• East Asian mathematical journal
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• 제35권4호
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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.

• 대한지구과학교육학회지
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• 제14권2호
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• pp.123-135
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• 2021

본 연구에서는 예비 지구과학 교사를 대상으로 논증구조를 활용한 수업설계 과정을 적용하고 그 과정에서 예비교사들이 작성한 교수학습지도안에 나타난 논증 수준을 분석하였다. 연구 결과, 예비교사들이 최종 교수학습지도안에서는 1차 교수학습지도안보다 더 많은 논증요소를 반영함으로써 논리적으로 짜임새를 갖춘 수업을 설계하였다. 또한, 교과서나 교육과정에 모든 논증요소들이 명시적으로 제시되지 않은 수업주제의 경우 예비교사들이 일부 요소를 교수학습지도안에 반영하지 못하였다. 연구 결과로부터 도출한 결론 및 시사점은 다음과 같다. 먼저, 수업설계에 논증구조를 활용함으로써 예비 지구과학 교사들이 작성한 교수학습지도안의 논증 수준이 높아졌으므로, 논리적인 과학수업 설계를 위한 도구로 논증구조를 활용할 필요가 있다. 다음으로, 예비 과학교사가 작성한 교수학습지 도안의 논증 수준은 교과서 및 교육과정에 제시된 논증요소를 벗어나지 못하므로, 논증구조를 활용한 과학수업 설계를 위해 예비 과학교사의 교육과정 재구성 역량을 함양할 필요가 있다. 또한, 예비 지구과학 교사의 논증에 대한 이해뿐 아니라 수업 전문성을 향상시킬 수 있도록 실제 교수활동의 맥락에서 논증구조를 활용하는 예비교사 교육 프로그램을 개발하고 적용할 필요가 있다.

• 한국과학교육학회지
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• 제24권1호
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• pp.171-182
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• 2004

The purpose of this study is to analyze lesson plans from third to sixth grades of science and to find out teaching strategies in respects of learning functions provided by preservice elementary teachers in education university. On the whole, to control students' learning process preservice teachers used more shared-regulation strategy than strong teacher-regulation one. Teaching activities for regulative learning function were most used in strategy of strong teacher-regulation, and in strategy of shared-regulation those for cognitive learning functions were most used. But teaching activities for affective learning functions were used a little considered in both teaching strategies. In introduction step of instruction, affective and regulative learning functions were more instructed by strong teacher-regulation strategy and cognitive learning functions were more instructed by shared-regulation strategy. The affective, cognitive, and regulative learning functions were largely planned by shared-regulation teaching strategy in development. The regulative learning functions were planned by strong teacher-regulation strategy than by shared-regulation strategy and affective learning functions were considered a little bit in consolidation. There was a tendency that strong teacherregulation strategy was increased in lessons for fifth and sixth grade.

• 과학교육연구지
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• 제38권1호
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• pp.78-95
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• 2014

일반적인 수업에서 도입부는 동기유발 기능을 담당하는 중요한 역할을 한다. 수학수업도 예외는 아니어서 도입부의 동기유발을 어떻게 구성했는가는 수업의 성패를 좌우하는 요소의 하나가 된다. 이 연구는 동기유발이라는 관점에서 수학수업 도입부 구성의 중요성을 인지하고, 현재 초등학교 교사들의 수학수업 도입부 운영방식을 살펴보고자 한다. 이를 위해 6학년 '원기둥의 부피'를 주제로 초등학교 현직 교사들이 작성한 19편의 지도안과 우수수업동영상 2편을 살펴보고, 수학수업 도입부 유형화 작업의 가능성을 탐색하였다. 지도안 및 수업동영상 분석 결과, 초등학교 수학과 수업 도입부의 7가지 유형이 확인되었으며, 초등학교 교사들이 운영하는 수학과 수업 도입부의 일반적인 특징과 문제점이 도출되었다.

• 한국과학교육학회지
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• 제31권7호
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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.

• 한국초등과학교육학회지:초등과학교육
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• 제29권4호
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• pp.552-566
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• 2010

This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers' checklists, reports of inspection classes, teachers' self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students' integrated thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제5권2호
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• pp.119-126
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• 2001

In this paper we deal with two questions: 1) How have prospective teachers reflected mathematics curriculum reform in their planning of mathematics lessons\ulcorner 2) To what extent were the pre-service teachers able to be reflective about their planning of mathematics lessons\ulcorner Form analyses of videotapes, field notes, discussions among the college students, we found four features in the prospective teacher\\`s lesson plans and their teaching.

• 컴퓨터교육학회논문지
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• 제6권1호
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• pp.79-86
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• 2003

본 연구자들은 ICT 활용 교육을 위한 초등교육 지도안을 온라인상에서 작성하고 활용할 수 있는 Web기반 전자지도안 시스템을 개발하였다. 개발된 온라인 전자지도안 시스템 은 ICT 교수-학습 과정안 자료를 데이터베이스화하여 체계적으로 관리할 수 있도록 하였으며, 교수-학습 과정안의 공유, 활용, 저장성의 극대화를 도모하여 학교 정보화에 이바지할 수 있다. 이렇게 개발된 시스템이 현장에서 활용되면서 나타난 교육적 효과 및 문제점을 분석하여 해결 방안을 제시하는 것은 시스템의 개발 못지않게 중요하다고 할 수 있다. 따라서 본 연구에서는 첫째, 본 시스템 개발을 위한 ICT 활용 교수 학습 과정안 형태의 구안과정과 둘째, 본 시스템의 설계와 구현 방법의 개요, 그리고 셋째, 초등학교 현장에서 적용하면서 나타난 시스템의 효과와 문제점 분석 및 개선방안을 제시하였다. 본 연구를 통하여 초등교육에서 사용하게 될 전자 교육 시스템의 개발 과정 및 활용 상의 고려사항과 문제점의 해결 방안에 대한 교육적 근거를 제공하였다.

• 한국지역사회생활과학회지
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• 제22권4호
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• pp.519-533
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• 2011

The objective of this study was to follow up changes in knowledge related to the mathematics education field work of preliminary early childhood teachers. The subjects of this research were 28 students who were taking mathematics education courses in early childhood education departments at various universities. This research ran for 15 weeks and was conducted through field work relating to mathematics education. The study collected data from pre-service teachers' knowledge, the diagram of concept, writing journals, interviews, and materials from the internet. Through this procedure, pre-service teachers' knowledge for mathematics education could later be expanded, ordered, and integrated. In addition, pre-service teachers not only understood the importance of contents and levels of lesson plans, but also learned how to utilize educational media to make effective lessons. Furthermore, pre-service teachers realized that the mathematical concepts of students could be expanded depending on the contents and methods of pre-service teachers' lesson plans and students could then apply these concepts into daily situations.

• 한국과학교육학회지
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• 제11권2호
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• pp.31-48
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• 1991

Lesson plan sheets were collected from letter communication of each local junior and senior high school as well as from literature. These lesson plan sheets were arranged and investigated for items of constituent element and types. The results were summarized as follows. 1. The organization of plans were constituted of three frames as early plan, unit plan, and hour plan. 2. The lecture and inquiry types among the collected lesson plan sheets showed 91.9% and 8.3% in junior high school as well as 87.9% and 3% in senior high school, respectively. The mixed types did not find out in junior high school, however the mixed types showed 9.1%in senior high school. 3. The items of constituent elements in lesson plan sheets were varied by the contents and the kinds of teaching unit in science education of secondary school.