• Education of Primary School Mathematics
• /
• v.15 no.3
• /
• pp.189-199
• /
• 2012

In reality, learner-centered instruction's real worth has not been exposed when implementing instructions using elementary mathematics textbooks developed for the execution of learner-centered instruction, since the 7th national curriculum were revised in 1997. Therefore, some characteristics have been looked into appropriate for fulfill it. It would be expected that instructional materials are developed which is reflected on the characteristics in revising next national curriculum and developing elementary mathematics textbook.

• Journal of the Korean School Mathematics Society
• /
• v.9 no.3
• /
• pp.249-263
• /
• 2006

The purpose of this study is to investigate the characteristics of 'best practire' in mathematics and suggest some solutions to several problems emerging in mathematics classes of secondary schools. The study was carried out by using qualitative research methods such as class observations and in-depth interviews with six teachers. Based on the collected data, we could sort out the major patterns which characterize 'the good mathematics teaching' at schools in Korea. The common characteristics of best practice in mathematics are drawn out from the six cases. The common characteristics include revising the curriculum and text books, realistic mathematics education, using ICT and meta-cognition, introduction with motivation and interest, performance assessment and managing differentiated small group. Results implied that six teachers used a variety of instructional methods and strategies which is related with the common characteristics of good mathematics teaching. Also these teachers not only improved their own classroom practices but also participated in various professional community of mathematics education and shared their practical knowledge. In conclusion assorted efforts from the government and the school principals as well as the teachers are prerequisite for practicing and spreading good mathematics teaching across the classrooms.

• Journal of Elementary Mathematics Education in Korea
• /
• v.16 no.3
• /
• pp.403-426
• /
• 2012

This paper analyzed 20 teaching practices of elementary mathematics lessons which were recognized as effective instruction by the local educational offices throughout Korea, using an analytic framework with 4 main domains (i.e., curriculum and content, teaching and learning, classroom environment and atmosphere, and assessment) and a total of 44 sub-elements. The results of this study showed that the lessons focused on the key mathematics concepts according to the national mathematics curriculum and learning objectives, managed students in terms of shared rules within each classroom, and evaluated students' understanding of the concepts at the end of the lesson. However, the lessons did not foster students' calculation skills and only partly used either technology or game. Building on the related studies, this paper included implications of implementing high-quality mathematics instruction.

• Journal of The Korean Association For Science Education
• /
• v.32 no.2
• /
• pp.331-345
• /
• 2012

As a case study on the use of mentoring as a method of improving novice teachers' teaching professionalism in secondary science-gifted education, this study investigated the characteristics of mentoring science instructions for science-gifted students at the plan, performance, evaluation, and post-mentoring stages of the classes. One mentor and two mentees were selected, and mentoring in each mentee's instructions was conducted during nine classes over three times. We observed the total classes, and analyzed taped videos, the materials, the transcripts for mentoring and in-depth interviews, and field notes. The analyses of the results indicated that the characteristics of mentoring instructions, at the planning stage of the classes, exhibited the construction of more systematic classes, the escape from the schema that science instructions for science-gifted students were instructions using somewhat difficult experiments and the uses of diverse teaching strategies, the influence of the psychological burdens on developing science-gifted education programs, and the increase of the time preparing the classes. At the performance stage of the classes, the characteristics included the improvement in the quality of the classes, the influence of the psychological burdens on teaching the classes, and the inducements of some confusion on performing them. At the evaluation stage of the classes, the characteristics included the provision of the opportunities in deeply reflecting my own classes, and the provision of the practical power for improving the classes. Finally, the characteristics at the postmentoring stage could be attributed to the increase of mentees' self-confidence about their instructions and some development of mentors' teaching professionalism/mentoring skills.

• Journal of the Korean earth science society
• /
• v.31 no.4
• /
• pp.403-417
• /
• 2010

In this research, we investigated the effect of a mentoring program implemented in science classrooms taught by beginning teachers in order to support their professional development. As a baseline data, we examined the characteristics of beginning science teachers' teaching. Then we explored any changes in mentee teachers' teaching with the implementation of a mentoring program. The three mentor-mentee pairs participated in this study. We explored six teachers' classroom teaching episodes with their videotaped classroom teaching. Using open-ended interviews and group discussions taking place on a regular basis to analyze and compare classes of six teachers, we extracted the beginning teachers' teaching characteristics in light of teaching strategies. The common features of the participated mentee teachers' teaching are analyzed in terms of (1) classroom culture and management, (2) classroom discourse, and (3) science experiments. Through mentoring, mentee teachers recognized that increased and enriched classroom dialogues had an effect on students' content understanding. Mentee teachers also acknowledged not only the necessity of laboratory activities but also the roles and ways of managing the science activities. Ways to help beginning teachers develop instructional professionalism are discussed.

• The Journal of the Korea Contents Association
• /
• v.18 no.2
• /
• pp.269-279
• /
• 2018

The purpose of this research is to investigate how an elementary English class is presented in terms of communicative properties using COLT and TALOS because previous studies mainly used COLT. A lack of TALOS has shown on the previous studies. Also, this study takes a close look into whether the English class is communicative or not communicative since previous studies criticized in that elementary English classes are not communicative. For the purposes of this research, COLT part B and TALOS low-inference were used to analyze one elementary English class which had won the grand prize at English class contest. The result of this study revealed that the class is communicative in terms of high quantity and quality of students utterances, high ratio of students' discourse initiation, students' unpredictable information giving utterances and extension of utterances. Findings from this study revealed the good elementary English class characteristics of this class: students' participation, focus on affective atmosphere, students-directed activities, and unconscious internalization of target expressions through repetition.

• Journal of The Korean Association For Science Education
• /
• v.36 no.2
• /
• pp.269-277
• /
• 2016

Recently, there has been a dramatic increase in the number of cases that have formed and operated teachers' learning communities through cross-curricular consulting at the school level. The purpose of this study is to explore cross-curricular instructional consulting as an activity of teachers' learning communities at the school level, and investigate the effect of cross-curricular instructional consulting on middle school science teaching. We analyzed features and limitations of cross-curricular instructional consulting revealed in three case studies in middle school, including open classes and instructional consulting sessions, and conducted additional instructional consulting on the same videotaped science classes with science experts from outside. According to the results, science inquiry experiments are often replaced with text reading and interpreting, students' misconceptions and exact scientific representations are ignored, and the goal setting as well as class coverage has been questionable and disputable in science classes resulted from cross-curricular instructional consulting. Discussed in the conclusion are the necessity of cross-curricular instructional consulting in middle school, and ways to overcome limitations of the method of cross-curricular instructional consulting, including alternatives to a praise-only policy in cross-curricular instructional consulting, ways to use cross-curricular instructional consulting without compromising the subject's essence, and ways to improve the undue authority of consultants.

• Communications of Mathematical Education
• /
• v.35 no.1
• /
• pp.37-74
• /
• 2021

In this study, the student participation-centered class, which takes students' mathematical thinking as an important issues of the class, is named as student thinking-based math class. The main characteristics of student thinking-based mathematics classes were examined in terms of tasks, students engagement, and the role of teachers. According to the results of analysis of class cases practiced by five secondary mathematics teachers, student thinking-based mathematics classes were conducted in the intersection of the rich mathematics tasks, students' cognitive and social engagement, and the role of teachers' formative facilitator. The results of this study showed that the student's thinking is more important than the activity itself. And it is meaningful in that it examines the influence of the dynamic interaction of the three components of the mathematics class on the direction and outcome of the class.

• Journal of the Korean School Mathematics Society
• /
• v.17 no.2
• /
• pp.251-274
• /
• 2014

The purpose of this study is to analyze characteristics of PCK before class, investigate how these characteristics are enacted in classrooms when beginning and experienced teachers teach mathematical functions, and provide pedagogical implications. Two beginning teachers and two experienced teachers participated in the study. In order to analyze characteristics of PCK before class, interviews and survey research were conducted. An investigation of classroom discourse was used to examine how the PCK characteristics appear in classrooms. Results show that experiences teachers enacted their PCK about learner, curriculum, teaching methods, and teaching environment in classrooms, whereas beginning teachers could not show their PCK. These results suggest practical implications for the developments of teacher education curriculum and teacher training program.

• Journal of Korean Elementary Science Education
• /
• v.43 no.1
• /
• pp.136-147
• /
• 2024

It has recently be emphasized in science education that lessons that can develop "scientific participation and action" should be implemented to scientifically recognize various problems and respond to them as well as risks that occur in real life. This study aims to analyze the characteristics of scientific participation and action lessons as perceived by the preservice primary school teachers. To do that, the researchers collected and analyzed the lesson plans designed by the preservice teachers based on the achievement standard related to noise for grades 3-4 in 2022 revised science curriculum. Focusing on the stages of "problem recognition," "data collection and analysis," and "implementation and sharing," the results identity the four main characteristics as problem-solving activity, inquiry activity, investigative activity, and activity that encourages practical actions. The two or three features were found to be combinated in a lesson depending on its context. In some cases, only one feature was seen in a lesson. Based on the results, educational implications were discussed in terms of the teaching and learning methods and teacher education for implementing scientific participation and action.