• 한국학교수학회논문집
• /
• 제17권4호
• /
• pp.493-506
• /
• 2014

본 연구는 예비 수학교사들에게 요구되는 여러 지식기반 중 하나인 교과교육 지식에 대한 학습방안 모색으로, 수학교육학의 주요 주제 및 연구자를 우선 선정하고 그 관련 내용을 키워드(keyword) 중심으로 제시한 학습 교재를 제작하였다. 그리고 재구성한 교재를 예비 수학교사들에게 투여하였다. 동시에 분절된 각 연구자의 이론을 교육적으로 연결하는 등 수학교과교육학의 개념과 원리를 예비교사들이 이해할 수 있도록 안내한 후, 키워드 중심의 교수 학습 방법이 예비 수학교사들에게 교육적인 효과가 있었는지를 조사하였다.

• 호남수학학술지
• /
• 제33권1호
• /
• pp.61-71
• /
• 2011

The notion of a complicated pre-logic is introduced and investigated some properties of it. A special set in a pre-logic is established and some related its properties are discussed. Also more extended special sets in a pre-logic are introduced and some relations with deductive systems are obtained.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제17권2호
• /
• pp.119-131
• /
• 2013

It is the first time that there is a subject, advanced mathematics in the 2009 revised high school curriculum. Therefore it is posing a challenge to the teachers who are teaching it. At the advanced level, it is important for learners to reflect on their mental mathematical activities. This research analysed pre-service secondary teachers' reflective thinking in solving the tasks specific for the teaching and learning of polar coordinates. We report how and through what process mathematical tasks that can create disequilibrium for pre-service secondary teachers enable reflective thinking and expand preservice secondary teachers' thoughts and recognition of defining reflective thinking in looking back on one's problem solving and thinking processes.

• 한국초등과학교육학회지:초등과학교육
• /
• 제28권4호
• /
• pp.440-449
• /
• 2009

The purpose of this study is to make a preference and result analysis on the free inquiry method of pre-service elementary school teachers. Also, this study investigates how free inquiry activities effect the science-related attitudes and the self-directed learning characteristics of pre-service elementary school teachers. For this study 76, second year, science education pre-service elementary school teachers from Busan National University of education were selected. The inquiry examined the effectiveness of each of the following teaching methods: the IIM method, the PBL method, the PROJECT method, and the small group inquiry method. The students were divided into groups in which they incorporated the respective methods into their practice. In conclusion, the IIM free inquiry activities proved to be much more effective than the PBL method, the PROJECT method, and the small group inquire method in terms of developing self-directed learning characteristics and science related attitudes at the significant difference of p=0.05.

• 한국수학사학회지
• /
• 제27권5호
• /
• pp.365-384
• /
• 2014

The purpose of this study is to assess the changes that occur to pre-service mathematics teachers by using survey on the self-reflection during their education practices. For four weeks of the education practice period, the changes to pre-service teachers are analyzed from teaching and learning perspectives. The teaching perspective is sub-categorized into lesson contents, teaching methods, and evaluation on teaching, and the learning perspective is sub-categorized into monitoring on learning, support for learning and evaluation on learning. The analysis shows that significant changes occur in teaching contents from the teaching perspective and in all the sub-categories from the learning perspective. Based on the analysis, preservice teachers are suggested to utilize self-reflection programs during their education practices to promote their professionalism in teaching.

• 한국초등과학교육학회지:초등과학교육
• /
• 제20권2호
• /
• pp.229-237
• /
• 2001

The purpose of this study was to gain a suggestion how to educate pre-service elementary teachers in science education. One hundred and twenty three students were involved in the questionnaire to investigate the perception of science. Many of pre-service elementary teachers had a negative image of science. They consider science to be stiff, inflexible and dull. They suggested much more of foreign scientists than Korean ones as respectable scientists. They are very interested in science related to society, and themselves. It is necessary for elementary pre-service teachers to be educated to positively improve the images of science and scientist, and to understand modern scientific philosophical perspectives. And, Korean scientific history education should be educated formally or informally for them to count on about Korean scientists as respectable ones in science education.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제45권1호
• /
• pp.75-96
• /
• 2006

The purpose of this study was to analyze how elementary pre-service teachers learned the pedagogical content knowledge of mathematics and to understand the challenges and difficulties that they experienced in the course of student teaching. A qualitative case study provided an in-depth description of the whole three weeks of student teaching process. Four pre-service teachers and two mentor teachers participated in this study. Multiple data collection techniques were used; classroom observations, in-depth interviews, document analysis, and researcher's field notes. The results of this study showed how pre-service teachers learn PCK of mathematics in designing mathematics lessons, understanding mathematics learners and delivering mathematics lessons and what are the difficulties and challenges they experienced. Finally this study discussed about some suggestions to pre-service program and future research.

• 한국지구과학회지
• /
• 제23권2호
• /
• pp.140-146
• /
• 2002

We have studied 73 pre-service science teachers' conceptions about the nature of science (NOS) using 120 true-false test items based on AAAS Benchmarks statements. We have found that participants have inadequate understanding of the NOS, especially in understanding of five categories of conceptions; change and continuity in science, bias in scientific investigations, hypothesis in scientific investigations, things common in science, and science ethics. The result also indicates that there is a difference between primary pre-service teachers and secondary pre-service teachers. From the analysis of consistency, we also found that this inadequate understanding comes from confusion rather than misconception. All the results support that there is a need of intense pre-service teacher education concerning thenature of science.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제12권3호
• /
• pp.215-233
• /
• 2008

Deep comprehension of basic mathematical notions and concepts is a basic condition of a successful teaching. Some elements of algebraic thinking belong to the elementary school mathematics. The question "What stays the same and what changes?" link arithmetic problems with algebraic conception of variable. We have studied beliefs and comprehensions of future elementary school mathematics teachers on early algebra. Pre-service teachers from three academic pedagogical colleges deal with mathematical problems from the pre-algebra point of view, with the emphasis on changes and invariants. The idea is that the intensive use of non-formal algebra may help learners to construct a better understanding of fundamental ideas of arithmetic on the strong basis of algebraic thinking. In this article the study concerning arithmetic series is described. Considerable number of pre-service teachers moved from formulas to deep comprehension of the subject. Additionally, there are indications of ability to apply the conception of change and invariance in other mathematical and didactical contexts.

• 정보교육학회논문지
• /
• 제24권1호
• /
• pp.29-37
• /
• 2020

세계적으로 교육 분야에서 컴퓨팅 사고력 증진을 위해 많은 노력을 기울이고 있다. 본 논문에서는 SW 역량과 컴퓨팅 사고력 관계를 정의한 후, 컴퓨팅 사고력 측정을 통해 예비교원 컴퓨팅 사고력 현황을 파악하고자 한다. 이를 위해 한 학기 동안 엔트리 프로그래밍 언어 수업을 받은 예비교원을 대상으로 SW교육에 대한 태도와 컴퓨팅 사고력에 대한 설문을 실시하였다. 설문 분석 결과 예비교원의 컴퓨팅 사고력 중 추상화, 자료 분석, 자동화에 대한 부분의 개선이 필요함을 보였다. 예비 교원을 교육할 때 SW 개발 도구인 엔트리를 벗어나, 분석과 설계 역량을 키울 수 있는 교육 방법이 필요함을 알 수 있었다.