The purpose of this study was to help teachers for their teaching practice by analyzing the excellent lesson videos. To analyze the lesson videos between teacher and students, the researchers classified excellent lesson classes into four types as 'Discourse type', 'Representation type', 'Operation type' and 'Complex type' by mathematical communication pattern and kept close watch each lesson videos. Mathematical communication of the best discourse type classroom was analyzed in terms of questioning, explaining, and the sources of mathematical ideas. As a result, the number of Discourse type classes was 6. Operation type classes were 16 owing to characteristic of elementary class. Representation type class was 1 and Complex type class was 1. The Classes excluding Operation type was more planned by teachers. Teachers need to know about mathematical communication accurately because they designed just 5 lesson plan considering mathematical communication of students and only one of the lessons has the intellectual purpose of communication. Furthermore teachers should reflect questioning for student-to-student in their lesson plan.
Journal of The Korean Association For Science Education
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v.24
no.1
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pp.29-47
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2004
Two project-centered secondary school programs were studied as part of an effort to elucidate successful components for science reform-based curriculum development. The Teachers for Exciting Science (TES), and Foundational Approaches in Science Teaching (FAST) programs in Korea and U.S., respectively, are project-centered programs because their curricula are centered on the activities initiated and engaged in by the students. Students serve as principal investigators in their projects, and teachers serve as guides. Both programs were analyzed based on criteria such as curriculum design, teaching, lives of students, lives of teachers, evaluation of program, from the Third International Mathematics and Science Study (TIMSS). In the programs, teachers and students directed the development of curricula and their implementation. Students assumed teacher roles as mentors of other students. And emphasis was on development of communication skills through student-delivered talks and written papers, and professional development of teachers as educators and scientists. Participation in TES stimulated secondary school student interest in science, encouraged inquiry thinking, increased achievement in learning science, and promoted better awareness of science related to real life. FAST students practice laboratory and field techniques, experimental design, hypothesis formation, generalization, and practical implications of research as academic and applied disciplinarians. These project-centered programs have been successfully implemented in field, lab, and classroom curricula for secondary science education. Comparison of these programs will provide an opportunity for identifying key elements instrumental in successful implementation of guidelines for science education, as measured through successful outcomes.
In this study, I explored the possibility of using ChatGPT math education. For this purpose, students' problem-solving outputs and conversation data between pre-service teachers and a student were selected as an analysis case. A case was analyzed using ChatGPT and compared with the results of mathematics education experts. The results that ChatGPT analyzed students' problem-solving strategies and mathematical thinking skills were similar to those of math education experts. ChatGPT was able to analyze teacher questions with evaluation criteria, and the results were similar to those of math education experts. ChatGPT could also respond with mathematical theory as a source of evaluation criteria. These results demonstrate the potential of ChatGPT to analyze students' thinking and teachers' practice in mathematics education. However, there are limitations in properly applying the evaluation criteria or providing inaccurate information, so the further review of the derived information is required.
Kim Sook-Young;Son Haeng-Mi;Lee Hong-Ja;Lee Hwa-In;Jun Eun-Mi;Cho Kyung-Mi;Joo Hye-Joo;Han Young-Ran
The Journal of Korean Academic Society of Nursing Education
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v.3
no.2
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pp.125-149
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1997
The role of nurses in Korea is undergoing significant change because of the economic development, medical insurance and the change of family structure. It will be predicted that the nurse's role is extended more and more in the 21C. So the nursing curriculum in nursing education is the most important thing to prepare a good quality of nursing. Furthermore qualified curriculum calls for the development of desirable attitudes in nursing students. The purpose of this descriptive study was to collect data which can be used to facilitate the process of encouraging every college to assume greater responsibility for needed curriculum and educational conditions related to preperation of nursing students for various developed society toward 21C. A total sixty one nursing college were surveyed by mail during August and October 1997. Thirty six college(59%) responded. The data was analyzed by using SAS program. The results are as follows : 1) 32 college(88.9%) answered that they have Nursing educational philosophy and goal. 2) Total credits are 136credits, and the students who don't have teacher's course need 128 credits. 3) Nursing essential subjects comprise 84 credits, and nursing clinical practice subjects are 19 credits. 4) 15 colleges(41.7%) have their own hospital for student's clinical practice, 36 college(100%) take the community nursing practice in public health center, 34college(94.4%) take the school health nursing practice. 5 college(13.9%) have industrial nursing practice. 5) 3-year nursing college have 6.4 professor, 3.5 assistent professor, 1.9 and 3.4 full faculty and 7.4 part time faculty. We sugest that 3-year college have to have nursing educational philosophy and goal in terms of nursing educational standard. To improve the quality of nursing education every college should try to increase the number of professor and to contact qualified hospital for students clinical practice.
Since 2005 KICE-TLC has focused on the development of supporting programs for teaching consultation and pedagogical content knowledge(PCK). The purpose of this year's research was to explore types of pedagogical content knowledge(PCK, hereafter) for effective teaching mathematics topics drawn from the amended national mathematics curriculum announced in February, 2007. Based on this year's PCK research, we will develop mathematics teaching consulting program from 2009 research by field testing of developed mathematics PCK. The major source of data for this study was transcripts of audiotapes of the group discussions that took place during the regular weekly meetings where we compared and analyzed three teachers' classes. We also conducted open-ended interviews with the three teachers and collected reflective notes written by participants. This research provided teachers with an opportunity to think about what is important in the teaching of a topic and why, and to consider possibilities for future development. This research highlights the importance of teacher meetings where teachers share their expertises and insights through reflection and dialogue. By introducing the concept of PCK, examining, analyzing and modelling it in pre-service and in-service teacher education practice, we can contribute to extend teachers' professional learning. Finally, just like quality student learning, quality teaching and teacher education practices require critical reflection and careful scaffolding.
Since 2005 KICE - TLC has focused on the development of supporting programs for teaching consultation and pedagogical content knowledge(PCK). The purpose of this year's research was to explore types of pedagogical content knowledge(PCK, hereafter) for effective teaching mathematics topics drawn from the amended national mathematics curriculum announced in February, 2007. Based on this year's PCK research, we will develop mathematics teaching consulting program from 2009 research by field testing of developed mathematics PCK. The major source of data for this study was transcripts of audiotapes of the group discussions that took place during the regular weekly meetings where we compared and analyzed three teachers' classes. We also conducted open-ended interviews with the three teachers and collected reflective notes written by participants. This research provided teachers with an opportunity to think about what is important in the teaching of a topic and why, and to consider possibilities for future development. This research highlights the importance of teacher meetings where teachers share their expertises and insights through reflection and dialogue. By introducing the concept of PCK, examining, analyzing and modelling it in pre-service and in-service teacher education practice, we can contribute to extend teachers' professional learning. Finally, just like quality student learning, quality teaching and teacher education practices require critical reflection and careful scaffolding.
Journal of Korean Home Economics Education Association
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v.2
no.1
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pp.45-90
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1990
This study aims finding a desirable practical skill evaluation practice evaluation method and then improving student’s learning effect by analyzing the present state and the methods of practical skill evaluation in middle-high schools home economics education. Investigated persons are 250 of high schools home economics thachers(125) and middle schools home economics teacher(125) in Seoul, who are choosen by means of random sampling. The items analysis of questionnaires was performed by means of SPSS(Statistical Package for Social Science). The investigator analyzed their responses to the questionnaires according to teachers’ages, school careers, majors, places of employment, school years in charge. The results are marked with percentage and the significance level is verified by means of Chi-square(X$\^$2/) analysis method, when necessary. This thesis handles practical skill evaluation of general practice units, of clothing and textile unit, and of nutrient and food unit. The results obtained from the items analysis are as follows; I. Results of the items analysis. A. Practical skill evaluation of general units. 1. The motivation and accomplishment feeling of students are most frequently considered as the aims of practical skill evaluation, but the results of practical skill evaluation are, by contraries, most infrequently considered as improvement materials. 2. A greatest number of teachers make together with their colleagues an annual plan for practical skill evaluation an inform students of the concrete information of the test, but perform respectively practical skill evaluation, using 5 steps method. 3. The percentage that teachers majoring in home economics education as compared with others lay the similar stresses on the preparation processes, attitudes, and results of students is very high.
The BAUHAUS started as the purpose of training the people who are designers in the industnal society or who have artistic talent as architect, handicraftman, sculptor, and in the construction, it was based for entire organizational training for every handicrafts in the aspect of the art and form. The preliminary course that became the generative power of the human training that have possessed creativity was studied and put in to practice through the formative activity of dIverse form and method according to the educational idea and the educational method of the teachers who are in charge of such edudation, and common access method that forms the fundamental basis was centered not only human being as a formative principle, and analyzed thoroughly with biological function and further until mental and philosophical part but served and thought synthetically and took principal objects at the formative practice. Together with this, the characteristic structure of the BA UHA US's formative education was taking the grouptherapy educational method where there was not distinguish teacher and student and through the liberal criticism and they realize by experience themselves that how to solve the certain subject and pursue the form by compare each other's solutions.
This study was conducted through a focus group interview of 4 teams of 40 nursing students to provide basic data for the development of customized cadaver practice programs and life and nursing ethics education by identifying the anatomical observation experiences of nursing students through cadaver. We tried to grasp the meaning and essence of the anatomical observation experience using the Colaizzi analysis method. As a result of the analysis, 3 categories, 6 theme clusters, and 12 themes were derived. The theme clusters for each category are as follows: Unrest (worry, confrontation), reflection (the boundary between life and death, teaching of the body teacher), growth (step forward, a valuable experience that will never be again). It was an opportunity for nursing students to realize the mystery of the human body and the preciousness of life through the experience of cadaver, and to consider the altruistic life through donation while recognizing that death is also a process of life in a broad sense.
Journal of Fisheries and Marine Sciences Education
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v.10
no.1
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pp.100-113
/
1998
The information society is characterized by rapidly increasing and changing information. Traditional models of learning and instruct on have emphasized forms of mastering the information in content domains. Storing information and being able to recall it has been central to formal education. But it is no longer possible to master content domains. This paper discusses constructivism as a shifting paradigm for educational research and practice in information society. Constructivism provides an alternative epistemological base to the objectivist tradition. Constructivism holds that there is a real world that we experience. However, the argument is that meaning is imposed on the world by us, rather than existing in the world independently of us. Meaning is seen as rooted in experience. The experience in which an idea is embedded is critical to the individual's understanding of that idea. From the constructivist perspective, learning is not a stimulus-response phenomenon. It requires self-regulation and the building of conceptual structures through reflection and abstraction. Problems are not solved by the retrieval of rote-learned right answers. The effective motivation to continue learning can be fostered by leading students to experience the pleasure that is inherent in solving problems chosen as one's own. Constructivism requires the change of the teacher's role from a knowledge transmitter to a coach or facilitator of student's understanding. Constructivist teachers inquire about students' understanding of concepts before sharing their own understandings of those concepts, and encourage students to engage in dialogue, both with them arid with one another. In Korea, the educational reform called open education has been spreading through out the country. There should be a paradigm shift in learning and instruction from objectivism to constructivism for better educational reform in Korea.
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