• Journal of Educational Research in Mathematics
• /
• v.22 no.4
• /
• pp.495-515
• /
• 2012

This study is to diversely analyze teachers' Pedagogical Content Knowledge (PCK) regarding to the area of plane figures and discuss the consideration for the materialization of the effective class in learning the area of plane figures by identifying the improvements based on problems indicated in PCK. The subjects of inquiry are what the problems with teachers' PCK regarding to the area of plane figures are and how they can be improved. In which is the first domain of PCK, teachers need to fully understand the concept of the area and the properties and classification of the area and length, recognized the sequence structure as a subject of guidance and improve the direction which naturally connects the flow of measurement by using random units in guidance of the area. In which is the second domain of PCK, teachers need to establish understanding of the concept for the area and understanding of a formula as a subject matter object and improve the activity, discovery and research oriented class for students as a guidance method by escaping from teacher oriented expository class and calculation oriented repetitive learning. They also need to avoid the biased evaluation of using a formula and evenly evaluate whether students understand the concept of the area as a performance evaluation method. In which is the third domain of PCK, teachers need to fully understand the concept of the area rather than explanation oriented correction and fundamentally teach students about errors by suggesting the activity to explore the properties of the area and length. They also need to plan a method to reflect student's affective aspects besides a compliment and encouragement and apply this method to the class. In which is the fourth domain of PCK, teachers need to increase the use of random units by having an independent consciousness about textbooks and supplementing the activity of textbooks and restructure textbooks by suggesting problematic situations in a real life and teaching the sequence structure. Also, class groups will need to be divided into an entire group, individual group, partner group and normal group.

• Journal of Science Education
• /
• v.47 no.1
• /
• pp.88-106
• /
• 2023

This study aims to investigate the disparity between the teacher's perception of student-centered inquiry classes and the actual implementation of such practices. Specifically, we compared an elementary science teacher's self-perception of her science lessons with the observers' evaluation using the Reformed Teaching Observation Protocol (RTOP) of the "Temperature and Heat" unit. Research data were collected through classroom teaching survey, interview, and science lessons video which were analyzed using the RTOP. As a result of the study, the teacher recognized that she was practicing inquiry-oriented/student-centered classes, but the results judged by the RTOP score were found to be transitional/student-affected classes by a slight difference. Teacher H planned and practiced classes based on a high understanding and content knowledge of the curriculum and created a science classroom culture that promotes active interaction among students as well as students and teachers. However, teacher-led aspects were still emphasized in teaching design and implementation, and the project theme and content were inappropriate to improve the quality of students' science inquiry experience. In the end, the slight difference between teacher's perception of inquiry-oriented/student-centered classes and actual implementation is related to how student-centered "lesson design" is and how to plan and implement classes supported by "procedural knowledge" for students' experience in the science inquiry process. These results indicate that the teacher's self-evaluation alone is not enough to determine whether the teacher's intentions and efforts are actually being implemented, and that it is necessary to conduct objective analysis, evaluation, and discuss the results of science classes by the external observers.

• Communications of Mathematical Education
• /
• v.26 no.1
• /
• pp.109-135
• /
• 2012

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, the part of subject matter knowledge was consisted of four evaluation domains such as the knowledge of curriculum reconstruction, knowledge of mathematical contents, methodological knowledge, mathematical value. The part of Learners' unders tanding included the evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies. The part of teaching methods and evaluation was consisted of seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. Also, the part of teaching context was consisted of four evaluation domains such as application of instructional tools and materials, commercial manipulatives, environment of classroom including distribution and control of class group, atmosphere of classroom, management of teaching contexts including management of student. According to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of obtaining, planning, acting, and reflecting.

• Journal of Environmental Health Sciences
• /
• v.39 no.3
• /
• pp.256-267
• /
• 2013

Objectives: The purpose of this study was to evaluate food hygiene and safety knowledge, attitudes, and practices (KAP) among the elementary school children, and furthermore, to explain the interrelations among these three variables. A second purpose was to compare gender differences of KAP. Methods: A self-administered, structured questionnaire was designed and completed by 376 elementary school children. A five-point Likert scale with twenty questions was used to gather information. Data was analyzed by frequency analysis, Pearson's correlation and analysis of variance or Student's t-test. Results: Children generally had good knowledge of food hygiene and safety, and knowledge of children was superior to the attitudes and also to their practices (p < 0.05). The attitude score was mediated between knowledge and practice scores. Significant differences (p < 0.05) were found between boys and girls in an item of knowledge, three items of attitudes, and six items of practices. A significant positive correlations were observed between knowledge and practices (${\gamma}$ = 0.70, p < 0.001), and between attitudes and practices (${\gamma}$ = 0.45, p < 0.001), as well as between attitudes and practices (${\gamma}$ = 0.51, p < 0.001), revealing that increased knowledge and even attitudes toward food hygiene safety could result in positive change in practices or behaviors. Conclusions: The results of this study indicate that despite good knowledge and attitudes of children, their practices toward food hygiene and safety are not acceptable. Gender differences in practices were highlighted. In order to create effective educational interventions on the food hygiene and safety of children, a better understanding of their awareness and the required related information is necessary.

• Asian Pacific Journal of Cancer Prevention
• /
• v.15 no.24
• /
• pp.10841-10846
• /
• 2015

Background: Smoking is a primary risk factor for cancer development. While most research has focused on smoking cigarettes, the increasing popularity of shisha or water pipe smoking has received less attention. This study measured the prevalence and risk factors for shisha and cigarette smoking and related knowledge. Materials and Methods: This cross-sectional analytical study was conducted in Shah Alam, Malaysia. Participants aged ${\geq}18years$ were selected from restaurants. Data regarding demographic variables, smoking patterns, and knowledge about shisha smoking were collected in local languages. Logistic regression was performed to assess risk factors. Results: Of 239 participants, 61.9 % were male and 99.2% revealed their smoking status. Some 57.4% were smokers: 50.7% only cigarettes, 5.9% only shisha and 42% both. Mean age of starting cigarette smoking was $17.5{\pm}2.4years$ and for shisha smoking $18.7{\pm}2.0years$. In a univariate model, male gender, age 33-52 years and monthly income > MYR 4,000 increased the risk and unemployment and being a student decreased the risk. In a multivariate model, male gender increased the risk of smoking, while being a student decreased the risk, adjusting for age and income. The perception of shisha being less harmful than cigarettes was present in 14.6% and 7.5% had the opinion that shisha is not harmful at all, while 21.7% said that it is less addictive than cigarettes, 39.7% said that shisha did not contain tar and nicotine, 34.3% said that it did not contain carbon monoxide and 24.3% thought that shisha did not cause health problems. Conclusions: Prevalence of shisha and cigarette smoking is high in the general population in Malaysia and knowledge about shisha smoking is relatively low. The findings of our study might have implications for understanding similarities and differences in incidence of shisha and cigarette smoking in other cultural/geographic regions.

• Journal of the Korean School Mathematics Society
• /
• v.21 no.2
• /
• pp.113-139
• /
• 2018

There is no doubt about the importance of teacher knowledge for good teaching. Many researches attempted to conceptualize elements and features of teacher knowledge for teaching in a quantitative way. Unlike existing researches, this article suggests an interpretation of preservice teacher knowledge in the field of geometry using the Shulman - Fischbein framework in a qualitative way. Seven female preservice teachers voluntarily participated in this research and they performed a series of written tasks that asked their subject matter knowledge (SMK) and pedagogical content knowledge (PCK). Their responses were analyzed according to mathematical algorithmic -, formal -, and intuitive - SMK and PCK. The interpretation revealed that preservice teachers had overally strong SMK, their deeply rooted SMK did not change, their SMK affected their PCK, they had appropriate PCK with regard to knowledge of student, and they tended to less focus on mathematical intuitive - PCK when they considered instructional strategies. The understanding of preservice teachers' knowledge throughout the analysis using Shulman-Fischbein framework will be able to help design teacher preparation programs.

• Journal of Korean society of Dental Hygiene
• /
• v.10 no.3
• /
• pp.523-530
• /
• 2010

Objectives : In order to provide basic data necessary for developing oral health education plane for school continued oral health education by understanding knowledge and activities of oral health. Methods : This study was performed against 324 students at 5th grade of 2 elementary schools in Iksan-si, Jellabuk-do selected through convenience sampling, who were in mixed dentition period that might experience dental caries of permanent tooth. Results : As results, For the knowledge level on oral health by questions, it was found that the case that the elementary school students had correct knowledge on oral health was 'chocolates, snacks, and candies were foods that might often cause dental caries' and 95.8% of the students recognized it well. It was found that for 'must do toothbrushing before going to bed', 'during toothbrushing, I clean my tongue', and 'Proper time necessary for toothbrushing is about 3 minutes', 89.3%, 93.2%, and 89.3% of the students knew the, respectively. When oral health knowledge level by groups was divided into 3 groups and observed, they were classified into Low (0-4 points), Mid (5-7 points), and High (8-10 points). It was found that the knowledge level of each group was High 64.1%, Mid 33.9%, and Low 2.0% and it was identified that the high group took the largest ratio. It was suggested also for oral health knowledge level depending on their father's academic background that there was a statistically significant difference in the group higher than university graduate(p<.05). It was found for oral health knowledge level depending on parents' dental condition that an answer that both parents were good was high and there was a statistically significant difference. But post-analysis resulted that there was no apparent difference among groups. It was found that the ratio of respondents who answered for toothbrushing method 'toothbrush should be moved and rotated downward for the upper teeth and upward for the lower teeth to clean the teeth and gum' were 33.2% of male students and 29.4% of female students and showed statistically significant difference (p<0.05). It was found also that the ratio of respondents who answered to use a toothbrush for about 3 months' were 29.4% of male students and 25.5% of female students and showed statistically significant difference (p<0.05). Conclusions : Oral health program through the elementary school students and their parents for the development of proper oral health care education programs continue to be made should be considered.

• Journal of the Korean Society of Earth Science Education
• /
• v.4 no.2
• /
• pp.89-101
• /
• 2011

Science, Mathematics, Engineering, and Technology (STEM) integrated education has been spotlighted as a new approach for promoting students' conceptual understanding and supporting their future career in STEM field. There is increasing evidence of the positive impact of using a whole design process that can be an example of STEM integrated activities to improve students' conceptual understanding and problem solving skills. However, there is a lack of information on how teachers should accomplish science and engineering integration activities in their classroom and what process they should pay attention. To answer this question, we research the relationship between an design process and students' conceptual understanding using an engineering design activity, called 'Save the Penguins', and study on how each step in an engineering design process in this activity enhance students' conceptual knowledge in science. We found that testing their prototypes and discussing with their peers were the most important process for students to understand and apply science concept for their design, even though the whole engineering design process (demonstration about radiation, discussion about examples in our lives, and testing and reviewing their prototypes, and making final design) helps the students understand the scientific concepts.

• Journal of the Korean School Mathematics Society
• /
• v.12 no.2
• /
• pp.195-227
• /
• 2009

The study was designed to describe the pre service teachers' development of their TPCK throughout the teacher preparation program that integrated technology throughout the program and how they succeeded in teaching with technology in the actual classroom during student teaching. Multiple data sources were used to obtain information toward answering the research questions. Overall, the emphasis of the teacher preparation program in this study in helping preservice teachers to acquire TPCK transformed the preservice teachers' understanding described by the four components of TPCK. However, the diversity of beliefs, teaching, and technology background affected their understanding and development of TPCK throughout the program.

• Journal of The Korean Association For Science Education
• /
• v.22 no.2
• /
• pp.357-377
• /
• 2002

This study is for better understanding about the process of students' conceptual change. As a starting point, it is assumed that the process of students' conceptual change can be viewed as the process of the successive refinement and articulation of students' conceptual framework. Based on the theoretical review of conceptual change literature, various processes, which can be involved in the above assumed process, can be found. And also, by analyzing the process of development of scientific knowledge about Planck's blackbody radiation law and Bohr's atom, six types of processes of refinement and articulation of scientific knowledge can be found. It is hoped that these theoretical discussions can guide the direction for obtaining and interpreting the students' real responses during the process of conceptual change.