• Journal of Korean Home Economics Education Association
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• v.24 no.4
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• pp.133-144
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• 2012

The purpose of this study was to investigate Home Economics(HE) teachers' stages of concern, levels of use, and needs about the practical reasoning instruction focusing on the Concerns Based Adoption Model(CBAM). Questionnaires were administrated to HE teachers who worked for middle or high school in Korea and used HE textbooks according to the revised 2007 HE curriculum through mailing and visiting HE teacher training centers. 350 data collected from the responses were finally analyzed using SPSS 12.0. The results of the study were as follows: First, HE teachers' stages of concern about the Practical Reasoning Instruction(PRI) were demonstrated by the following order: awareness stage 0(97.05%), informational stage 1(87.06%), personal stage 2(86.23%), management stage 3(79.85%), refocusing stage 6(63.22%), consequence stage 4(61.26%), and collaboration stage 5(60.12%). Second, HE teachers' levels of use for PRI were demonstrated by the following order: preparation level 2(30.3%), orientation level 1(18.30%), refinement level 5 (18.30%), mechanical level 3: (16.0%), routine level 4(10.09%), nonuse level 0(4.0%), integration level 6(1.70%), and renewal level 7(0.60%). Third, needs for HE teachers' practical reasoning process were shown as the following order: '(O)Outline and implement a plan for action'(1.89), '(A)Analyze choices and consequences'(1.75), '(N)Note the results of your action(s)'(1.57), '(E)Evaluate information needed to solve the problem'(1.44), '(R)Recognize the problem'(1.39), and '(S)Select the best choices'(1.36).

• 한국체육학회지인문사회과학편
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• v.55 no.3
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• pp.43-57
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• 2016

This narrative study aims to describe the experience of P.E. assessment that was conducted by P.E. teachers of Korea Science Academy of KAIST, and interpret the educational significance that was found in the process. The study participants were two P.E. teachers who were selected by decisive case sampling method. Data were collected mainly through official interviews with study participants, and through researcher's field notes, informal interviews, various minutes, students' evaluation of teaching, and emails between the researcher and study participants. Data were analyzed through inductive categorization, and to gain veracity of the study, there were integration of diverse materials, advice and suggestions of fellow researchers, continuous confirmation of study texts by study participants. Study participants, while conducting P.E. assessment in Korea Science Academy of KAIST, experienced effectiveness of evaluation such as qualitative development of P,E. classes in accordance with the simplified assessment, freedom from the chores of handling assessment results, students' improved perceptions of P.E. class, realization of safe classes without excessive competition, and the possibility of giving alternative evaluations to pass/fail system but at the same time experienced limitations such as concerns over gaining validity and reliability of P.E. evaluation, the students' attitude who take lightly of P.E. class, and the reality that teachers cannot fail students. The evaluation experiences of the two P.E teachers were educationally interpreted as encounter with good P.E. classes, invitation to P.E. class criticism, and the start of school P.E. culture that is led by students.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.901-921
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• 2008

The purpose of this study was to investigate elementary teachers' views on the barriers in implementing inquiry-based instruction in science education. For this, semi-structured in-depth interviews were performed with 22 elementary school teachers who have served for more than five years in the Gyeonggi province. The interview questions were developed through triangulation of Seidman's phase to achieve reliability in the interview data, then interview questions were modified and completed through an analytic induction method in pre-interviews. In-depth interviews were performed individually and all the interviews were recorded. The data of teachers' views on the barriers were categorized and analyzed into external and internal factors of teachers. The study found that the external factors referred by teachers included the following; the lack of a unit time, lack of materials and equipments, too many students in a class, problems in science curriculum management, difficulty in the assessment of students' inquiry activities, the students' learning, lack of opportunities for teaching inquiry activities, harmfulness of accidents, and so on. Internal factors included the following; lack of preparation for inquiry activities, lack of self-confidence, lack of patience, and so on. The various barriers presented and their causes were analyzed in detail, and possible efforts in activating inquiry activities in elementary science education were suggested.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.63-78
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• 2013

Purposes of this study were to explore the process of experience that science teachers go through when participating in peer coaching meetings to improve teaching ability and to find out factors that affect each process of experience. The data were collected through recording of peer coaching meetings, videotapes of science class, and interviews. All the data were analyzed after transcription. The results of the study showed that even though Teacher K broke the ice and formed consensus among the peers by developing Content Representation (CoRe) at the beginning of the meetings, he became self-defensive rather than receptive of peers' opinions on the recorded class at the discussion session. But as the peer coaching went on, he realized that peer coaching was not about evaluation but rather on improving his teaching ability. In turn, he was able to look at his teaching in a more objective point of view and accepted suggestions from peer coaching discussion. The self-reflection of Teacher K acted as the key factor in the efforts to improve his teaching ability. He sought the concrete alternatives through the class analysis with fellow teachers and showed major changes in his teaching practice from the language habits, pronunciation, and speed of his speech to the interaction with students and class design. However, there was little change in knowledge of curriculum and assessment due to his strong orientation to improve students' grades as an academic high school teacher. Likewise, it was found that while peer coaching exert a strong influence on instructional methods and strategies of Teacher K, his strong orientation to improve students' grades hinders a balanced development of subcomponents of PCK.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.10
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• pp.610-616
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• 2018

A variety of creative convergence education studies have been conducted around the world, but the study of creative convergence education based on problem-oriented learning is insignificant. STEAM education development research for engineering human resources also recognizes important factors like ethics awareness and consideration, cooperation, leadership, and communication skills. This study developed a model of interdisciplinary classes between marketing and commercial English classes as a way to effectively learn to cultivate the creative and fusion talents required by modern society. A model was developed for the process of convergence classes to be developed for evaluation after class by designing courses, selecting subjects, designing classes, drawing questions, and developing problems, as well as for discussion of pre-convergence courses, class performance, and class evaluation. The Mongolian university discussed in this paper plans to introduce a suitable educational environment by developing a problem for interdisciplinary classes in marketing and business English. Based on the need to nurture talent required by the rapidly changing knowledge-based society, Mongolian universities should continue the strategy of fostering creative convergence talent through the convergence of technology. This is because creativity is the most important thing in the current situation.

• Journal of Science Education
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• v.43 no.1
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• pp.64-78
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• 2019

The purpose of this study is to investigate how Integrated Science, a new subject introduced under the 2015 revised curriculum, was implemented in 2018 when it was first enacted at the school level. Through a survey of 258 high school science teachers, we explored how Integrated Science was organized and implemented at the school level, how teaching & learning and assessment were conducted in Integrated Science courses, how teachers' learning communities were operated, what kinds of support are required for the settlement of Integrated Science, etc. Major results are as follows: A similar ratio is found between schools with eight units and schools with six units of integrated science, and in about 2/3 of surveyed schools, multiple teachers are in charge of Integrated Science lessons per classroom. In addition, lecture-type teaching methods are still dominant in the majority of the classes, and science teachers have difficulties with lack of understanding of non-major areas or burden of designing integrated teaching depending on their teaching experiences, and so on. Discussed and suggested in the conclusion are ways to raise awareness of curriculum integration, ways to support for activation of teacher learning communities, ways to support the settlement of Integrated Science, and reexamining the system of science teacher certification.

• The Mathematical Education
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• v.62 no.3
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• pp.341-362
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• 2023

This study analyzed student noticing in a lesson that emphasized relational understanding of equal signs for first graders from four aspects: centers of focus, focusing interactions, mathematical tasks, and nature of the mathematical activity. Specifically, the instructional factors that emphasize the relational understanding of equal signs derived from previous research were applied to a first-grade addition and subtraction unit, and then lessons emphasizing the relational understanding of equal signs were conducted. Students' noticing in this lesson was comprehensively analyzed using the focusing framework proposed in the previous study. The results showed that in real classroom contexts centers of focus is affected by the structure of the equation and the form of the task, teacher-student interactions, and normed practices. In particular, we found specific teacher-student interactions, such as emphasizing the meaning of the equals sign or using examples, that helped students recognize the equals sign relationally. We also found that students' noticing of the equation affects reasoning about equation, such as being able to reason about the equation relationally if they focuse on two quantities of the same size or the relationship between both sides. These findings have implications for teaching methods of equal sign.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.379-388
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• 2019

The purpose of this study is to derive implications for support plans for the settlement of the Integrated Science subject based on observations and analyses of integrated science lessons implemented in schools since 2018. For this purpose, we observed and analyzed the lessons for the same achievement standard [10 Integrated Science 07-01] implemented by four science teachers with different science majors. The features of integrated science classes were analyzed in light of curriculum reconstruction, science competency development, learner-centered participatory instruction, and process-centered evaluation aspects. For example, in terms of curriculum reconstruction, science teachers have been reorganizing achievement standards into three/four lessons, optimizing learning contents based on core concepts, and helping students' understanding of cross-cutting concepts between science areas. Regarding science competency development, teachers focused their instruction on students' cultivation of diverse science competencies closely related to the achievement standard and development of the epistemology of science. In addition, teachers emphasized student activities and teachers' role as facilitator of learning to create learner-centered participatory classes, as well as assessment during lessons with feedbacks, etc. Based on the results, we suggested and discussed ways to support the settlement of the integrated science curriculum including the need for a teacher learning community, support for process-centered assessment, and the need to develop an authentic integrated science curriculum.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.885-899
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• 2018

As 'Science Inquiry Experiment' is newly introduced in the high school curriculum, where inquiry and experiment oriented education is insufficient, this study aims to analyze teacher's practice of 'Science Inquiry Experiment' in depth and identify contradictions during its process in the perspective of Cultural Historical Activity Theory. The research participant is teacher SHIN who is exclusively responsible for Science Inquiry Experiment. Starting with reflection on the practice of Science Inquiry Experiment class conducted in the first semester, interviews with participants, participatory observation and local materials were used during the 2nd semester's Science Inquiry Experiment class. A descriptive analysis of the teacher SHIN's practice of Science Inquiry Experiment was carried out and the contradictions in the activity system of the teacher SHIN were identified. The result reveals that in the overall practice of teaching Integrated Science and Science Inquiry Experiment, there were contradictions between teacher SHIN's recognition about cooperation(subject) and shared responsibility with other teachers(division of labor), and between teacher SHIN's recognition about the subjects(subject) and contrasting contents in teacher training courses(community). In the practice of teaching Science Inquiry Experiment, there were specific contradictions between teacher SHIN's recognition about the subject(subject) and time of job assignment(rule), between experimental activities(object) and experimental tools(tool), and between purpose of the subject(object) and directions about assessment(rule). These contradictions directly or indirectly influence the practice of teaching Science Inquiry Experiment. There needs to be support for constructing an activity system capable of supporting and promoting teachers' practice of Science Inquiry Experiment, and we made several suggestions to resolve the problems.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.705-716
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• 2020

This triangulation study was performed in order to analyze the team competency effect of a capstone design nursing research course, and to appraise the content of team activity experiences. Subjects were 99 nursing students who were educated in the capstone design nursing research at D university. The teamwork competency of nursing students was compared before and after class, and the team activity experiences in the capstone design nursing research class was analyzed through narrative data. Our results show significant increases after class in task performance competency (t=-2.166, p=0.033), which includes goal execution competency (t=-2,224, p=0.028). In the interpersonal competency category, leadership was significantly increased after class (t=-2.085, p=0.040). The 5 categories evaluated were 'difficulties in managing resources', 'aware of the importance of personal effort and competency', 'efforts to effectively distribute roles', 'to realize the importance of communication', and 'strengthen the competency needed for clinical practice'. Through this research, we confirm that the capstone design nursing research course is effective for improving teamwork competency, and it provides a positive team activity experience to nursing students. Taken together, our findings indicate that the capstone design nursing research course can be applied to improve the nursing research competency by strengthening teamwork competency.