• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.491-494
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• 2021

The article clarifies the definition and components of the ICT competence of future teachers, justifies the introduction of a motivational-value component. ICT competence of future teachers has a four-component structure: motivational-value, general-use, general pedagogical, subject-pedagogical components. The levels (reproductive, productive, creative), criteria and indicators of the formation of ICT-competence of students of a pedagogical college are determined, the content of these levels (reproductive, productive, creative) is disclosed, respectively.

• International Journal of Computer Science & Network Security
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• v.22 no.4
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• pp.229-236
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• 2022

This study investigates the impact of flipped classroom strategy in developing students' achievement and acquisition of life skills. The study employed a quasi-experimental design where students were divided into two groups: an experimental (N=22) and a control (N=22). The randomly selected and assigned sample consisted of sixth-year elementary school students studying English as a basic course. The findings revealed statistically significant differences between the two group's means in both achievement and life skills tests in favor of the experimental group. Students of the experimental group who studied using the flipped classroom strategy outperformed the control group who studied in the standard way in achieving the English language and in the life situations test, where the effect size of the use of the strategy was large in both dependent variables. The study is concluded with some recommendations to facilitate the use of flipped classroom strategy for EFL teachers. This can be achieved by training teachers on using the strategy and providing technological resources at schools to implement the strategy efficiently.

• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.43-50
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• 2022

The students' feedback is important to measure and improve teaching performance. Many teacher performance evaluation systems are based on responses to closed question, but the free text answers can contain useful information which had to be explored. In this paper we present a lexicon-based sentiment analysis to explore students' text feedback. The data was collected from a system for the evaluation of teachers by students developed and used in our university. The students comments are in Romanian language so we built a Romanian sentiment word lexicon. We used this to categorize the feeback text as positive, negative or neutral. In addition, we added a new polarity - indifferent - in order to categorize blank and "I don't answer" responses.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.109-114
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• 2022

The article theoretically analyzed and specified definitions such as: "professional development of personality, competence, professional competence of a teacher". Structural components of professional competence are defined, namely: theoretical involves deep knowledge in the field of special pedagogy, special psychology; technological involves the use of acquired knowledge in practical activities and personal in which important personal characteristics of a special teacher are noted. Criteria and levels of development of professional competence of future special teachers are determined. The article analyzes the peculiarities of the professional activity of a teacher in the conditions of an inclusive educational space, in particular, the special training of a teacher as an integral component of this process. Emphasis is placed on the cooperation of teachers in an inclusive educational institution for the socialization of a child with special needs and her preparation for independent life.

• Animal Systematics, Evolution and Diversity
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• v.39 no.4
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• pp.133-154
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• 2023

The Korean Peninsula is geographically located in the centre of Far Eastern Asia and has complex and various climate conditions following longitudinal topology, which would expect to be result in high diversity and endemism of millipede. In this study, the millipede fauna of the Korean Peninsula consists of 68 species plus 5 subspecies from 29 genera, 15 families and 7 orders. Of these species/subspecies, 29 and 12 are endemic in South Korea and North Korea, respectively; nine are recorded in both South Korea and North Korea. Each species has been provided comprehensive information including an original report, taxonomic changes, distribution, and remarks if necessary. Moreover, unsolved taxonomic uncertainty of some species included in this checklist should be investigated through further study.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.97-108
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• 2003

The total 4,895 works presented at Science Fairs for the past 17 years(1986∼2002) are classified by subjects and participators, and the 1,277 works in biology section are analyzed by participators, contents, and object materials. The results are as follows: The proportion of exhibits according to sections was the most in Biology(26.1％). The social position of exhibitors and its proportion were 45.7% in students and 54.3% in teachers and popular people. The proportions of students' exhibits by the level of school were elementary school(68.3%). middle school(14.3%), and high school(17.4%). This indicates rapid decrease in the number of exhibits in middle and high schools. The proportion of students' exhibits(55.9%) is higher than that of teachers' exhibits(44.1％) in the section of Biology. In terms of contents, exhibits about Physiology and Ecology were the most(67.6%). The materials used in those exhibits and the proportion were Animalia(50.9%), Plantae(39.9％), Fungi(5.7%), Monera(1.8%), and Protista(1.7%). The proportion of taxa in plants studied in the exhibits were Dicotyledoneae(65.9％) and Monocotyledoneae(17.3％). The proportion of taxa In animals was Arthropoda(60.2％), Vertebrata(24.9%), and Mollusca(11.1％). The species used in those exhibits and its times were pine tree(11 times), dandelion(10 times), and butterfly(11 times).

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.1-14
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• 2016

The purpose of this study is to develop SPA system using diagnostic and formative assessment in earth science classes in order to discuss its effect on learning achievement and self-directed learning attitude. For this purpose, we developed total management system, app for teachers, and app for students. This research was practiced to 76 students in 5th grade. The results are as follows. Firstly, the group taking a class used by app for diagnostic and formative assessment had an effect of improving learning achievement. However, as for learning achievement long term endurance test, the group taking a class using app for diagnostic and formative assessment had no effect. Secondly, the group taking a class using apps for diagnostic and formative assessment had an effect of improving learners' self-directed learning attitude. As for self-directed long-term endurance test, the group taking a class using app for diagnostic and formative assessment had an effect. In conclusion, I hope that this SPA system might apply to the science classes as it is a system that will satisfy the needs of both teachers and students, giving much needed feedback to students.

• School Mathematics
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• v.17 no.2
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• pp.257-272
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• 2015

This study is related to reinforcement of the continuity between Nuri curriculum and elementary mathematics curriculum emphasized by 2015 revised national curriculum. Considering that teachers tend to rely much more on textbooks than on curriculum, we analyzed the continuity between math-related activities of Nuri manuals for teachers and the elementary mathematics textbooks and aimed to suggest several ways for securing the continuity based on the result of analyses. To do this, we compared and analyzed Nuri manuals (for ages three to five) for teachers and the first and second grade mathematics textbooks in three aspects: mathematical contents, mathematical terms and symbols, and mathematical processes. We adopted the same analysis framework including continuity, discontinuity and reverse continuity as the study on the continuity between Nuri curriculum and elementary mathematics curriculum. As a result, the results of analyses were revealed in three aspects, respectively. We also discussed the results and suggested some implications for securing the continuity of Nuri manuals for teachers and the elementary mathematics textbooks and for revising curriculum and its materials such as textbooks, workbooks or manuals for teachers.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.77-90
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• 2018

Objective: The objective of this study is to find out the relationship among early childhood teachers' social support, teacher efficacy, and resilience, and the effects of social support and teacher efficacy on early childhood teachers' resilience. Methods: The study was conducted with 282 teachers working in kindergartens and day care centers located in Jeollabukdo, The data were analyzed using Pearson's Product-Moment Correlation Analysis, and Stepwise Multiple Regression Analysis. Results: The results of this study are as follows. First, significant positive correlation appeared among early childhood teachers' resilience, social support, and teacher efficacy. The whole social support showed positive correlation in all sub-factors of resilience, and the whole teacher efficacy did positive correlation in all sub-factors of resilience. Second, according to the results of the study of the effects of social support and teacher efficacy on early childhood teachers' resilience, personal teacher efficacy, material support, and general teacher efficacy acted as significant factors in their whole resilience. Conclusion/Implications: In conclusion, this study suggests that improving resilience should be backed up by self-improvement of teachers who are able to upgrade teacher efficacy, and social support.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.2
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• pp.462-471
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• 2018

Even though software (SW) education has not been considered part of the current national kindergarten curriculum, in practice there is growing interest in adopting it. Teachers would be expected to play a key role in the successful introduction and implementation of new educational changes, such as SW education. In preparation for its adoption in ECE, it would be useful to determine ECE teachers' perception and attitudes toward early childhood software education. For this study, 219 ECE teachers' level of concern toward SW education was surveyed using the Stages of Concern Questionnaire. It was found that the teachers' level of concern was the highest at stage 0-Unconcerned and that they had high levels of stage management, personal and informational concern. Thus, a non-user pattern was mostly indicated. However, compared to the typical non-user pattern, the pattern aspect close to critical non-user ever appeared to some extent. In addition, a significant difference in the level of concern was shown at all stages depending on the awareness of the necessity for SW education. The teachers with SW training experience showed a higher intensity only at stage 0. There was a statistically significant difference in stages 0 and 6 depending on the future implementation decision. These results will be utilized as a resource in building an ECE teachers' support system according to their level of concern about SW education.