• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.102-116
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• 2008

In their teaching practice, teachers encounter multi-dimensions of pedagogical challenges. The recognition and reflection on these challenges is crucial to advance our science teaching. This study looked into science teachers' dilemmas of their teaching practical work through their written cases. Dilemma cases are teachers' narratives organized around important events of teaching and learning. It can reveal teachers' situated cognition and be used as lens to investigate complex realities of science teaching and learning. 26 pre- and in-service elementary teachers' dilemma cases of science practical work were carefully collected and analysed to interpret what constitute tensions in elementary science practical works. They were largely grouped into three: Curriculum and Institutional Relevance, Students Relevance, Nature of School Experiments Relevance and divided into 7 subheadings: 'Authority of Curriculum(textbook)', 'Disappointment at external support', 'Students' interests and safety', 'Students' unscientific and inert attitude', 'Difficulty of showing expected results', 'Generalization through experiment', 'Knowledge acquisition and authentic inquiry'. Each dilemma was interpreted in terms of the tensions which constitute contradictory beliefs, values, expectation and realities. These dilemmas enabled to expose actual conditions of elementary science practical work and teachers' challenges otherwise can not be seen easily. Science teacher educators also can get some implications to overcome the gap between theory and practice in their teacher education.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.249-272
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• 2014

The purpose of this research is to investigate the differences between early childhood teacher's perception and implementation of the composition direction and details of 5 criteria of "Nuri curriculum by age for 3 to 5 year-olds". As basic research data, this research is to contribute to understand the actual needs of on-spot teacher training, in the early implementation stage of Nuri curriculum, and to be used as basic data to effectively support and execute teacher training, so that "Nuri curriculum by age for 3 to 5 year-olds" can settle as educational basis of stable educational policy in the future. This research used PASW 18.0 program to analyze the difference of early childhood teachers' perception and implementation about Nuri curriculum. Results of this study were as follows; First, the general trend of early childhood teachers' perception and implementation was analyzed by average and standard deviation. Second, to see the difference between perception and implementation of Nuri curriculum for the entire group of early childhood teachers surveyed, matching sample t-test was used.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.75-89
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• 2001

The purpose of this study is to get the more qualified elementary science teacher's guide as a major curriculum material for teachers and to find more improvement suggestions by analyzing of the teachers' perception and using status of it. To examine the problems of this study, 183 teachers from the elementary schools were surveyed by the questionnaire that was developed by researcher, and statistical technique for data analysis was frequency, using SPSS win(version 7.5). Teachers generally thought that the general remarks of the elementary science teacher's guide were helpful to understand elementary science education and the detailed subjects were useful, but teachers less satisfied about 'practice of teaching' of the detailed subjects. The most interested sector of the teachers' was the sector of the teaching methods. The results of this study were that the sector' the methods and evaluation of the elementary science education' of the general remarks and the sector' practice of teaching' of the detailed subjects were mostly interested. So it is necessary to be more detailedly guided when the development of the elementary science teacher's guide are considered.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.140-156
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• 2010

This study aimed to investigate how science teachers perceived major features of the 2007 revised science curriculum and implementing them in classes. The 2007 revised science curriculum included critical features such as creativity, open inquiry, science writing, discussion and STS. In terms of necessity, clarity and complexity of those features for curriculum implementation, teacher perceptions were examined. Particularly with regard to open inquiry assigned 6 class periods per semester as one of the critical features of 2007 revised science curriculum, we asked teachers how they would prepare and implement the technique in their teaching. In results of this study, science teachers agreed on the necessity and importance of those major features of the 2007 revised science curriculum, including creativity, open inquiry, science writing, discussion, and STS. However, they were not clear on how those would work in their classrooms and expected various impediments. Open inquiry was specifically perceived as most negative in its implementation with the mention of various complex reasons. Based on findings in this study, we proposed the 'Dual Action Research Model' for curriculum implementation. It tries to explain how curriculum is implemented in classrooms and diminish the gaps between curriculum developers and teacher users by means of leading teachers to understand the curriculum meaningfully and implement their teaching based on this understanding.

• The Korean Journal of Health Service Management
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• v.6 no.4
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• pp.231-243
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• 2012

This study is aimed to improve future-oriented curriculum by investigating the satisfaction of students from beauty art-related departments on their curriculum and major courses and proposing their basic direction and improvement plan. For this, a survey was conducted against students from beauty art-related departments in Busan (5 junior colleges and 1 four-year university). The following results were obtained: First, according to a correlation analysis on major questionnaire items on the curriculum in beauty art-related departments, statistical significance was observed in 'curriculum development', 'facility and administrative & financial supports', 'instructor/teacher activities', 'educational evaluation activities', 'academia-industry cooperation activities' and 'output evaluation'. In terms of educational satisfaction, statistical significance was observed in all positive relations. Second, according to regression analysis on the evaluation of curriculum output factors in beauty art-related departments, output factor levels were high as 'academia-industry cooperation activities', 'age', 'teacher/instructor activities', curriculum requirement analysis' and 'curriculum development' were high. In overall, relatively good results (69.0%) were observed. A further study needs to be performed for improvement of satisfaction of students majoring in beauty art on their curriculum in educating students from beauty art-related departments by applying their educational evaluation to optimum standards.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.281-298
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• 2005

It is needed to make more efforts to activate the gifted child education in elementary information science regarding selection of the gifted, development of appropriate curriculum, however, as a saying goes that a quality of education is depended on teacher's quality, and outstanding performance of teachers in charge of teaching the gifted is critical to make education for the gifted in elementary information science successful. Considering the significances of teacher variances, the research on the professionality of teacher who is responsible for the elite education in elementary information science should be made, along with a plan to cultivate their competence.

• Journal of the Korea Society of Computer and Information
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• v.22 no.11
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• pp.169-175
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• 2017

In this paper, we propose the elementary school teacher's training direction for effective SW education. In an effort to better understand the efficient SW training contents and methods for teachers, 200 of elementary teachers had been selected from different places in South Korea. The results showed that 1)it should be operated by focusing on the training of female teachers, especially, strengthening the contents of SW ethics. 2)It will need to actively operate the teacher training program to foster the necessary computational thinking and programing for elementary school teacher who work in big cities. 3)It need to create a training program for expanding the SW studying groups. 4)In order to improve the effectiveness of training courses in the development of in-service training programs, the SW ethics contents need to be coordinated with the link the computational thinking and programing. These results are expected to provide the efficient methods to design the future SW training programs.

• Journal of the Korean Geographical Society
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• v.38 no.4
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• pp.640-656
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• 2003

This study is to focus on the National Curriculum and the Geography National Curriculum in England. First, it is studied the background of the National Curriculum establishment by the Education Reform Act(1988) in England where had been carried out curriculum policy allowing teacher to plan curriculum in school level for a long time. Secondly, the background of included Geography in the Foundation Subjects is investigated. Thirdly, the structure of the National Curriculum and the improvement of the Geography National Curriculum from the 1991 version to the reviewed versions of 1995 and 2000 are explained. And finally, the impact of the National Curriculum on geography education in curriculum planning in school level, teaching material and the status of school geography is explored.

• 대한공업교육학회지
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• v.30 no.2
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• pp.60-71
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• 2005

A pendulum of industrial education begins to shift from one based on industrialized society to one on information-based age. To produce an effective result in this situation, It is necessary that an accurate estimate of a change in the circumstances of industrial high schools of Gyeonggi-do. This study researched the province's characteristics and countermeasures on industrial education adjusting the change of industrial environments by regional groups and suggested the solutions as follows. First, This study classified Gyeonggi-do into 9 regions considering the region's respective industrial structure and suggested the structure adjustment plan. Second, This study suggested '3-type curriculum management plan' based on the structure adjustment plan of industrial high schools. It includes employment-centered curriculum which provides the human resources required by industrial community, foundation-centered curriculum which revitalizes starting up a enterprises and clears up the manpower problems, college preparation-centered curriculum which meets the need of the students who are much interested in going to the next stage of education. Third, this study suggested a solution to a problem of surplus industry teacher. It includes 3 methods: Increasing practical training from 2 ours to 3 hours, assigning teachers for a task of academic-industrial collaboration and career counseling, qualifying industrial teachers for another course by minor. An amicable settlement on these matters requires a systematic administrative and financial support based on closely connected governmental-academic-industrial collaboration.

• Journal of the Korean earth science society
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• v.44 no.4
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• pp.342-358
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• 2023

The purpose of this study was to investigate preservice teachers' understanding of democratic citizenship. This study utilized the democratic citizenship frame to assess 17 participants' comprehension of this concept. The researcher designed a method course where participants in groups analyzed science activities to identify democratic citizenship components. Through the analysis of two science activities-one on energy and the other on climate change-and the development of science panels addressing various global issues, preservice teachers' understanding of democratic citizenship was enhanced. Preservice teachers showed a good understanding of critical thinking, communication and collaboration, and STS (science, technology, and society); and the most enhanced understanding of empathy, which was the least perceived in pre-survey, component of democratic citizenship. The democratic citizenship frame proved to be a valuable tool for teaching and learning this topic, particularly when applied to socioscientific issues in the classroom. More research-based revisions of the science curriculum are necessary, and more systematic practices with reflections are essential in teacher education.