• School Mathematics
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• v.15 no.3
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• pp.503-531
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• 2013

This study aims to investigate how secondary mathematics teachers use mathematics curriculum materials such as textbooks and teachers' guide in planning lessons and for their learning. 24 in-service mathematics teachers participated in surveys and two among them were interviewed. The findings from the data analysis suggest that: a) the teachers actively engaged in decision-making processes of the transition from written curriculum to intended curriculum; and b) the teachers showed a tendency of consulting to the ideas suggested in the curriculum materials for selecting objectives and contents for lessons and the what to assess, not ideas for selecting teaching methods and how to assess. Also, various factors such as students' achievement, participation, interest in mathematics, family environment, and college entrance were identified to influence the teachers' use of the curriculum materials.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.507-518
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• 2008

The purpose of this study was to find out the difficulties of teaching the chapter on 'ight', experience of learning, teaching methods, and thinking types of 10 science teachers of the master's course in chemistry education. Discussion course for abduction thinking was carried out during 12 hours after the interview. Data were collected from individual interviews of 4 teachers among the 10 subjects and from the reports of the science teachers after the discussion course. From the data, it was found that most of the science teachers had suffered difficulty in teaching the chapter on light before the discussion course. Most of them had tried to teach drawing the path of light, but there was little teaching effect. Their teaching methods were similar to the method of what they had learned. During the course, the teachers recognized they could not see the path of light directly, and it needed inferring from image. From the abduction thinking, the teachers recognized the meaning of image and gained concrete methods in teaching students.

• Communications of Mathematical Education
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• v.8
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• pp.107-119
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• 1999

본 연구의 목적은 문제중심 수업과 설명식 수업이 학생들의 학업 성취에 미치는 효과를 분석하는 것이다. 본 연구를 통하여 얻은 결과는 첫째, 문제중심 수업과 설명식 수업은 계산 문제의 학업 성취도에 있어서 유의미한 차이가 없었으며, 둘째, 문제중심 수업과 설명식 수업은 적용 문제의 학업 성취도에 있어서 유의미한 차이가 있었다. 본 연구의 결과를 통하여, 문제중심 수업은 계산력을 향상시킬 수는 없었지만, 교사에 의한 통상적인 지도 없이도 계산력은 유지될 수 있음을 보여주었다. 또한, 문제중심 수업은 설명식 수업보다 문제 해결력을 향상시킬 수 있는 교수법임을 시사한다.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.305-314
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• 1999

The effects of three teaching models were compared in this research. One of those is concept change model, another is concept change model based on students learning motivations, the other is traditional teaching method based on science textbooks. The subjects of this research were the 8th grade students of Korean middle school. They were divided into three groups, and tested learning motivations. All of the three groups improved their learning motivations and concept understanding by the classes. Especially, the group of concept change model based on students learning motivations represented most effective improvement of learning motivations. The concept change teaching model and concept change teaching model based on students learning motivations are more effective in concept understanding than traditional teaching method based on textbooks. The students who have high learning motivations improved their concept understanding by the classes of concept change model based on students learning motivations. The students who have low learning motivations improved their learning motivations by the classes of concept change model based on students learning motivations also.

• Journal of Digital Convergence
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• v.17 no.1
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• pp.433-442
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• 2019

We have developed art and career convergence class for career recognition through drawing a neighborhood job map. Thus, we want to expand the students' career recognition. 3 Classes were conducted in 16 elementary school students from 5th to 6th. Through pre & post-questionnaire, and the interviews with the students' work, job recognition with job value and job prejudice, self-understanding and career attitude were analyzed. As follows. First, students' job recognition was expanded. The ability to identify the needs, values and purposes of jobs has improved. Changes in job values that all jobs are worth have occurred and job bias has changed. Second, the career attitude changed on the basis of self-understanding. Thus, in the context of deciding the job demanded by the society rather than the student's will, art and career convergence class was effective in career recognition.

• Journal of Science Education
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• v.45 no.2
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• pp.172-186
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• 2021

The purpose of this study is to analyze the science lesson plan of pre-service elementary teachers about condensation. Pre-service elementary school teachers in A national university of education was included in this study. Through the analysis of prior research and expert review, a framework for analysis of science lesson plan of pre-service elementary teachers was derived. The results of the using the analysis frame are as follows: First, the ability to apply the instructional model in the science lesson plan about condensation differences in pre-service elementary teachers need to be enhanced due to deviations, and teaching on the exact understanding of condensation-related concepts of pre-service elementary teachers is also needed. Second, there is also a deviation of pre-service elementary teachers in the beginning, development, and finishing composition of lesson course, so feedback should be supplemented. Third, in the sub-domain of lesson environment, there was a demand for specific know-how on the lesson environment. Therefore, support is needed for related PCK growth. Fourth, the sub-domain of lesson evaluation have a variety of perspectives on timing and subjects, and some missing about learning objectives in the composition of evaluation content are found to require complementary teaching. In order to improve this situation, it was found that there was a need to prepare conditions for improving science teaching professionalism of pre-service elementary teachers through in-depth discussions on the teaching methods and organization related to science education in the university of education course.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.193-201
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• 2004

The purpose of this study was to assess the effect of ICT on tenth grade students' understandings of and attitude toward reproduction. The subject of the study was 8 classes of 267 students. Four classes learned with help of lCT, but another four classes learned on the basis of a textbook. Understanding of reproduction and the attitude were assessed using a written test and a survey, respectively. The lCT was found to be effective to foster understanding of reproduction concepts and consciousness toward human reproduction. Discussions in the web enabled students get some feedbacks on their preconceptions from other students.

• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.627-634
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• 2005

In this paper, we proposed software design and construction methods along with instructional design theories in computer education. This research support a unified view of construction for starting instructional design. Ideas of concept mapping have been included in plans for software design based on these theories. Instructional design strategies are developed to allow teachers to easily form instruction plans and get an overview of the flow of the lesson content. We also analyzed the validity of these instructional design strategies.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.747-770
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• 2012

In this study, we develop the mathematical modeling teaching materials focused function units of mathematics textbooks and establish the appropriate teaching and learning model. Using mathematical modeling materials and developed instructional materials for teaching high school students is aimed to improve the academic achievement, mathematical attitude and fear. The problem of this study is as follows : First, between the groups using mathematical modeling and a traditional textbook teaching academic achievement groups showed that there is a difference? Second, between the groups using mathematical modeling and a traditional textbook teaching mathematics between groups showed that there is a difference of mathematical attitude and fear? Third, what are the lessons for the students' responses using mathematical modeling?

• Journal of Convergence for Information Technology
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• v.10 no.10
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• pp.174-182
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• 2020

The purpose of this study was to verify the educational effects of career guidance classes, which are now included in regular course offerings by universities. To this end, the self-efficacy of college students regarding career decisions and their degree of career maturity was measured as effect variables. The subjects of the study included 33 sophomores who took 15 weeks of career guidance classes provided by four-year universities. Pretest-posttest design and the paired t-test were conducted for verifying the differences before and after taking career guidance courses. According to the results of the analysis, first, university students' self-efficacy in career decision-making was higher after taking the career guidance courses, indicating a statistically significant difference. Second, the t-value for the difference before and after taking the career guidance courses was indicating that there was a slight statistically significant improvement. These results are meaningful in that they proved that career guidance courses in higher education had the educational effects of improving self-efficacy in career path decisions and the career maturity of college students.