• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.511-536
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• 2017

The present study aims to investigate ways in which pre-service secondary mathematics teachers anticipate 1) students' responses to specific mathematical tasks which are chosen or devised by the participating pre-service teachers as requiring students' higher cognitive demand and, 2) their roles as math teachers to scaffold students' mathematical thinking. To achieve the goal, we had our pre-service teachers to engage in an adapted version of Spangler & Hallman-Thrasher(2014)'s Task Dialogue writing activity whose focus was to develop pre-service elementary teachers' ability to orchestrate mathematical discussion. 14 pre-service teachers who were junior at the time enrolled in the Mathematics Teaching Method Course were subjects of the current study. In-depth analysis of both Task Dialogues which pre-service secondary mathematics teachers wrote and audiotapes of the group discussions while they wrote the dialogues suggests the following results: First, the pre-service secondary teachers anticipated how students would approach a task based on their own teaching experiences. Second, they were challenged not only to anticipate more than one correct students' responses but to generate questions for the predicted correct-responses to bring forth students' divergent thinking. Finally, although they were aware that students' knowledge should be the crucial element guiding their decision-making process in teaching, they tended to lower the cognitive demands of tasks by providing students with too much guidance which brought forth the use of procedural knowledge. The study contributes to the field as it provides insights as to what to attend in designing teacher education course whose goal is to provide a foundation for developing pre-service teachers' ability to effectively orchestrate mathematical discussion.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1256-1271
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• 2004

The importance of science attitudes is more increasing in science education. Science attitudes may influence students' attainment, consistency and quality of classwork as well as their later views of science education and scientific occupations. According to the international comparative researches and longitudinal studies on Korean students' science attitudes, it has shown that the more grade, the less science attitude. This research was survey the science attitudes and learning environment variables, and then make a inquiry that causes of decline of science attitudes. To study this purpose, the participating students in this study will be selected from 3th to 11th grade. 6,925 participants were administered 3 times in questionnaires of science attitudes and learning environment variables during a year. The result of this study showed that science attitude got low after June. Science attitude was changed from 4th grade to 8th grade students. Science attitude much more decrease second semester than first semester, high school students' science attitude fell much. It was experience about science that cause the biggest effect in science attitude and other learning environment variables influence in science attitude change. Learning environment variables made different influence from students of increased and declined science attitude. As category that influence in science attitude, in elementary school were gender, area and grade, in middle school were grade and area, and in high school was area.

• Journal of Internet Computing and Services
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• v.17 no.5
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• pp.141-150
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• 2016

This study proposed the concept model of ICT-based Creative Talented Persons as the type of persons that gifted education in the ICT area should cultivate for the 21st century. The model of ICT-based Creative Talented Persons is made of three dimensions by 3 core competencies, 9 traits, and 27 characteristics. The field experts, that is, teachers on elementary and secondary school levels evaluate the validity of the model. Teachers expressed positive opinions about the validity of the multi-dimension model of ICT-based Creative Talented Persons. We expect that this model can provide a useful guide to designing and operating ICT education and ICT gifted education for cultivating talented persons to contribute for the future society.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.5
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• pp.627-642
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• 2012

The purpose of this study was to develop and validate a teacher's praise dispositions scale(TPDS). On the basis of a literature review of praise, we developed 19 Likert-type items to measure praise dispositions of elementary and secondary school teachers. The developed scale was examined with 342 teachers. With an exploratory factor analysis we extracted 3 sub-factors of the scale consisted of 16 items; frequency, intention, and standard of praise. Cronbach's ${\alpha}$ coefficients of sub-scales were from .60 to .85 and split-half reliabilities were from .60 to .84. A confirmatory factor analysis was conducted to assess the suitability of three components model. It was found that some correlation coefficients, not all of them, between gratitude disposition and praise disposition were statistically significant. It suggested that teachers'praise disposition scale is related to gratitude disposition but is not the same scale. In conclusion, TPDS could be used to measure praise dispositions of teachers. However, for further validity and reliability, repeated research is necessary.

• Korean Journal of Adult Nursing
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• v.26 no.3
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• pp.372-381
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• 2014

Purpose: This study investigated the prevalence of hypertension, explored sleep duration, and examined the related factors to hypertension in Korean middle-aged adults. Methods: Using raw data from the Korean National Health and Nutritional Examination Survey (KNHANES) conducted from 2008 to 2010, a secondary analysis was performed with data from 13,230 adults aged 30~64 years. ${\chi}^2$-test and multiple logistic regressions was used for the data analysis. Results: The prevalence of hypertension among Korean middle-aged adults was 21.8% and 40.3% among participants reported that their average sleep duration was below six hours a night. Risk factors for hypertension include: female (the odds ratio (OR) 1.66 for male), 50~64 years age group (OR 3.66 for 30~49 years age group), education level of elementary school (OR 1.84 for university level), low household income (OR 1.27 for upper), obesity (OR 2.41), high risk drinking (OR 1.64), and sleep duration${\leq}6$ hrs (OR 1.16 for 8 hrs of sleep). Conclusion: High risk population of hypertension could be male, aged, low education, and low income. Obesity, high risk drinking, and short sleep duration should be considered as risk factors for hypertension. Interventions for obesity management, adequate alcohol drinking and sleep duration could be considered for preventing hypertension.

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.135-145
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• 2011

When mathematicians solve the new problems, they present the solutions to their colleagues for getting the approval. If the solution is accepted, it will be theorems. This phenomenon also happens to classrooms in elementary and secondary school. That is main reason to emphasize mathematical communication activities in mathematics education. This study is aimed to develop teaching and learning model for the improvement of mathematical communication ability, applicate the teaching and learning model to two groups and analyze for mathematical thoughts. This study is a case study of 3rd grader's activities. Eight students, four are group applied the teaching and learning model and four are traditional group. The results have been drawn as follows: First, students in the teaching and learning model group induced richer interactions for student's understanding and investigation when we compare to those of traditional group. Second, students in the teaching and learning model group have the chance to explain their thoughts. And we can observe students to clear on their thought through speaking and discussing. This model makes students to enhance organizing, forming and clearing in their mathematical thoughts and is effective to estimate of students thought for teacher.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.177-184
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• 2022

This article aims to explain the concept and characteristics of the 'Intelligent Science Lab', which is being promoted nationwide in Korea since 2021. The Korean Ministry of Education creates a master plan containing a vision for science education every five years. The most recently announced '4th Master plan for science education (2020-2024)' emphasizes the policy of setting up an 'intelligent science lab' in all elementary and secondary schools as an online and offline space for scientific inquiry using advanced technologies, such as Internet of Things and Augmented and Virtual Reality. The 'Intelligent Science Lab' project is being pursued in two main directions: (1) developing an online platform named 'Intelligent Science Lab-ON' that supports science inquiry classes, and (2) building a science lab space in schools that encourages active student participation while utilizing the online platform. This article presents the key features of the 'Intelligent Science Lab-ON' and the characteristics of intelligent science lab spaces newly built in schools. Furthermore, it introduces inquiry-based science learning programs developed for intelligent science labs. These programs include scientific inquiry activities in which students generate and collect data ('data generation' type), utilize datasets provided by the online platform ('data utilization' type), or utilize open and public data sources ('open data source' type). The Intelligent Science Lab project is expected to not only encourage students to engage in scientific inquiry that solves individual and social problems based on real data, but also contribute to presenting a model of online and offline linked scientific inquiry lessons required in the post-COVID-19 era.

• The Journal of Korean Association of Computer Education
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• v.20 no.6
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• pp.27-36
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• 2017

Today, a computational thinking course is being introduced in elementary, secondary and higher education curriculums. It is important to encourage a creative talent built on convergence of computational thinking and various major fields. However, proper analysis and evaluation of computational thinking assessment tools in higher education are currently not sufficient. In this study, we developed a rubric to evaluate computational thinking skills in university class from two perspectives: conceptual learning and practical programming training. Moreover, learning achievement and relevance between theory and practice were assessed. The proposed rubric is based on Computational Thinking Practices for assessing the higher education curriculum, and it is defined as a two-level structure which consists of four categories and eight items. The proposed rubric has been applied to a liberal art class in university, and the results were discussed to make future improvements.

• The Journal of Korean Association of Computer Education
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• v.23 no.2
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• pp.21-29
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• 2020

The purpose of this study is to develop the educational programs for cultivating balanced view of technical understanding and social impact on Artificial Intelligence (AI). To this end, an educational program based on a constructivist approach was developed. Through an experimental class for middle school students we analyzed the concept and perception of AI and the satisfaction of the class. The main results are as follows. First, students' understanding of the concept and the cases of AI in their daily lives has improved. Second, the recognition of the impact of AI on society has emerged and concern about social impact have been lowered. Third, in terms of program satisfaction, all the factors such as understanding of AI, interest in class, interest in AI were high. With these results, we discussed the implications for AI education in elementary and secondary school.

• Journal of the Korean Society for Library and Information Science
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• v.55 no.3
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• pp.197-217
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• 2021

The purpose of this study is to analyze the utilization status of the Comprehensive Support System for Reading Education and other Online tools to draw implications for its improvement. The levels of utilization of the system before and after the COVID-19 were compared, in order to analyze the degree of support and the level of contribution of the system to school library education in the COVID-19 situation, where the online platform utilization has been maximized in elementary and secondary education. A questionnaire survey was conducted among teacher librarians to compare the perceptions of the overall online tools and the utilization of the system in the school library education before and after the COVID-19. Requirements for the better system primarily based on teacher librarians' opinions were analyzed. Based on these, it was possible to discover necessary implications for the improvement of the system in order for the system to function as an online platform for school libraries.