• Journal of Digital Convergence
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• v.18 no.11
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• pp.51-58
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• 2020

The purpose of this study was to provide research results on how teacher background variables and teacher efficacy affect the teacher's instructional behavior of elementary school teachers in student participatory classes. A survey was conducted on 122 elementary school teachers in the G area and a regression analysis was conducted to analyze the relationship of influence between variables. As a result of the regression analysis, self-regulation efficiency and task difficulty preference had a significant impact on elementary teachers' instructional behavior. As for teaching knowledge, class motivation, which are sub-variable factors in class behavior, self-regulating efficacy had a higher influence than task difficulty preference and for class communication, task difficulty preference had a higher influence than self-regulating efficacy. Based on the results of the study, we considered ways to show desirable teaching behavior of elementary school teachers in student participatory classes.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.565-582
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• 2004

The purpose of this study was to explore the elements of teaching behavior and classify instructional types through the teacher's classroom observation in elementary school science classrooms. 18 elementary school teachers were selected at Seoul city and Kyungkido. The topic of lesson was 'How the weight of object is changed according to the shape to sink in the water'. Each class was recorded and analyzed that. The teaching behavior elements were used inductional analysis method. The instruction types were classified into instructional organization, teaching strategies in teaching-learning processes, the level of openness of inquiry at science classroom. The validity and reliability of the data were analyzed by 7 science educators. The results of the analysis of the teachers discourse showed that there are 23 types of teaching behavior elements. Used teaching behavior elements revealed the differences from each teacher. There were 7 types among the 12 types of class and the most common types of instruction were unsystematic, teacher-centered, and guided-inquiry. The result showed that guided inquiry type was found more than open inquiry type and teacher-centered instructional, content-centered instructional, superficial inquiry process showed characteristic.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.4
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• pp.2450-2464
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• 2015

This study is a professor of creative behavior and roles of teachers and teacher-student interactions between was conducted to analyze the impact on the problem solving skills of middle school students. Study, professor of creative actions and roles of teachers showed significant influence on middle school students in problem-solving skills, teacher-student was found that a significant effect on the interaction between. In addition, teacher-student interaction was found between the effects of a significant effect on middle school students problem-solving skills, creative roles of teachers and professors behavior was confirmed that a significant mediating effect among middle school students in problem-solving skills. The results of this study performed a professor of creative behavior and the role of teachers and teacher-student liver and suggest to improve the interaction education and training programs are needed, that can help in problem-solving skills and theoretical training of junior high school as a practical implication offers a number of implications for school education.

• Journal of The Korean Association For Science Education
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• v.7 no.1
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• pp.89-104
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• 1987

The purpose of this study is specificationaly construct to the instructional objectives of Earth Science I in high school. Specification of instructional objectives will be able to serve as guides for both teaching and evaluation. Some problems were discussed as follows; (1) Establishment of relevant material for instructional objectives (2) Extraction of useful contents for Earth Science I (3) Classification of behavior factor (4) Level of specification (5) Stating method of instructional objectives Based on the above, total 358 objectives (5 chapter objectives, 16 sub-chapter objectives, 47 section objectives, 290 instructional objectives) were constructed for Earth Science I in high school.

• Journal of Korean Academy of Nursing
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• v.47 no.3
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• pp.305-318
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• 2017

Purpose: The aim of this study was to identify the effects of a newly developed instructional coaching program regarding Attention Deficit Hyperactivity Disorder (ADHD) for teachers. Methods: Seventy teachers participated in this study involving a nonequivalent control group and a pretest-posttest design. The instructional coaching program consisted of eight 60-minute sessions. The program was developed through a theoretical development program involving six steps. To evaluate the effects of the program, data were collected through self-report questionnaires including the Knowledge Scale of Attention Deficit Disorder, Attitude Scale of Primary School Teachers Experiencing Students with ADHD, Practice Scale of Educational Intervention Activity, and the Korean ADHD Rating Scale. Data were analyzed with an independent t test, a chi-square test, and an ANCOVA using SPSS WIN version 20. Results: The intervention program consisted of 3 sectors, 8 subjects, and 24 content items. The experimental group showed a significant improvement in attitudes toward ADHD (F=22.83, p<.001). In addition, teacher's knowledge regarding ADHD (F=7.16, p=.010) and the implementation of instructional interventions (F=4.29, p=.043) improved. Further, teachers reported a reduction in children's ADHD-related behavior (F=4.34, p=.041). Results showed that the coaching program made a positive contribution to teaching skills and understanding of school-age children with ADHD. Conclusion: The instructional coaching program was well structured and significantly improved not only teachers'attitudes, knowledge, and teaching skills but also the behavior of children with ADHD in class. Therefore, the program is recommended as a means of facilitating teaching and managing children with ADHD in class.

• Journal of Korean Elementary Science Education
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• v.27 no.3
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• pp.221-232
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• 2008

The purpose of this study was to compare the written tests of the science lessons at elementary schools with the instructional objectives of the teachers' guide for the first term of the 5th grade by using Klopfer's taxonomic system. In the analysis of the instructional objectives in the teachers' guide, A.0(40.0%) and $B.0{\sim}E.0$(42.4%) showed high level but the proportion of processes of F.0(5.6%), G.0(4.0%), H.0(4.0%), and I.0(4.0%) showed low level, while in the written tests A.0 was 54.8%, $B.0{\sim}E.0$ was 36.1%, F.0 was 7.3%, and G.0 was 1.8% but H.0 and 1.0 was not taken at all. In the comparison with the instructional objectives in the teachers' guide about the domain of the knowledge and the comprehension showed hish and the processes of the scientific inquiry showed relatively low. The results of this study suggested that a desirable written test should be made to consider elementary science curriculum and instructional objectives and hold up rates of each behavior category between the instructional objectives of teachers guide and assessment objectives of written tests.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.39-58
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• 2019

The purpose of this study was to investigate the home economics pre-service teachers' verbal interactions during their teaching practicum. For this purpose, the class interactions of four pre-service teachers were recorded, and the data were analyzed using advanced Flanders' verbal interaction analysis. The major findings are as follows: First, the item with the highest proportion of occurrences consisted of the pre-service teachers' 'lectures', 'nonverbal conditions' and 'asks questions'. 'forms a positive learning atmosphere' and 'praises or encourages' exhibited fewer occurrences, and there was little 'giving direction', 'criticizing students or justifying authority'. Second, the instances of class interactions appeared in the form of 'asks questions-student talk response' or 'lecture-asks questions', and in the last class were 'ask questions-student talk initiation' and 'accepts or uses ideas of students'. Third, trends of verbal interactions tend to be generally indirect, and students' remarks have appeared acceptable and compassionate. Fourth, according to expert analysis, 'class management questions' and 'diffusion questions' have increased. Pre-service teachers can guide students through their learning activities, and students can expand their thinking through the teachers' questions. As these results demonstrate, self-study analyses of pre-service teachers and active support in field are needed.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.139-158
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• 2009

The purposes of this study are to develop cyber home study program on consumer life for youth in middle school students and to compare the learning effect of this program with that of teacher's off-line lecture in class. The contents of the middle school Home Economics. Technology textbooks was analyzed. Based on this analysis 4 cyber home study lesson plans on youth's consumer life were developed. The topics of lesson plan were as 'youth and consumer behavior', 'utilizing consumer information'. 'effective consumer choice', 'resolving consumer problems'. The cyber home study were composed of 5 steps which were 'guiding' $\rightarrow$ 'learning activities' $\rightarrow$ 'evaluation' $\rightarrow$ 'further study' $\rightarrow$ 'summery'. The second grade middle school students as an experimental group participated in cyber home study through on-line class. The control group of students who had same condition with the experimental group were taught by home economics teacher using traditional instructional methods in off-line class. After the experiment, the changes in consumer's attitudes and knowledge of both groups were analyzed using Analysis of Covariance. The significant improvements of consumer's attitudes and knowledge were found in both the experimental and control groups of students. However, the consumer's attitudes and knowledge of the students who were taught by the teacher in off-line class improved more than those of the students who studied using cyber home study program in on-line class. Thus, the following conclusion is made that the cyber home study could be one of the useful learning methods to aid traditional off-line teaching in class.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.739-751
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• 2018

The purpose of this study is to identify the differences of argumentation discourses for Socio-Scientific Issues in the types of decision-making and personality traits of pre-service biology teachers. For this study, SSI discussion topics were selected according to four types of decision making: logical reasoning, suggestion of complement, emotional base, and internal conflict. Three groups were constructed based on personality traits such as extroversion, acceptability, and integrity. Each three group used the workbook specially developed and freely used the smart device for discussion. A recorder and a camcorder were used to record each group, their behavior was recorded and the written materials during the discussion were collected for the results. Using Walton's analysis framework, the collected data analyzed in terms of the source of utterance, the process of dialogue shift, and the critical movements that can judge the reasoning of utterance. As a result of the study, it was confirmed that the decision-making type of SSI topics and learners' personalities were influential in the decision-making process of SSI small group discussions. This research shows that there is a need to develop instructional materials considering decision-making types and learners' personality types of students as well as pre-service teachers for SSI discussion.