• 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 the Korean School Mathematics Society
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• v.23 no.3
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• pp.397-425
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• 2020

Statistical literacy is a key ability expected of citizens in information-laden societies, and is often revealed as an expected outcome of schooling and as a necessary component of adults' numeracy and literacy. Knowing how important statistical literacy is, the purpose of this research was to measure statistical literacy of adults and secondary mathematics teachers. This study explored the statistical literacy based on the level of understanding in poll results and analyzed the data obtained through semi-structured interviews with 20 secondary mathematics teachers and 20 adults. As a result, the following conclusions were obtained: First, few secondary mathematics teachers and adults correctly recognized the meaning of statistical terms and expressions included in the poll results. Second, 70% of research participants did not reach levels 3 or 4 of statistical literacy levels. Third, the statistical literacy level of secondary mathematical teachers was higher than that of adults.

• Journal of the Korean School Mathematics Society
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• v.25 no.3
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• pp.225-241
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• 2022

The purpose of this study is to analyze and present what aspects of the concept of function prospective mathematics secondary teachers emphasize when designing a class that introduces the concept of function using curriculum and textbooks. For this purpose, virtual instruction and reflections on virtual instruction were analyzed. The results are as follows. The prospective mathematics secondary teachers consider and introduce the concepts of function as correspondences and processes. Their conception of function was consistently observed during virtual instruction and reflections on virtual instruction. The prospective mathematics secondary teachers' conception of function was closely related to the form of expressing functions. These results provi e implications for prospective mathematics secondary teachers' education for introducing the concept of function based on the dependent relation between variables presented in the 2015 revision of the national mathematics curriculum.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.517-524
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• 2002

The secondary science teachers' professional needs and their preference for training method between off-line and on-line education were investigated. A nation-wide survey was administered to 145 science teachers from 106 secondary schools. The respondents showed high demands on all items. The prominent need was to motivate students learning science. To the contrary. their need for learning more about history and philosophy of science was the lowest. Veteran teachers and high school teachers had higher demands on designing evaluation items, but nonveteran teachers on evaluating the effectiveness of their instruction and updating their scientific knowledge. Teachers preferred the online education as a training method for most items except laboratory activities.

• International Journal of Contents
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• v.17 no.2
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• pp.9-19
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• 2021

The purpose of this survey-based study was to investigate high school students' perceptions of mathematics teachers' implementation of Universal Design for Learning (UDL)-based practices and technology in their mathematics classes in 2017. A total of 303 high school students in South Korea participated in this online survey on teachers' use of technology for instructional practices, the frequency of technology tool use, and the meeting of UDL guidelines in mathematics instruction. According to frequency analysis, high school students generally perceived their teachers' mathematics teaching as somewhat positive in providing multiple means of representation, action and expression, and engagement. However, mathematics teachers' implementation of technology tools in their mathematics classes was generally limited. This study indicated significant and positive relationships between variables regarding the use of technology tools and teachers' efforts to follow the UDL guidelines. Applying the Chi-squared test, we further examined how each survey result differed according to high school students' academic achievements and grade levels.

• School Mathematics
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• v.16 no.3
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• pp.445-469
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• 2014

This study aims to examine secondary mathematics teachers' understanding of the levels of cognitive demand on mathematical tasks suggested in mathematics textbooks. The study also attempts to investigate whether the teachers are able to characterize the tasks accordingly and to change low level tasks to high level ones. For this purpose, we developed a survey and 50 secondary mathematics teachers participated in the survey. The findings from the data analysis suggest that 59 percent of the teachers selected high level tasks as appropriate for achieving the national curricular goals, but about 1/3 of the teachers identified PNC tasks as high level ones. The results also reveal that more than half of the teachers were not able to transform low level into high level tasks and only 4 teachers out of 50 were able to transform successfully. The teachers seem to find difficulty in transforming low level tasks into high level ones.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.443-450
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• 1998

This study was performed to find the environmental factors of inquiry instruction perceived by secondary school science teacher. The instrument consisted of three domains such as teaching conditions, viewpoints of secondary school science teachers of environmental factors for inquiry instruction, and barrier and improve! rent factors of inquiry instruction. Teaching conditions between middle school and high school science teachers were not different significantly. Environmental factors of inquiry instruction of secondary school science teacher included five factors such as 'facilities and encouragement', 'amount of works and materials', 'teacher education and textbook', 'practice and knowledge' and 'perception of necessity and satisfaction'. And all factors except 'perception of necessity and satisfaction' were very low state for inquiry instruction. In the disturbant and improving factors, the critical factors were 'over students per class', 'textbook' and 'learning materials' for middle school science teachers, and 'over students per class', and 'entrance examination' for high school science teachers. Thus the development and diffusion of adequate inquiry learning materials may be helpful to practicing inquiry instruction as decrease of works and psychological charges, and it is needed to reorganize systematically and intensify pre- and in-service teacher education to practice inquiry instruction.

• Journal of the Korean earth science society
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• v.21 no.1
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• pp.13-21
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• 2000

In spite of the benefits of field studies, field surveys have not well performed in secondary school. Although many field sites have been developed lately, most field guidebooks describe the geological formations at the outcrops professionally so they can not be used by secondary school students. It is necessary to develop the field study program with which earth science teachers can do field activities easily rather than the one of a highly technical nature. The purpose of this study is to develope a secondary school geology course and to help earth science teachers practice it by providing the efficient teaching methods for the field study

• Human Ecology Research
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• v.58 no.2
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• pp.187-200
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• 2020

This study analyzes the teacher certification examination from 2014 to 2019. The research methods are summarized as follows. First, the questionnaire on tests conducted from 2014 to 2019 was divided into 'Teacher Eligibility Criteria', 'Assessment Area', and 'Evaluation Content Elements' for detailed analysis. Second, the examination for the 2019 school year from the 2014 school year compared the 2009 curriculum with the yearly question items in order to examine the correlation between the secondary school curriculum and test items. Third, this study examined the home economics department reflected in the curriculum of the five national universities. The results of the study are summarized as follows. First, according to the results of the questionnaire survey conducted from 2014 to 2019, the field of Home Economics education showed the highest rate of 25% or more in all years. Second, in order to examine the correlation between secondary school curriculum and Home Economics test items, this study compared the results of the 2014 - 2019 school year examination with the 2009 curriculum. Third, as a result of analyzing the curriculum of the five universities of the National College of Education, the basic courses were properly established at all colleges of education. As a result, the correlation was high overall, even within subcategories, the rate of exams was high only incertain attendants and the frequency of exams was low at some attendants.

• School Mathematics
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• v.17 no.2
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• pp.331-353
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• 2015

The purpose of this study is to investigate expertise of mathematic teachers in development of designing assessment items, derived from development of assessing tools, which is a part of assessing competence of mathematic teachers. Analysis was made upon the difference between Pre-service and In-service teachers in terms of self-perception on assessment items. The assessing references of self-perception on developing in designing assessment items consist of followings: one's Beliefs and Self-Rating in designing assessment items. This investigation on self-perception was carried out by both pre-service teachers who are currently enrolled students in college and in-service teachers who are currently incumbent in secondary schools. This analysis based on 310 teachers' answers on self-perception of designing assessment items, both in- and preservice.