• Title/Summary/Keyword: Instructional Objective

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Elementary Science Instruction Analysis According to Teacher의s Understanding Toward Science (과학에 대한 초등 교사의 인식에 따른 자연과 수업 분석)

  • 김상각;김효남
    • Journal of Korean Elementary Science Education
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    • v.17 no.2
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    • pp.91-101
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    • 1998
  • The purpose of this study was to find out how to be pursued elementary teachers' science instruction according to their understanding toward science. Sixty elementary teachers were involved in the questionnaire, investigating understanding on the nature of science and the science teaching. Two elementary teachers' science classes are observed. Their instructional objectives were analyzed. And their understanding toward science was measured. Teacher A had consistent modern philosophical views of science on the nature of science and science teaching, and teacher B had not consistency Klopfer's science educational objectives category was used to analyse instructional objective. The ideal proportions of the instructional objectives of the observed classes were established from science education specialist group. You ideality index was calculated. You ideality index indicate how far from the ideal proportions of the instructional objectives the observed instruction is. Relative proportions of instructional objectives appeared in science classes were compared with ideal instructional objectives. Instructional objectives containing the modem views appearing classes observed were compared according to teachers' understanding toward science. As results, teachers' understanding toward science showed lack of consistency, which is consisted of modern philosophical view of science on science teaching: modem and classical philosophical view of science on nature of science. Teacher A's instruction was approached more closely to the ideal proportions of the instructional objectives, showing fewer You ideality index. Instructional objectives containing the modern views are more appeared and closer to ideal proportions in teacher A's classes than in teacher B's. A teacher having modern understanding on nature of science would instruct science with modern scientific philosophical perspectives. Therefore teacher preparation programs should include more contents about modern philosophical understanding on the nature of science.

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Analysis on the Validity of 'Point of Knowing' in Elementary Mathematics Textbook (초등학교 수학 교과서에 나타나는 앎의 시점의 타당성 분석)

  • Kang, Taeseok;Kang, Wan;Lim, Dawon
    • Journal of Educational Research in Mathematics
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    • v.26 no.4
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    • pp.731-754
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    • 2016
  • The purpose of the study is to identify the point of knowing. The point of knowing is the time, which indicates that 'knowing' occurs in the recognition process. To understand recognition process, the researchers analyzed the questions in units of lessons presented in elementary mathematics textbooks. The researchers analyzed the validity of the point of knowing and found out the basis of the point of knowing. The results are as follows. First, the point of knowing is time to expect to change from a leaner's 'not-knowing' to 'knowing'. Second, the point of knowing can be identified with the questions on textbooks to ask students to do practical action. Third, the point of knowing is closely related to instructional objective in a class. Fourth, in relation to subsidiary awareness and focal awareness, the point of knowing corresponds to focal awareness. Fifth, the point of knowing is equivalent to the inflection point at which personalization/contextualization is changed into depersonalization/decontextualization.

Analysis and Standard Development of Instructional Objectives for Informatics Subject in Elementary School (초등학교 정보 교과 수업목표 분석 및 기준 개발)

  • Jin, Young-Hak;Huh, Min;Jung, Bok-Moon;Kim, Yongsik
    • The Journal of Korean Association of Computer Education
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    • v.12 no.2
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    • pp.47-59
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    • 2009
  • Informatics textbooks for elementary school students have been developed by cities, provinces, and private publishers respectively, and instructional objectives differ depending on the textbook selected by each school. Therefore, discussion on the analysis of instructional objectives is highly needed. The purpose of this study is to develop standards of instructional objectives for Informatics textbooks in elementary school based on the analysis of instructional objectives. To do so, first, an analysis frame was made based on preceding studies for instructional objectives. Second, instructional objectives of current Informatics textbooks were analyzed. Finally, standards of instructional objectives were developed applying Delphi method. It is expected that the standards of instructional objectives suggested here will be referred to as a guideline for developing the curricula and textbooks for Informatics subject in elementary school and to contribute to the normalization of production for qualified textbooks and education in Informatics subject in the future.

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