• 한국초등상담교육학회:학술대회논문집
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• 2004.01a
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• pp.189-204
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• 2004

We can usually found the children who do overactive and aggressive behaviors. They disrupt classroom order and cause other children immense damage. Their teachers exert themselves to control or manage them in class. This may lead to a reduction of precious time for teaching-learning classroom activities. This study has counseled those children doing overactive and aggressive behaviors with solution-focused brief counseling. This study also explores the following problems. First, how does solution-focused brief counseling affect their overactive and aggressive behaviors? Second, what changes do they experience through solution-focused brief counseling? Third, is solution-focused brief counseling useful in elementary schools? To do this study task, four students have been chosen with the help of teachers in the fifth year at B Elementary School in Ansan. The four children scored high in Mi-hyun Han's 'The ratings of the child's behavior problems' and Se-Yong Jeong's 'Life of school and behavior test'. They are all eleven years old and had two interviews before the experiment and five interviews during the experiment. The analysis of the counseling has been interpreted according to the different analytical methods based on the tasks. Solution-focused brief counseling's effect on children doing overactive and aggressive behaviors has been studied by quantity-analysis method, their changes in behaviors by quality analysis method; phenomenal and psychological method and the usefulness of this counseling in school surroundings by the joint of above two methods. The analysis has provided the following results. First, solution-focused brief counseling has been effective in the reduction of behavioral problems for those children doing overactive and aggressive behaviors and the continuation of the counseling has had a positive effect but it has depended on the individual characteristics and the degree of severity in their behaviors. Second, solution-focused brief counseling has lent itself to encouraging children to have egostrength, confidence, and volition in their behavioral changes with a favorable attitude to the counseling. Third, The egostrength formed through counseling has led children to a progressive direction of their behaviors in their school life. The increasing frequency in counseling has caused a decreasing time-period expected for counseling, and a feasibility of counseling with less resistance. In conclusion, solution -focused brief counseling may be a useful means to help children have positive self-esteem and lead a proper school life, leading to be a helpful facilitation for school site facing a deficiency of counseling.

• Journal of the Institute of Electronics Engineers of Korea SC
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• v.46 no.4
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• pp.7-16
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• 2009

A robot must be able to generate various skills to achieve given tasks intelligently and reasonably. The robot must first learn affordances to generate the skills. An affordance is defined as qualities of objects or environments that induce actions. Affordances can be usefully used to generate skills. Most tasks require sequential and goal-oriented behaviors. However, it is usually difficult to accomplish such tasks with affordances alone. To accomplish such tasks, a skill is constructed with an affordance and a soft behavioral motivation switch for reflecting goal-oriented elements. A skill calculates a behavioral motivation as a combination of both presently perceived information and goal-oriented elements. Here, a behavioral motivation is the internal condition that activates a goal-oriented behavior. In addition, a robot must be able to execute sequential behaviors. We construct skill networks by using generated skills that make action selection feasible to accomplish a task. A robot can select sequential and a goal-oriented behaviors using the skill network. For this, we will first propose a method for modeling and learning Bayesian networks that are used to generate affordances. To select sequential and goal-oriented behaviors, we construct skills using affordances and soft behavioral motivation switches. We also propose a method to generate the skill networks using the skills to execute given tasks. Finally, we will propose action-selection-mechanism to select sequential and goal-oriented behaviors using the skill network. To demonstrate the validity of our proposed methods, "Searching-for-a-target-object", "Approaching-a-target-object", "Sniffing-a-target-object", and "Kicking-a-target-object" affordances have been learned with GENIBO (pet robot) based on the human teaching method. Some experiments have also been performed with GENIBO using the skills and the skill networks.

• The Mathematical Education
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• v.63 no.2
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• pp.165-186
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• 2024

Despite the growing attention on artificial intelligence-based automated scoring technology as a support method for the introduction of descriptive items in school environments and large-scale assessments, there is a noticeable lack of foundational research in mathematics compared to other subjects. This study developed an automated scoring model for two descriptive items in first-year middle school mathematics using the Random Forest algorithm, evaluated its performance, and explored ways to enhance this performance. The accuracy of the final models for the two items was found to be between 0.95 to 1.00 and 0.73 to 0.89, respectively, which is relatively high compared to automated scoring models in other subjects. We discovered that the strategic selection of the number of evaluation categories, taking into account the amount of data, is crucial for the effective development and performance of automated scoring models. Additionally, text preprocessing by mathematics education experts proved effective in improving both the performance and interpretability of the automated scoring model. Selecting a vectorization method that matches the characteristics of the items and data was identified as one way to enhance model performance. Furthermore, we confirmed that oversampling is a useful method to supplement performance in situations where practical limitations hinder balanced data collection. To enhance educational utility, further research is needed on how to utilize feature importance derived from the Random Forest-based automated scoring model to generate useful information for teaching and learning, such as feedback. This study is significant as foundational research in the field of mathematics descriptive automatic scoring, and there is a need for various subsequent studies through close collaboration between AI experts and math education experts.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.311-325
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• 2021

Modern society demands a new science teacher image. Compared to other school ages, elementary school students are the time when the teacher's influence plays a large role and is the time when they first encounter science subjects. The role of science teachers is very important as the starting point for the initial image of science learning and attitudes toward science by elementary science teachers. Therefore, it is very important to correctly establish an image of an elementary science teacher. The purpose of this study is to analyze the images of science teachers that elementary school students prefer and avoid according to their class situation. To this end, 534 elementary school students were divided into five classes: class type, class material presentation method, subject instruction method, subject content explanation method, and class atmosphere, and the image of science teacher who prefers and avoids is described in an open format. Concepts presented by elementary school students were analyzed using Semantic network analysis. The conclusions of this study are as follows. First, the image of a science teacher preferred or avoided by elementary school students was determined according to how the science teacher did the class. Second, elementary school students prefer activity-oriented classes such as experimental classes, and there is a need for classes to be conducted in this manner. Lastly, small changes and efforts of teachers in teaching methods are needed so that changes to science classes preferred by elementary school students can be achieved.

• Journal of vocational education research
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• v.37 no.3
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• pp.85-111
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• 2018

The purpose of this study is to derive the competence of nursing teacher in Specialized vocational high school. The knowledge, skills, and attitudes required for the nursing teachers were verified and the competency groups and sub-competencies were verified and priorities were suggested. To do this, 23 nursing teachers who were currently working in the Specialized vocational high school were selected as expert panels and the study was conducted using Delphi and Layered Analysis(AHP) technique. The results of this study were as follows. First, the competency group of the nursing teacher in Specialized vocational high school showed teaching and learning methods & techniques, student guidance, curriculum development and operation, school management support, industry-academy cooperation, self-development and professionalism improvement. The total number was 6. Second, the sub-competency is composed of knowledge and skills related to the curriculum, planning and preparation of instruction, instruction operation, guidance of experiment and practice, instruction evaluation, development and utilization of teaching and learning medium, instruction environment, guidance on student education activities outside the curriculum, career guidance, life guidance, class management, guidance of technology and qualification, development of school curriculum, organization and operation of school curriculum, planning and operation of field practice, work planning, school management support, teacher evaluation and personnel management support, leaning support(practice place and equipment), establishment and operation of industry-academia cooperation, strengthening community cooperation, public relations in the school(department), field research for improvement of educational activities, participation in conferences and training, exploration of new knowledge and technology, The total number was 26. The most important of the relative importance was the curriculum development and operation. The subordinate competencies that have a high priority in each competency group were guidance of experiment and practice, guidance of technology and qualification, planning and operation of field practice, leaning support(practice place and equipment), management and work planning, establishment and operation of industry-academia cooperation, exploration of new knowledge and technology. The competency system derived from this study will be applied to the training and evaluation of nursing teachers in the future and can be used as basic data for related research.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.61-75
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• 2007

The method used in this descriptive study is the survey. The purpose of the study is to investigate performances of middle school home economics(HE) teachers regarding the HE subject. Respondents in this study were 177 HE teachers. Questionnaires from HE teachers were collected through e-mails. With the operation of the SPSS/Win (ver10.1) program, the analyses such as mean, standard deviation, frequencies, percents, t-test and ANOVA are done to see the relations between the related variables. The results of this study were as follows. First, the middle school HE teachers performed well above the standards in terms of planning, execution, and evaluation about self supervision related to HE. Second, the HE teachers collected materials for instruction by using literary (books) survey, Internet and mass media. They mainly focused on improving ways of "teaching and learning" and deepening the studies related to contents of textbooks. Third, the HE teachers used various ways to improve self supervision in the following order: mass media, literary (books) survey, participation in societies for researches, meetings, various training and field trip More than half of the middle school HE teachers proceeded to graduate schools, joined meetings for researches and had experiences of taking classes in private institutes. They also made a field trip once or twice a year and depended much on TV programs and education broadcasting programs as ways of improving their performances related to self supervision. While they were actively sharing information with their peer group, they made little effort at analyzing and evaluating their classes and utilizing expert group for their classes. The main problems as to self supervision were that only the half of the HE teachers responded that they were performing self supervision related to their classes well above the standards and the area where they heavily focused on has been "teaching and learning" and "the studies related to contents of textbooks". Therefore, to motivate incentives of the HE teachers for self supervision, meetings for researches should be activated and various training programs should be developed. In addition, government should give administrative and institutional support through a publication of books introducing detailed ways of self supervision and an establishment of centers and institutions for supporting self supervision.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.167-178
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• 2024

In this study, we investigated the perceptions of science-related careers and career education among middle school science teachers. Sixty-four science teachers experienced in teaching unit 7 in the first year of middle school participated. The results of the study revealed that not only careers in science but also careers with science were found to be quite high when teachers were asked to provide examples of science-related careers. Jobs related to research/engineering, which are careers in science, comprised the highest proportion of teachers' answers, followed by jobs related to education/law/social welfare/police/firefighting/military, and health/medical, which are careers with science. However, the proportion of jobs mentioned related to installation/maintenance/production was extremely low. The skills required for science-related careers were mainly perceived to consist of tools for working and ways of working. The number of skills classified under living in the world was perceived to be extremely low across most careers, irrespective of career type. Most teachers only taught unit 7 for two to four sessions and devoted little time to science-related career education, even in general science classes. In the free semester system, a significant number of teachers responded that they provide science-related career education for more than 8 hours. Teachers mainly utilize lecture, discussion/debate, and self-study activities. Meanwhile, in the free semester system, the resource-based learning method was utilized at a high proportion compared to other class situations. Teachers generally made much use of media materials, with the use of textbooks and teacher guides found to be lower than expected. There were also cases of using materials supported by science museums or the Ministry of Education. Teachers preferred to implementing student-centered classes and utilizing various teaching and learning methods. Based on the above research results, discussions were proposed to improve teachers' perceptions of science-related careers and career education.

• Journal of Science Education
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• v.34 no.2
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• pp.405-420
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• 2010

The purpose of this study was to contrive the specific teaching plans based on the frame of 2007 revised science curriculum for applying open-inquiry lesson in real education situation and to research the effects of open-inquiry lesson on the student's science-related attitude, science process skill, and to investigate instructing teachers' cognition about open-inquiry. For this study, two fifth grade classes were chosen, one class was the experimental group, who were taught by open-inquiry based lesson, and another was the comparative group, who were taught by traditional method based lesson. The findings of this study were as follows: After open-inquiry lesson, the experimental group students came to enjoy open-inquiry learning and had the positive thought about it. After open-inquiry lesson, the experimental group marked higher mean score than the comparative group in science-related attitude's field but didn't showed the meaningful difference. On the other hand, in science process skill's field, the experimental group showed the significant higher improvement than the comparative one, especially in the subordinate area of basic science process skill. Finally, teachers who instructed students open-inquiry lesson thought open-inquiry lesson is the self-directed problem solving learning which raise the student's science process skill and interest. And the teachers thought the obstacles to instruct open-inquiry lesson are the lack of the student's cognition about open-inquiry and the insufficient circumstance for open-inquiry lesson. Therefore the teachers argued that the prerequisite for settling open-inquiry lesson successfully is to develope open-inquiry lesson curricula and teaching materials.

• Journal of the Korean association of regional geographers
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• v.6 no.3
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• pp.101-115
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• 2000

This study aims to make a research on the secondary school education of geography and the system of teacher training in Belgium, focused on the case of Francophone Community. What has been made clear by this research can be summed up as follows. The first two years of the secondary school offer two hours of 'environment education', per week, which can be categorized into the learning of living geography, in that at this stage students learn how to observe the geographic phenomena in their daily life and pigeonhole them. The two years of the second stage of the secondary school offer one hour of 'world geography' which actually is focused on the district of Europe and Russia. The two years of the third stage of the secondary school offer an advanced course of geography which aims to teach systematically the physical geography and the human geography. A remarkable change in geographic education in Belgium is that in the wake of the Revision Act of the secondary school education, textbooks were replaced by other teaching manuals adapted to the regional condition by the teachers. This may result in a wide gap of achievements in geography according to the conditions of educational establishments. Another notable change is that the stress of geographic education tends to be placed on the ability of acquiring practical geographic knowledge rather than the geographic information itself. And it is also another marked tendency that most learning activities in geography class are conducted on the basis of student-centered and the method of investigation. Teachers of the lower secondary schools in Belgium are trained in the School of Education as multi-major teachers, such as a teacher for biology-chemistry-geography or a teacher for history-sociology-geography. Teachers of the higher secondary school education are trained in the Department of Teacher Education in universities as solo-major teachers in that they are required to know more deeply to teach an advanced course of geography in the higher secondary schools. To improve the teacher education many folds of policies are adopted. One is that many in-service teachers are officially put into services of guiding and teaching teacher training. Another is that faculty members in charge of teacher training course are trying to level up the qualifications of teachers by rigorous disciplining.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.1-12
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• 2007

This study analyzed the recognition and utilization regarding teacher's guidebook for middle school technology-home economics class in the 7th Educational Curriculum. The data were collected via e-mail to teachers teaching home economics in middle schools. These e-mail addresses were acquired from middle school web pages registered on the Educational Board. The 355 data were analyzed using the SPSS program. The results were as follows: First, teachers recognized highly the necessity of teacher's guidebook. However, as the actual guidebook was not adequately helpful, the overall degree of satisfaction was relatively low. Teachers utilizing guidebook had more positive recognition on teacher's guidebook than teachers who did not. And teachers majored in technology education thought teacher's guidebook more helpful compared with teachers majored in home economics education. Second, teachers referenced teacher's guidebook mostly for field practice guidance. Third, teachers who did not utilize teacher's guidebook used other reference materials such as Internet Web sites and audiovisual materials. They were most commonly used for the reason that the contents were ample and easy to access. Fourth, the followings were suggested to improve teacher's guidebook. The provision of learning contents that can be practically used in class, the various samples of teaching-learning method, the specified methods of planning and criteria for performance assessment, the adequate supplementations regarding textbook contents, and the improvement of the outward layout format of the guidebook.