods: a teacher planning a lesson, a teacher executing a lesson, and a teacher criticizing his or her own lesson. Each period was analyzed in eight aspects: Establishing the goals for mathematics, implementing tasks, connecting mathematical representations, facilitating mathematical discourse, posing questions, building procedural fluency from conceptual understanding, supporting productive struggles, and using evidences of students' thinking.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.170-184
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• 2024

This study focused on the practical research needed to improve elementary school science lesson plans. Specifically, a video clip-based pedagogical reasoning activity that included elementary student misconceptions was presented and the influences of this activity on preservice teachers' science lesson planning were assessed. First, the eight preservice teacher participants were asked to write a lesson plan for a dissolution and solution unit, after which a first semi-structured interview was conducted. Then, the participants participated in a video clip-based pedagogical reasoning activity. Based on the activity results, the participants revised their previously planned lessons, and second semi-structured interviews were conducted. The data from the preservice teachers' lesson plans and interview transcripts were analyzed using a constant comparative method to investigate the lesson plan changes. It was found that after the video clip-based pedagogical reasoning activity, the preservice teacher tightened the activity or changed the material to understand the students' thinking processes. In addition, they supplemented their goals and assessment criteria to accommodate the diverse students' thinking. Some also specified motivational strategies that considered student interests, motivation, and possible misconceptions. However, some preservice teachers still set goals that did not sufficiently account for student misconceptions and some planned the student assessments based only on the learning goals rather than the students' thinking. The few preservice teachers were able to develop motivational strategies that considered interest, motivation, and misconceptions. The preservice teachers claimed that they had difficulty predicting the misconceptions and connecting these to the lesson content. Discussions were then held to assist the preservice teachers to consider possible student misconceptions when planning their lessons.

• 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.

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.148-158
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• 2018

In this study, we investigated the characteristics of planning lessons using analogies by pre-service science teachers. Eight pre-service teachers at a college of education in Seoul participated in this study. After the workshop of instructional analogies in science education, they planned lessons using analogies. We also conducted semi-structured interviews. For the analyses, we used a revised framework from a previous work which characterized the dimensions of teaching through analogies. The analyses of the results revealed that most pre-service teachers planned to use analogies in beginning or developing lesson and to present analogs before target concepts. The degree of activity allowed for students was not high. Many did not recognize the necessity of assessment and did not include assessment in planning lessons. They planned clarified mapping strategies which are teacher-centered and also not to cover unshared attributes and multiple analogies, because they thought that students could misunderstand mapping and unshared attributes could make students confused. Most planned to use figures, pictures, and videos to help students understand analogies that they presented. Educational implications of these findings are discussed.

• Journal of the Korean Chemical Society
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• v.64 no.4
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• pp.210-224
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• 2020

The purpose of this study is to investigate science teachers' orientation toward scientific inquiry-based teaching. In this study, five middle school science teachers formed and participated in a teacher learning community for scientific inquiry-based instruction during one year. Data collection consisted of pre and post questionnaire and interviews, audio-recordings of teachers' collaborative lesson planning and reflection on teaching practice, and field notes of participant teachers' teaching practice and follow-up interviews. Data analysis indicated that there were four orientations toward scientific inquiry-based teaching. They were knowledge and beliefs about 'goals of scientific inquiry-based teaching', 'scientific inquiry-based teaching and learning', 'argumentation-based teaching and learning', and 'nature of science and science inquiry'. Teachers' collaboration in a teacher learning community would be effective in facilitating teachers' orientation to scientific inquiry-based teaching.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.4
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• pp.121-142
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• 2019

The purpose of this study is to explain the teacher librarians' intentions to implement collaborative instruction in school libraries by applying theory of planned behavior. Independent variables that affect the intention to implement were set as attitudes, subjective norms, teacher efficacy, and perceived controllability. A questionnaire survey of 218 teacher librarians was conducted. As a result of the study, there was a difference in teacher librarian's intention to implement collaborative instruction in school library according to the age, the size of school and previous experience. Attitudes, subjective norms, and perceived controllability affected the intention to implement collaborative instruction. Teacher efficacy did not affect teacher librarian's intention to implement collaborative instruction in school library. The results of the study were interpreted as a mixed method by using open-ended questions. Based on the results, implication was proposed to expand collaborative instruction in school library.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.155-175
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• 2019

This study aimed to present a concrete and systematic lesson design model for practical problem-based learning in Practical Arts based on the backward design model. To this purpose, this study was conducted in the following four stages: analysis, design, development, and evaluation. In the analysis stage, the literature related to the practical-problem-based curriculum and the instructional design model were reviewed as the theoretical foundations, and the 2015 revision of Practical Arts curriculum was analyzed. In the design stage, based on the literature review, the stages and sub-elements of practical-problem-based learning in Practical Arts were determined, and a template of instructional design was constructed. In the development stage, the design model was drafted based on the stages and sub-elements determined at the design stage. In the evaluation stage, the drafted design model from the development stage was evaluated, modified, and enhanced through expert verification. Based on the suggestions from the experts, the 'practical problem setting' stage was added to the original three-stage model, resulting in a model composed of the following four stages: practical problem setting, goal setting, evaluation planning, and learning activity planning. The experts appraised that the developed model of practical-problem-based instructional design in Practical Arts to be a systematic template that would serve as a concrete guideline for teachers who are trying to design classes based on practical problems.

• 대한공업교육학회지
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• v.44 no.2
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• pp.1-27
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• 2019

In recent years, space planning ability using 3D sketch software is required in the working field of interior design. However, vocational high school do not respond appropriately to changes in the industry, because the class of vocational high school consists of hands-on practical classes and 2D CAD based classes. There is a shortage of 3D sketch software-based instruction programs that can improve students' spatial planning skills. Therefore, this study is to develop instruction program using 3D sketch software for 'Planning for Residential Space' unit of NCS-based on interior design subject and to find out the effect on students' academic achievement by applying to vocational high school class. The 3d sketch software based instructional program developed in this study was developed through four stages of preparation, development, implementation and evaluation according to the PDIE model process. The experimental design model used nonequivalent group posttest-only design in this study. Experiments were conducted on vocational high school students in construction and 9 hours of interior design subjects were applied. After the experiments, students were tested for academic achievement in the cognitive, affective, and psychomotor areas. As a result, the instruction program using the 3d sketch program developed in this study was found to be more effective in improving students' academic achievement than existing manual instruction program in both cognitive, affective, and psychomotor areas.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.208-227
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• 2013

The purpose of this study is to analyze secondary science teachers' planning process for an integrated science lesson. For this study, relevant references were collected from various sources, including literatures, previous studies regarding integrated science education, and individual studies. Two teachers (one from middle school and the other from high school) participated and 'the five-step instructional design' was adopted from former studies in this subject. The teachers were asked to develop an instructional plan based on 'the design' provided. While the consultation provided a framework for an instructional plan, the teachers were asked to take a leading role in terms of selecting the chapter to be taught; analyzing the course structure; and making detailed teaching plans. In the course of consultations, discussions, records, and analysis were organized into a journal. Based on the journal, the aspects of the planning process, including difficulties and problems faced by teachers, were analyzed in-depth. From the study, it could be observed that both high school and middle school teachers face various difficulties in preparing for the integrated science lesson. Among other things, the teachers emphasized the difficulties in the stages of selecting the topic, collecting the relevant information, and restructuring and organizing the lecture contents.