• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.415-427
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• 2020

This study aims to understand science education conducted in North Korea by analyzing the PCK components shown in two science teacher's guidebooks: (1) Guidebook for 1^st grade elementary school and (2) Guidebook for 1^st grade middle school. These were published after 2013, when "the first 12-year Universal Compulsory Curriculum" was implemented in North Korea. The analysis shows that both elementary and middle school guidebooks had the highest percentage of content in "Knowledge of Subject Matter", followed by "Knowledge of Instructional Strategies in Science" and "Knowledge of Science Curriculum". On the other hand, "Knowledge of Assessment in Science" and "Knowledge of Students" were significantly low in content. Within the "Knowledge of Subject Matter", both elementary and middle schools had the highest proportion of content in "Concepts and Theories", along with "Experiments and Inquiries" that was also significantly higher than other PCK components. Science teacher's guidebooks in North Korea advocates constructivist teaching style by using "discussions" as the main activity when conveying scientific concepts and theories to students or conducting scientific inquiry classes. Furthermore, "Knowledge of Instructional Strategies in Science" was mainly focused on guiding the "Instruction sequence and method" from the "Topic-specific Strategies", while only a small part of the "Subject-specific Strategies" was being presented. Also, Science teacher's guide books in North Korea included only a few theoretical elements of science education in both the general outline and the particular sections of guidebooks. "Knowledge of Science Curriculum" was mainly composed of "Lesson Objectives" with some inclusion of "Vertical Articulation" and "Horizontal Articulation". "Knowledge of Assessment in Science" and "Knowledge of Students" accounted for a small portion compared to the science teacher's guidebooks in South Korea.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.265-287
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• 2013

The purpose of this study was to analyze the trends of domestic research on teacher knowledge in mathematics in terms of its conceptualizations of teacher knowledge, topics, methods, subjects, and content domains. For this purpose, the papers published in 9 professional journals during the recent 14 years (1999-2012) were analyzed by 5 criteria. The results of this study showed that the concept of PCK was the most frequent, whereas its subcategories appeared in different forms. The most frequent research topic was survey of teacher knowledge. The qualitative research methodology was more frequently used than the quantitative methodology, whereas mixed one was hardly used. The subjects for research included a little more elementary school teachers than secondary counterparts, but did similarly both pre-service and in-service teachers. Whereas both the research on number and operations in elementary mathematics education and the research on function in secondary were active, the rest of content domains were not. On the basis of these results, this paper provides several implications for future research direction in teacher knowledge in mathematics.

• Proceedings of The KACE
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• 2018.01a
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• pp.21-23
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• 2018

테크놀로지의 중요성이 증가함에 따라 다양한 영역에 테크놀로지가 활용되고 있다. 교육에서도 효과적인 학습을 촉진하기 위하여 테크놀로지를 도입하고 있다. 하지만 테크놀로지에 대한 교사의 지식 부족으로 인하여 맹목적인 테크놀로지 활용이 이루어지고 있다. 이러한 문제를 해결하기 위하여 TPACK 연구가 활발하게 진행되고 있으며, 김성원과 이영준(2017)은 프로그래밍을 도입한 TPACK-P 교육 프로그램을 개발하였다. TPACK-P 교육 프로그램은 예비 교사의 Technological Pedagogical Knowledge (TPK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Content Knowledge (TPACK) 발달에는 효과적이었지만, Technological Content Knowledge (TCK)에는 영향을 주지 않았다. 본 연구에서는 이러한 문제를 해결하기 위하여 프로그래밍 기반 수업 사례 탐색 및 분석을 보완한 TPACK-P 교육 프로그램을 개선하였다. 개선한 TPACK-P 교육 프로그램이 예비 교사의 TPACK에 미치는 영향을 살펴보기 위하여, K 대학에 다니고 있는 예비 교사 20명을 대상으로 개선한 TPACK-P 교육 프로그램을 적용하였다. 예비 교사의 TPACK 변화를 살펴보기 위하여 박기철과 강성주(2014)의 TPACK 검사 도구를 사용하였다. 이러한 실험을 통하여 TPACK-P 교육 프로그램은 예비 교사의 TPACK 향상에 효과적인 것을 확인할 수 있었다. 또한, TPACK의 모든 세부 영역의 발달에 효과적인 것을 확인할 수 있었다. 본 연구에서는 단일 집단을 대상으로 개선한 교육 프로그램을 적용하였다. 향후 연구에서는 대조군을 설정하고, TPACK-P 교육 프로그램이 예비교사의 TPACK에 미치는 영향을 비교 분석하여야 한다.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.338-352
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• 2020

This study analyzed and compared the characteristics in plan and practice of elementary school teachers' science-gifted classes and invention-gifted classes based on pedagogical content knowledge (PCK). To do this, we selected eight elementary school teachers with experience in conducting elementary science-gifted classes and/or invention-gifted classes were selected at the gifted education institutes in Seoul and conducted individual in-depth interviews. The analysis of the results reveal that the teachers tended to organize the science-gifted classes with a focus on the exploration of causes and application activities for scientific phenomena, but tended to organize the invention-gifted classes with a focus on producing creative output based on methodology. They were all emphasizing the enhancement of creativity in planning and practicing both science-gifted classes and invention-gifted classes. However, there were also some differences in the elements of creativity required by each class. They tended to select subjects for science-gifted classes based on regular science curriculum, while selecting subjects for invention-gifted classes focused on creative design rather than considering the practical art curriculum related to invention-gifted education. They tended to pursue and practice STEAM education in both science-gifted classes and invention-gifted classes. In a way that conforms to these class goals and points, they were using experiments and practices, providing feedback to students, and conducting evaluations. However, some shortcomings were also revealed in the processes. Educational implications of these findings are discussed.

• Journal of Science Education
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• v.38 no.3
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• pp.718-736
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• 2014

This study was intended to determine PCK of the middle school science teachers on Mendelian genetics and factors influenced to form their PCKs. Two science teachers with biology major with a teaching experience over 5 years were chosen as the subject. Data were collected by class observation, semi-structured interview, teacher questionnaire survey, Content Representation and Pedagogical and Professional-experience Repertoire. The collected data were analyzed based on Magnusson's PCK for science teaching consisting of five components: (a) the orientation toward teaching science, (b) the knowledge of science curriculum, (c) the knowledge of students' understanding, (d) the knowledge of assessment, and (e) the knowledge and belief in the instructional strategies to teach science. Teachers could have the orientation toward teaching science served as an assisting role to support students' abilities. Both subject teachers seemed to focus on giving lectures. Their efforts to improve students' exploration methods and abilities were not expressed enough in their real classes and they found that students struggled to understand Mendelian genetics. Therefore, they should have explained them in an easier way and worked harder to make their students understood accurately and applied basic and advanced concepts of Mendelian genetics. They found students' preconception and misconception regarding Mendelian genetics and wished to enhance their learning effects by various teaching strategies such as correcting misconception, adding the history of science and simply assessing students' affirmative domains. It was also found that factors influenced to form PCK regarding Mendelian genetics by both teachers were as follows: teacher's personality and endeavor, textbooks and guidance books, schools and their circumstances, teaching experience, experience as a learner, interaction with their colleagues, and university curriculum. Both teachers said that it was important for teachers to make every efforts to give better classes.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.278-296
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• 2011

The purpose of this study is to examine the pedagogical content knowledge (PCK) elements and the changes in the science lesson planning and implementation difficulties experienced by high-career elementary school teachers with over 20 years of educational experience through the instructional consulting case of the Seoul City Office of Education Scholarship Support Group in order to find implications on effective instructional consulting support plan for improving the science teaching professionalism of high-career elementary school teachers. The result of this study is as follows : First, the pedagogical content knowledge (PCK) elements on the science lesson planning and implementation difficulties experienced by high-career elementary school teachers with over 20 years of educational experience were related to teaching strategy and they experienced difficulties in lesson content organization using lesson model and experiment facilitation and questioning, as well as in the area of interest and motive management that are definitional characteristic of learner in the learner element. Second, as for the changes in the PCK through science instructional consulting, they recognized the importance of the designing and experimenting process as students become the subject in the experiment facilitation in lesson, and they ended up attempting the postscript for promoting the thinking power of students. In addition, it was found that not only the cognitive characteristic but also the definitional characteristic of learner is important in science lesson and that students' motive is also an element that needs to be continuously managed. Third, as for effective instructional consulting plan for enhancing the science teaching professionalism of high-career elementary school teachers, it was revealed that it is necessary to first develop lesson expertise improvement consulting program that takes into account of teaching profession advancement phase of high-career teachers, and establish instructional consulting system and human resource pool of high-quality consultants based on the administrative and financial support from the Office of Education. The academic significance of this study is in the fact that it examined and searched for support plan on science teaching professionalism of high-career elementary school teacher, but a more extensive and in-depth study is needed since there is a limitation in this study on the object of study and the period.

• Journal of the Korean Chemical Society
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• v.56 no.1
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• pp.128-136
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• 2012

The purposes of this study were to evaluate the level of PCK which middle school science teachers have on the concept of density and to analyze the characteristics of science teachers' content representation on the concept of density by their PCK level. For that purpose, 20 science teachers were selected and asked to answer the questionnaire on the eight aspects of CoRe. Results of this study indicated that the science teachers' PCK levels were low in general and evaluated as below average. The differences among the characteristics of science teachers' content representation by their PCK level were high in seven aspects of CoRe but the one aspect of the understanding of learner's preconception. These differences were analyzed and the patterns shown by the science teachers in eight aspects of CoRe were drawn in this study. It was also found that the characteristics drawn in eight aspects of content representation shown by the teachers whose PCK level was medium were close to those whose PCK level was low rather than high in most aspects of CoRe.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1019-1030
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• 2015

This study examined the development of a teacher's teaching practice and identified argumentation-specific pedagogical content knowledge (PCK) and the influence of the argumentation-specific PCK on teaching practice in an argumentation classroom. The teacher has a Ph.D degree in science education, a 19-year teaching career, and no experience in instructing in an argumentation classroom. The developed program consists of nine lessons regarding photosynthesis for 7th graders. The teacher participated in a collaborative reflection with researchers after each lesson once a week and five times in total, which lasted for thirty minutes. All of the lessons were video- and audio-recorded and the transcript of lessons and collaborative reflection, pre- and post-survey related to argumentation, and researchers' journals were analyzed. Analysis of the data showed that the teacher emphasized group interaction showing utterances of listening, evaluating arguments, counter-arguing/debating, and reflecting on argument process after the fourth lesson although the teacher focused on individual argumentation showing utterances of talking, knowing meaning of argument, and justifying with evidence in the first three lessons. Also, the argumentation-specific PCK, which was identified with the understanding of students, nature of argumentation and argumentation task strategy, also influenced the development of teaching practice. The teacher comprehended the students' challenges in argumentation, developed her understanding of the nature of argumentation from an individual plane to social plane, and demonstrated a deep understanding of the task strategy by voluntarily joining in modifying the argumentation tasks.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.505-518
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• 2018

In this study, we investigated the characteristics of the pedagogical content knowledge (PCK) components and their integrations in the processes of developing performance assessment tasks of pre-service chemistry teachers who participated in the constructive performance assessment workshop. Eight pre-service teachers participated in this study. After three weeks of the constructivist performance assessment workshop, they developed their own performance assessment tasks. The think-aloud method was used to investigate their developing processes. Their activities were recorded and videotaped, and semi-structured interviews were also conducted. The analysis of the results revealed that the PCK component considered in the planning step showed similar frequencies for assessment, instructional strategies, students, and subject matter components. In the embodying step, assessment component was most frequent. In the discussion step, the frequencies for assessment, instructional strategies, and students components were similar. However, curriculum component and the subcomponent of science process skill were rarely used. The integrations among the PCK components were found to be centered on the instructional strategies component in the planning step and the students component in the embodying and discussion step. However, curriculum and subject matter components were rarely integrated with other PCK components. On the basis of the results, educational implications are discussed.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.6
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• pp.1324-1335
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• 2013

The purpose of this study was to examine the effects of PCK designed instruction on academic achievement and self-efficacy for underachievers in science of elementary school. The hypotheses were as follows: First, PCK designed science instruction would improve academic achievement of the children. Second, PCK designed science instruction would improve academic self- efficacy of the children. The subject was 14 students of forth graders of elementary school who are underachievers in science class. For group composition, self efficacy test and science achievement test were conducted and they were divided into experimental group and control group. Each group has 7 participants. A total of 16 sessions were conducted for 8 weeks, twice per week, with experimental group were taught PCK designed classes while control group were taught teacher-led explanation type class. The result of statistical analyses were as follows: First, the experimental group in PCK designed class showed more improvement on academic achievement than the control group in the teacher-led explanation type class. Second, the experimental group in PCK designed class showed more improvement on self efficacy than the control group in the teacher-led explanation type class.