• 대한공업교육학회지
• /
• v.34 no.2
• /
• pp.128-160
• /
• 2009

Narratively I have described interactions between two teachers performing an introduction to the engineering class with various situations such as place, teacher, student and subject. I have specifically illuminated a three-dimensional narrative inquiry space embracing the culture of the university, the college of engineering and the ABEEK(Accreditation Board of Engineering Education of Korea)program. The result of the study is as follows: First, in order to stimulate the students' motivation, the teachers have to make not only their class PowerPoint slides match the size of the classroom, but the content of the slides must be condensed with core concepts. They also should utilized some video clips to empower students' interest in the subject within their classrooms. Second, the teachers should do various class activities in the classroom. Instead of spending most of the class time with his/her explanation, it would be advantageous for the teachers to allow the students to perform a task in class. Third, the teachers should ask their students about assignments which are helping students' understanding of the subject and planning of their future. Lastly, the teachers need to design the mid-term and the final tests inducing the students' motivation. Those tests also must test students' creativity and insight of the subject. Thus, the test should consist of an interpretive exercise and an essay type of item thus reducing the multiple choice types of items. There are several limitations to the study. First it is difficult to generalize what we found here because it is a case study. Second, we could not study in depth the effect of the interaction between the two teachers who were performing the introduction to the engineering course during the academic semester. Third, this study just probed into the difficulties of teaching the course. Hence, we have to understand more by focusing on each issue such as adapting to a new learning environment as a student from abroad, a practical experience boosting the students' interest in the introduction to the engineering course, also a practical experience on process based learning-versus result based learning, and an effective management of the student team presentation etc.

• Journal of The Korean Association For Science Education
• /
• v.40 no.3
• /
• pp.291-305
• /
• 2020

The purpose of this study is to examine whether and how the features of performance assessments implemented during integrated science classes are related to teachers' PCK. We observed and video recorded four high school teachers' performance assessment practices, interviewed them, and surveyed their PCK. An analysis of the data shows that the teachers' performance assessment practices differed in terms of assessment of process, diagnosis of student learning progress, feedback, degree of classroom interactions, and use of assessment criteria. In particular, the opportunities for students to participate in assessment actively and use of assessment for learning varied across teachers. Also, relational patterns among science teaching orientations, PCK and performance assessment practices were found. When a teacher aimed at teaching for both academic learning and scientific literacy, sophisticated PCK was shown and assessment practices were complex accordingly. When scientific literacy was emphasized PCK highlighted experiential learning and assessments were not clearly distinguished from learning activities. In contrast, when academic achievement was emphasized traditional teaching strategies and assessments were highlighted. Based on these findings a number of topics for professional development are suggested including strategies for students' active engagement in assessment, use and development of specific assessment criteria, strategies for assessing performance qualities, and intuitive assessment competency development. Further research topics are also suggested.

• Journal of The Korean Association For Science Education
• /
• v.30 no.5
• /
• pp.544-556
• /
• 2010

The purpose of this study was to investigate the change in beginning science teachers' inquiry-oriented teaching practice through mentoring program. Participants in this study are three mentor teachers and three beginning teachers. The three beginning teachers are middle school science teachers who have less than four years teaching experience. Also three science teachers participated in the program as mentors, who have more than twelve years teaching experience. We collected data such as video recordings of beginning teachers' classes, lesson plans, recordings of one to one mentoring and RTOP class observation reports. Mentor teachers observed and analyzed five classes of each beginning teacher. Before the mentoring program, beginning teachers' teaching methods were more concept-oriented and teacheroriented. They rarely used inquiry-elements including prediction, reasoning, hypothesizing and students were not actively engaged in communicative interactions in a classroom. But during the mentoring program, these teachers recognized and responded to student diversity and encouraged all students to participate in science learning. Beginning teachers' teaching methods have changed to become student-oriented, teachers and students collaborated in pursuit of ideas, and students often initiated new activities relevant to an inquiry. As a result, this mentoring program provided beginning teachers the opportunities to reflect on their own teaching and reform their classes. The results show that school-centered mentoring program is helpful to enhance beginning science teachers' inquiry-oriented teaching ability.

• Journal of The Korean Association For Science Education
• /
• v.40 no.1
• /
• pp.29-40
• /
• 2020

The purpose of this study is to explore how a high school science teacher (Teacher E) shifted her understanding and facilitation of scientific modeling through participation in a professional learning community (PLC) for over a year. Based on socially situated theory of learning, I focused on examining Teacher E's frames about scientific modeling from her social interactions. Teacher E participated in her school-based PLC over a year and collaborated with other science teachers, coaches, and researchers to improve science instruction. I qualitatively explored her participation in 6 full-day professional learning opportunities-studios-where the PLC members collectively planned, implemented, and debriefed modeling-based lessons. Especially, I focused on two Studios (Studio 2, 6) where Teacher E became the host teacher and implemented the lessons. I also examined her classroom teaching in those Studios. To understand how the PLC inquiry affected the shifts observed in Teacher E's understanding and practice, I explored how the inquiry evolved over the 6 Studios. Findings suggest that in Studio 2, Teacher E viewed students' role in scientific modeling as to fill out the worksheet with "correct" answers. Meanwhile, in Studio 6, she focused on helping students collaborate to construct explanatory models of phenomena using evidence. The PLC inquiry, focused on supporting students' construction of evidence-based explanations and collaboration in scientific modeling, seemed to promote the shifts observed in Teacher E's understanding and facilitation of scientific modeling. These findings can inform educational researchers and practitioners who aim to promote teachers' professional learning to support students' epistemic practices.

• Journal of The Korean Association For Science Education
• /
• v.39 no.5
• /
• pp.625-635
• /
• 2019

Students are exposed to many visual representations in various visual cultures. Infographics combining visual representations and writing can effectively convey information. Also it can be efficient ways for teachers to focus on important contents. Students can use infographics as a method directly to organize information. Therefore, the infographics that students use both writings and images directly and visually will be more effective on elementary school science classes than the workbook. Classes are guided with the same scientific inquiry and experiment written on the science textbook. The experimental group students organized scientific inquiry by infographics, while the comparison group students still used the workbook. First, the types of infographics are determined by what students want to explain. Based on learning objectives, students used the right type of infographics to effectively convey their focus on information. Second, the infographics organizing activities used in the classes had a significant effect on students' academic achievement. Also, the infographics organizing classes are positively associated to science-related attitudes, including such+ as 'Leisure Interest in Science', 'Adoption of Scientific Attitudes', and 'Attitude to Scientific Inquiry'. Third, visual tendency and classroom treatments had no interactions, but the experimental group had a positive impact regardless of student's characteristics. Fourth, experimental group showed positive attitudes toward to students' perception of infographics. Since some of students had difficulties organizing information in infographics, further research is required to enable students to reduce their burden in application of infographics.

• Journal of The Korean Association For Science Education
• /
• v.36 no.4
• /
• pp.643-655
• /
• 2016

The purpose of this study is to figure out the characteristics of teacher's scaffolding that can promote the social construction of scientific models by analyzing a teacher's scaffolding that actually promoted the social construction in a real classroom context, so that we can better understand the teacher's scaffolding. For this study, a total of 32 middle school students and their science teacher in Seoul were observed and videotaped. The level of social construction were categorized in four stages. We divided the teacher's scaffolding by whether the level of social construction has changed or not, and analyzed teacher's scaffolding in each group. Teacher's scaffolding were categorized based on its object, purpose and means. The object were categorized into two types; small-group and individual. The purpose were categorized into two types; process-help and product-help. The means were coded into Diagnostic strategies(Reading, Listening, Questioning), Checking diagnosis and Intervention strategy(Instruct, Explain, Hint, Confirm). The result show that teacher's scaffolding is helpful in the social construction of scientific models when it supports small-groups more than individuals, and process-help more than product-help. It also shows that in diagnostic strategies, questioning and listening are effective. Finally, using checking diagnosis promoted interactions among students and a 'confirm' intervention strategy should be avoided because it has no positive effect on changes in the level of social construction. This study provides the features of the teacher's scaffolding that promotes social construction of scientific models in middle school classes.

• Journal of The Korean Association For Science Education
• /
• v.33 no.2
• /
• pp.284-309
• /
• 2013

This study aims to explore how to characterize high school science inquiry. For this research, data were collected from fifteen science classes (18 hours), through observation and videotaping, interviews with a few students and their teacher, and documents such as lesson plan or activity sheet in 13 Science Core High Schools. All the data were transcribed and analyzed. Analyses of these transcripts were proceeded in three steps: first, classroom cases showing active interactions between teacher-students and among students were selected; second, according to cognitive process of inquiry (Chinn & Malhotra, 2002), each segment was analyzed and interpreted; lastly, distinctive cases were determined to show essential features of school science inquiry. Based on the analyses, we characterize high school science inquiry in terms of features of variables controlling-device improvement, design studies, evidence-explanation transformation, and reasoning to formulate explanations from evidence. Teachers' role and educational support were discussed as well as the practical characters or features of school science inquiry.

• The Journal of Korean Association of Computer Education
• /
• v.5 no.1
• /
• pp.1-16
• /
• 2002

The development of information and communications technologies(ICT) is changing school education, which is a center of teaching/lession process. Information and communications technologies can not guarantee quality education appropriate for knowledge & information society. Interactions between ICT and educational environment, change in the role of teachers, and shift in teaching strategies for educational contents and learning method would be required. This paper has studied the relationship between school education and ICT, change in the role of teachers, and a direction in teaching strategies to take advantage of ICT in school education. For this purpose, it has endeavored to offer an ideal ICT environment by researching both some cases in the foreign countries and the seventh educational process in Korea. In conclusion, this study recommends the followings; First, interactive environment between school and ICT is necessary to make education appropriate to knowledge-information society; Secondly, in the structutive teaching/learing process based upon ICT classroom, teachers should not be the old role player, such as knowledge transfer and learning manager any longer; instead, they should stimulate more social and conversational thinking, and integrate ICT into teaching process; Thirdly, teaching strategies need to change for the purpose of promoting evaluative thinking productive thinking creative thinking.

• Korean Journal of Child Education & Care
• /
• v.19 no.1
• /
• pp.27-43
• /
• 2019

Objective: The purpose of this study is to investigate how the child care teachers experience about professional vision development through participating in video clubs with their peers while watching videos about their interactions with children in the classroom. Methods: We selected three child care teachers in a day care center in Seoul area and conducted the qualitative case study. Video clubs were designed to support the quality of teacher-child interaction by developing child-care teachers' professional vision. And the video clubs used the self-reflection process and cooperative self-reflection process as an important educational method. Results: Teachers were able to experience the change of attention in watching their interaction scene through the 4-time video club participation and to have opportunity for educational (knowledge based) reasoning. Particularly, through participation in the video club, the teacher could pay attention to teachers' intention, teachers' decision making process, and child's intention. In addition, through video club participation, the teachers experienced educational interpretation based on children's thinking and interest; and reasoning through reflective thinking about the results of teaching behavior. This change of professional vision was possible through mutual scaffolding through cooperative reflection among participating teachers. Conclusion/Implications: Based on the results of this study we discussed the importance of the professional vision development of the child care teachers and the effectiveness of the video club for supporting their professional vision development.

• Journal of The Korean Association For Science Education
• /
• v.27 no.7
• /
• pp.592-608
• /
• 2007

This study explored the types of conceptual change of 'force' within middle school students' conceptual ecologies. This qualitative study was implemented with the use of classroom observations and two interviews with the participants. 11 middle school students (7 females and 4 males) joined in this study. The interviews with the participants were conducted individually before and after the 'force' unit. The collected data were all transcribed and analyzed interpretively. The results of this study consisted of two parts. First, the participants' conceptual ecologies of 'force' were categorized into 4: epistemological commitments (fixed or interactional explanatory consistency), analogy (attribute, working), metaphysical beliefs (people-oriented ontology, animism, causationism, mixed), and past experiences. Second, two representative cases including 'stable' and 'transitional' states were explained based on the interactions within their own conceptual ecologies. We can see students' conceptions with the integrated perspective in the sense that this results tried to get contextual and interactional understandings of the status of the conception and the possibilities of conceptual change. In addition, it implied that conceptual change research should have the perspective of conceptual ecology evolution in the future.