• Korean Journal of Mathematics
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• v.19 no.4
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• pp.495-521
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• 2011

In this paper, the self-evaluation, the peer-evaluation and the instructor evaluation on virtual mathematics lesson have been performed. The method of checking on the given evaluation item have been used. In result, a lot of difference was shown between self-evaluation, peer-evaluation and the instructor-evaluation toward virtual mathematics lesson. Pre-service teachers were shown as lacking awareness on instructional Virtual Mathematics Lesson' evaluation. Therefore it seems that we must have the opportunity to reflect on the teaching method through a great deal of experience on self-evaluation and peer-evaluation of virtual lessons.

• Research in Mathematical Education
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• v.15 no.2
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• pp.115-126
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• 2011

The aim of this study was to explore teachers' values about teaching mathematics in the classrooms which implemented Lesson Study and Open Approach as a teaching approach. The targeted group was 83 school teachers from 4 schools participating in a teacher professional development project. The data was gathered through teacher questionnaires, lesson observations and interviews. Data analysis is based on Bishop's (1988; 2003; 2007) and Komin's (1990) frameworks. The results from the implementation of Lesson Study and Open Approach in Thai classroom found the different of the roles and behaviors of teachers and students in classroom. The results revealed 3 kinds of values about teaching: Mathematical values, General educational values, Mathematics educational values and also found that most of the teachers valued problem solving as an innovative teaching approach as against traditional approaches they were familiar with.

• East Asian mathematical journal
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• v.35 no.4
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• pp.429-449
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• 2019

This study aims to investigate the statistical literacy of pre-service mathematics teachers and to discuss the impact of statistical literacy in lesson plan. For the purpose of this study, we analyzed 13 pre-service mathematics teachers' statistical literacy tests and lesson plans. The results of this analysis are as follows: First, pre-service mathematics teachers did not have a high level of statistical literacy, and it was also observed that there was a big level difference between them. Second, pre-service mathematics teachers' lesson plans showed significant difference in the level of the target grade, the characteristics of the target student, and the contents. Based on this study, we seek to find implications for how it is appropriate to educate teachers in charge of statistical education.

• Asian-Australasian Journal of Animal Sciences
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• v.29 no.6
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• pp.895-900
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• 2016

The present study aims to confirm the influence of a horse-riding lesson program (HRLP) on the stress level of horses and riders by respectively analyzing their salivary cortisol concentration. Twenty-four healthy horses and 23 riders participated in this study. The horses were randomly classified into two groups for the horse riding lesson program: Class 1 (for the beginner lesson) and Class 2 (for the intermediate lesson). The Class 1 group consisted of 12 horses and 12 riders, while the Class 2 group consisted of 12 horses and 11 riders. Salivettes cotton wool swabs were used for saliva collection and the saliva analyses were conducted using a two-way analysis of variance for repeated measures with SAS version 8. As for the results, the average salivary cortisol concentration of all horses before HRLP significantly increased compared to the baseline (p<0.001) while it decreased after the HRLP. The results of the salivary cortisol concentration of the riders were similar to the horses' results. However, there was no difference during the HRLP between Class 1 and Class 2 in the horse or rider groups. The results suggest that the HRLP did not influence the stress level of the horses or riders. Thus, this study provides the necessary information and guidelines for future studies on stress in horses during riding and gives insight into better horse welfare and management options.

• Journal of Science Education
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• v.38 no.1
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• pp.78-95
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• 2014

Students' interest and motivation of a lesson can be deeply influenced by how their teacher starts his or her lesson. So the introduction part of math classes should be very carefully and thoughtfully designed. The goal of this study is to serve the foundation for developing the practical types of introduction part of math classes and to draw the implications for planning and teaching math classes. For these, 19 lesson plans titled by 'volume of cylinders' composed by elementary teachers and 2 lesson videos on the internet are analyzed. Finally, seven types of introduction parts of math class are probed and several implications are suggested.

• Journal of The Korean Association For Science Education
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• v.31 no.7
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• pp.1040-1054
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• 2011

This formative evaluation study presents a professional development program, "Earth Science Systems for Teachers (ESST)" held in a Midwest State in the United States. This study investigates how a professional development for urban teachers affects the teacher participants' perceptions of using the urban environment for their science teaching and their lesson unit development. The purpose of the program was to help urban teachers create science units using the urban geologic environment and its connection to urban students' everyday lives. The participant teachers' daily journal entries during the program, their lesson plans before and after the program, as well as their teaching reflections were collected as major data source. The teachers' daily journal entries were analyzed qualitatively and their pre-post lessons were analyzed quantitatively using a lesson plan analysis tool, Culturally Relevant Science Teaching Perspectives (CRSTP) was developed by the author. The lesson analysis tool was used to assess teachers' science lesson plans in the perspective of culturally relevant pedagogy and place-based pedagogy. The major findings include: 1) The teacher participants' field experiences in urban geologic sites and urban environments help the teachers to change their perceptions of using the urban environment as a teaching resource and 2) there were significant differences in their pre and post lesson unit scores based on CRSTP (P<. 01). The implications of this study are also discussed.

• Journal of the Korean Society for information Management
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• v.34 no.2
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• pp.97-114
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• 2017

This study aims to develop the lesson plan of public library user education for children for the activation of user education. For the development of lesson plan, elementary school 3rd and 4th graders were selected as user education subjects through the literature survey, and orientation were derived as contents of user education. This study developed a lesson plan that applies Jonassen's constructivist learning environments to specifically design the librarian's role as teacher in user education with voluntary and subjective education participation of the children. Lesson plan was evaluated in terms of usefulness and appropriateness.

• Journal of Fisheries and Marine Sciences Education
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• v.19 no.1
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• pp.101-109
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• 2007

The school system of fisheries high school was proper to specialist objective school system in order to training for expert human resource development.Training a field of human resources development from fisheries high school is fallow; fisheries production, seamen's training, ship engine and refrigerator, marine electronic telecommunication and information, fisheries foods production and fisheries foods production and distribution, fishery fisheries self-management, marine distribution, management and conservation of marine environment, safety and marine prevention of disasters, apparatus of marine development, under water area development.A new department opening and each department was revised toward to department name and department character. The unit-lesson hour of curriculum according to specialist objective school system of fisheries and marine highschool was revised. professional subject 98 unit-lesson hour(52%), normality subject 90 unit-lesson hour(48%), and educational activity of professional subject 10unit-lesson hour, total training activity 10 unit-lesson hour. And the special objective school system need to revise curriculum of 208 total unit-lesson hour.

• The Mathematical Education
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• v.57 no.4
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• pp.413-431
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• 2018

In this study, I developed an activity oriented lesson to support the understanding of probabilistic and quantitative estimating population ratios according to the standard statistical principles and discussed its implications in didactical respects. The developed activity lesson, as an efficient physical simulation activity by sampling with replacement, simulates unknown populations and real problem situations through completely closed 'Closed Box' in which we can not see nor take out the inside balls, and provides teaching and learning devices which highlight the representativeness of sample ratios and the sampling variability. I applied this activity lesson to the gifted students who did not learn estimating population ratios and collected the research data such as the activity sheets and recording and transcribing data of students' presenting, and analyzed them by Qualitative Content Analysis. As a result of an application, this activity lesson was effective in recognizing and reflecting on the representativeness of sample ratios and recognizing the random sampling variability. On the other hand, in order to show the sampling variability clearer, I discussed appropriately increasing the total number of the inside balls put in 'Closed Box' and the active involvement of the teachers to make students pay attention to controlling possible selection bias in sampling processes.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.147-160
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• 2018

The purpose of this study is to construct a Teachers' Learning Community (TLC) with three teachers from the same school and to develop a joint teaching plan for students through the TLC. The conclusions from this study are as follows: The TLC with the same grade helps teachers to implement STEAM classes, where teachers overcame difficulties of STEAM lessons and successfully implemented them. Teachers in this study expressed difficulties of STEAM lessons including lack of time, difficulties of STEAM lesson implementation, and difficulties of developing a good STEAM lesson. Teachers worked together to develop a common teaching plan, to overcome the burden of teaching, and to plan better lessons through discussions and cross-checking. In addition, teachers newly discovered difficulties of lesson implementation as they watch each other teaching using a joint lesson plan. Teachers will conduct a better lesson as they improve these difficulties, where a better lesson means having students reach learning goals and learn from the lesson. Teachers in TLC felt that their lesson improved and they themselves growing through a series of courses of watching and learning each other's lessons.