• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.63-78
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• 2013

Purposes of this study were to explore the process of experience that science teachers go through when participating in peer coaching meetings to improve teaching ability and to find out factors that affect each process of experience. The data were collected through recording of peer coaching meetings, videotapes of science class, and interviews. All the data were analyzed after transcription. The results of the study showed that even though Teacher K broke the ice and formed consensus among the peers by developing Content Representation (CoRe) at the beginning of the meetings, he became self-defensive rather than receptive of peers' opinions on the recorded class at the discussion session. But as the peer coaching went on, he realized that peer coaching was not about evaluation but rather on improving his teaching ability. In turn, he was able to look at his teaching in a more objective point of view and accepted suggestions from peer coaching discussion. The self-reflection of Teacher K acted as the key factor in the efforts to improve his teaching ability. He sought the concrete alternatives through the class analysis with fellow teachers and showed major changes in his teaching practice from the language habits, pronunciation, and speed of his speech to the interaction with students and class design. However, there was little change in knowledge of curriculum and assessment due to his strong orientation to improve students' grades as an academic high school teacher. Likewise, it was found that while peer coaching exert a strong influence on instructional methods and strategies of Teacher K, his strong orientation to improve students' grades hinders a balanced development of subcomponents of PCK.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.239-245
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• 2006

The purposes of this study were to develop and implement a teaching strategy that reinforced teacher-student interaction for middle school first grade science and investigate the impact of the teaching strategy on student comprehension of scientific concepts, logical thinking ability, and science-related attitudes. 200 students attending a co-ed middle school located in Gyeonggi province were selected for the study and divided into an experiment and control group each consisting of 100 pupils. The teaching strategy reinforcing teacher-student interaction was applied to the experiment group, while conventional teaching, teacher-led lecturing, was carried out on the control group. To accomplish reinforced teacher-student interaction teacher asked students diversified questions and gave delayed feedbacks that deliberately focused on thought provocation. Results showed that the developed teaching strategy was effective in improving the students' logical thinking ability(p<.01). However, no significant differences were found in student comprehension of scientific concepts and science-related attitudes between the experimental and control group(p<.05). It was determined that more sound research is needed to develop and apply a lesson plan based on the teaching strategy used in this study.

• English Language & Literature Teaching
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• v.12 no.2
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• pp.61-85
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• 2006

The purpose of the present study is to compare Korean EFL learners' speech corpus (i.e. oral productions) with their composition corpus (i.e. written productions). Four college students participated in the study. The composition corpus was collected through a writing assignment, and the speech corpus was gathered by audio-taping their oral presentations. The results of the data analysis indicate that (i) As for error frequency, young adult low-intermediate Korean EFL learners showed high frequency in determiners (mostly, indefinite articles), vocabulary (mostly, semantic errors), and prepositions. The frequency order did not show much difference between the speech corpus and the composition corpus; and (ii) When comparing the oral productions with the written productions, there were not many differences between them in terms of the contents, a style (i.e., colloquial vs. literary), vocabulary selection, and error types and frequency. Therefore, it is assumed that the proficiency in oral presentation of EFL learners at this learning stage heavily depends on how much/how well they are able to write. In other words, EFL learners' writing and speaking skills are closely co-related. It implies that the teacher does not need to separate teaching how to speak from teaching how to write. The teacher may use the same methods or strategies to help the learners improve their English speaking and writing skills. Furthermore, it will be more effective to teach writing before speaking since they have more opportunities to write than speak in the EFL contexts.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.3
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• pp.872-880
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• 2016

The purpose of this study is to find the research trends relating to flipped learning through keyword network analysis. For investigating this topic, final 100 papers (removed due to overlap in all 205 papers) were selected as subjects from the result of research databases such as RISS, DBPIA, and KISS. After keyword extraction, coding, and data cleaning, we made a 2-mode network with final 202 keywords. In order to find out the research trends, frequency analysis, social network structural property analysis based on co-keyword network modeling, and social network centrality analysis were used. Followings were the results of the research: (a) Achievement, writing, blended learning, teaching and learning model, learner centered education, cooperative leaning, and learning motivation, and self-regulated learning were found to be the most common keywords except flipped learning. (b) Density was .088, and geodesic distance was 3.150 based on keyword network type 2. (c) Teaching and learning model, blended learning, and satisfaction were centrally located and closed related to other keywords. Satisfaction, teaching and learning model blended learning, motivation, writing, communication, and achievement were playing an intermediary role among other keywords.

• Clinical and Experimental Reproductive Medicine
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• v.48 no.2
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• pp.150-155
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• 2021

Objective: Oxidative stress (OS) plays a key role in the etiology of unexplained male infertility. Coenzyme Q10 (CoQ10) is a potent antioxidant that may improve semen quality and OS in infertile men with idiopathic oligoasthenoteratospermia (OAT), but the underlying mechanism is unknown. Therefore, the present study was undertaken to investigate the effect of CoQ10 on OS markers and sperm DNA damage in infertile patients with idiopathic OAT. Methods: This prospective controlled study included 50 patients with idiopathic OAT and 50 fertile men who served as controls. All patients underwent a comprehensive medical assessment. Patients and controls received 200 mg of oral CoQ10 once daily for 3 months. Semen and blood were collected and analyzed for sperm parameters, seminal CoQ10 levels, reactive oxygen species (ROS) levels, total antioxidant capacity, catalase, sperm DNA fragmentation (SDF), and serum hormonal profile. Results: The administration of CoQ10 to patients with idiopathic OAT significantly improved sperm quality and seminal antioxidant status and significantly reduced total ROS and SDF levels compared to pretreatment values. Conclusion: CoQ10, at a dose of 200 mg/day for 3 months, may be a potential therapy for infertile patients with idiopathic OAT, as it improved sperm parameters and reduced OS and SDF in these patients.

• Proceedings of the KIEE Conference
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• 1992.07a
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• pp.351-353
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• 1992

Recently, robot plays an important role in factory automation and its use is rapidly increasing. In paticular, modern industry tends to need the robot to adjust itself swiftly to new workcell. But, robot is to be taught of operator through teaching box in order that it can carry out new tasks. In the process, interruption of the production line is frequent and so much time and expense are required. Computer Graphic Simulator(CGS) provides a useful tool to overcome such a problem. In this paper, CGS consists of teaching mode and execution mode. The 5-axis Rhino robot is modelled in IBM-PC/386 compatible 32-bit personal computer with 80387 co-processor and the simulator performs defined operations on the computer screen.

• Research in Mathematical Education
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• v.21 no.1
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• pp.35-46
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• 2018

In this perspective paper, we present seven elements of the appropriate educator mindset for teaching in the constructivist elementary mathematics classroom. The elements include supporting students as they construct their own understanding, eliminating deficit view of slow learners, setting new understanding and growth as the learning objective, providing opportunities to co-construct meaning with peers, using student contributions as the source of curricular material, encouraging all students to participate in learning, and providing instruction not bounded by time. In our struggles to provide authentic, inclusive elementary classrooms, we hope that our discussion of the educator mindset can increase discourse on constructivism from philosophy to practice in the community of mathematics education and policy makers.

• Communications of Mathematical Education
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• v.38 no.1
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• pp.1-26
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• 2024

As the limitations of professional development programs and individual attempts to improve teaching expertise have been reported, mathematics teachers have operated various types of teacher learning communities as alternative teacher professional programs. A teacher learning community can be considered a Community of Practice(CoP) in that it satisfies three factors of Cop, which are common purpose, mutual participation, and shared repertoire, so the 'learning' of a teacher community can be interpreted based on the theory of CoP. The purpose of this study is to investigate the process of identity development of five mathematics teachers who have been continuously involved in teacher communities. For this, the researcher collected data on the entire process of community activities through participant observation and conducted individual follow-up interviews to explore mathematics teachers' narratives and personal experiences. Results indicated that mathematics teachers experienced the development of practical knowledge related to mathematics teaching and learning, improvement of teaching practice through continuous reflection and introspection, and recognization the shared value of togethering through community immersion. Based on these experiences, implications for the effective operation of learning communities such as national support of teacher learning communities and horizontal and cooperative teacher norms were discussed, and follow-up research was proposed.

• Journal of the Korean School Mathematics Society
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• v.15 no.2
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• pp.215-238
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• 2012

One of the keyword in every nation's recent educational policy is key competencies. Considering national competitiveness originating from educational competitiveness, educational policy has been driven to identify key competencies and realize them through school education. Within this context some leading countries have developed competencies-based curriculum and discussed ways to relate key competencies and subject matter areas. However, there have been few researches on how to reflect or integrate key competencies into subject matter areas. Because of this reason, the ways to incorporate and integrate key competencies into three subject areas including mathematics were investigated. The recent trends of curriculum, teaching and learning, and assessment of domestic and foreign cases were explored by the subject of one Korean international middle school, one British foreign school in Seoul, one French foreign school in Seoul, and four middle schools in New Zealand. To establish competencies-based school education, there should be intimate connection system among curriculum, teaching and learning, assessment, and teacher education. Through analysis of domestic and foreign cases, some conclusions regarding how these aspects have changed with the emphasis of key competencies were drawn. In this paper, through classroom observations and teacher interviews, the reality of competencies-based mathematics teaching of New Zealand and France was investigated. As a result, summaries and recommendations related to ways to improve subject teaching and teacher education in light of key competencies were presented. In these recommendations, the ways to reconstruct subject-based curriculum, the content-specific teaching and learning, and educational assessment were included.

• Advances in environmental research
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• v.9 no.2
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• pp.123-133
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• 2020

A time series dataset was conducted to ascertain the effect of water table on the variability in and emission of CH₄ and CO₂ concentrations at a closed landfill site. An in-situ data of methane/carbon dioxide concentrations and environmental parameters were collected by means of an in-borehole gas monitor, the Gasclam (Ion Science, UK). Linear regression analysis was used to determine the strength of the correlation between ground-gas concentration and water table. The result shows CH₄ and CO₂ concentrations to be variable with strong negative correlations of approximately 0.5 each with water table over the entire monitoring period. The R² was slightly improved by considering their concentration over single periods of increasing and decreasing water table, single periods of increasing water table, and single periods of decreasing water table; their correlations increased significantly at 95% confidence level. The result revealed that fluctuations in groundwater level is the key driving force on the emission of and variability in groundgas concentration and neither barometric pressure nor temperature. This finding further validates the earlier finding that atmospheric pressure - the acclaimed major control on the variability/migration of CH₄ and CO₂ concentrations on contaminated sites, is not always so.