• Communications of Mathematical Education
• /
• v.32 no.1
• /
• pp.97-111
• /
• 2018

This study is to establish the domains and the standards of instructional evaluation on the teacher knowledge dealing with the knowledge of 'teaching and learning methods and assessment'. Especially, in this study, the instruction assessment standards are developed focused on the six types of mathematics competencies such as problem solving, communication, reasoning, creativity and collaboration, information and handling, attitude and practice which were emphasized in the mathematical curriculum revised in 2015. By the result, seventh evaluation domains such as an instruction involving problem-solving activity, an instruction involving reasoning activity, instruction involving communication activity, instruction on information and handling activity, instruction involving learners' achievement level and attitude, instruction involving the development of assessment method and tool, instruction applying on assessment result were new established. According to those domains, the 19 instructional evaluation standards were developed totally. This study is limited to consider the domain of 'teaching and learning methods and assessment' among the domains of teacher knowledge, while dealing with the elements of mathematics competencies in the standards. However, instructional evaluation standards reflecting these competencies should be developed in the other diverse domains of teacher knowledge.

• Journal of The Korean Association For Science Education
• /
• v.35 no.5
• /
• pp.885-893
• /
• 2015

In this study, we compared the use of information and communications technology (ICT) by middle school teachers in Korea and other countries utilizing the teacher survey data of the IEA International Computer and Information Literacy Study (ICILS) 2013. The ICILS target population consisted of all students in the eighth grade. We compared Korea with Australia, the Czech Republic, Norway, and Poland, which are nations showing the highest achievements in computer and information literacy. We selected nine questions from the teacher questionnaire and divided them into the categories of computer use, use of ICT for teaching and learning, and the ICT support environment in school. In comparison to their counterparts in other countries, Korean middle school science teachers used computers frequently and also had high ICT self-efficacy. They were confident in their ability to use computers for general tasks, but not in their ability to use computers for teaching and learning. The Korean teachers also had a high percentage of utilization of presentation and graphics software. Also, the proportion of activities concerning the information provided and teacher-led tasks was high, but the proportion of activities for student collaboration or peer interaction was low. In Korea, middle school science teachers had more negative than positive views of using ICT in teaching and learning. The teachers thought that computer-related resource support and digital learning materials were insufficient and that the computer model was outdated in schools. Therefore, we propose to build an ICT infrastructure and to develop and disseminate ICT teaching and learning methods for student activities.

• Journal of Educational Research in Mathematics
• /
• v.26 no.4
• /
• pp.755-768
• /
• 2016

According to TIMSS, secondary math teachers in Korea has lower confidence compare to other countries, despite the fact that teachers' confidence of teaching is an important variable. This not only influences the student's improvement but, also the quality improvement of teachers' career. Therefore, this study explores the effect of secondary math teachers' confidence according to the context variables such as teaching years, teaching preparation, collaboration with other teachers, and teaching limitation. Additionally, these context variables' $R^2$ toward the change of teaching confidence is also included. Results indicate that teaching preparation, collaboration with other teachers, and teaching limitation contribute in the confidence of teaching. $R^2$ of the change of teaching confidence shows large contribution to teaching preparation which does not accomplish with other variables.

• Journal of The Korean Association of Information Education
• /
• v.22 no.5
• /
• pp.535-543
• /
• 2018

The purpose of this research is to analyze the current status of elementary pre-service teachers' concern on SW education using the Concern-Based Adoption Model, and to investigate issues to be considered in pre-service teacher education. The participants were 137 senior students enrolled in a university of education. A survey was conducted using the Stages of Concerns Questionnaire(SoCQ). Elementary pre-service teachers' concern on SW education was turned out to be the highest at the awareness stage, and the lowest at the consequence stage, and thus showed the 'nonuser' pattern. It also showed a 'positive nonuser' pattern by indicating a little more concern at the collaboration and refocusing stages than the consequence stage concerning the impact of SW education. In addition, no significant difference was found according to pre-service teachers' gender. In comparison with that, significant differences were found according to their programming level at the awareness, personal, consequence and collaboration stages. Based on the results of the research, suggestions were made for the improvement of the pre-service teachers' SW education program concerning the presentation of related information and the enhancement of programming capabilities.

• Korean Journal of Childcare and Education
• /
• v.9 no.1
• /
• pp.149-173
• /
• 2013

The purpose of this study was to examine the experiences of teachers during the development and performance of a nutrition education program based on collaboration between the school organization and local community, as the experiences of teachers who participate in a nutrition education program might be one of major factors to determine the success or failure of their performance. It's basic goal is give some suggestions on school nutrition education and to explore how to assist teachers to ensure their successful performance of a nutrition education program. As a result of analyzing the collected data, the experiences that the teachers had in the program planning stage were subcategorized into two groups: 'finding hope amid complaints' and 'building a learning community'. The experiences that the teachers had in the acting stage were subcategorized ino two groups as well: 'regulating, equalizing and forming a new schema' and 'building stepping stones'. The experiences that they had in the evaluation stage were also subcategorized into two groups: 'finding it rewarding and thankful to teach' and 'new challenge'. The findings of the study are expected to provide essential information on how to assist teachers to offer effective and successful nutrition education.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.4
• /
• pp.435-440
• /
• 2021

This study examines the effectiveness of the study through a case of PBL (problem-based learning) class conducted in a balanced culture course called at 00 - University in the second semester of 2020. The effects we can achieve through learning are as follows: First, problem-based learning (PBL) has sufficient active interaction between the teacher and the learner. Second, PBL learning can actively utilize various problems that fit the characteristics of the subject and actively utilize the process of role sharing and collaboration. Third, critical perceptions of problem situations can be extended. The limitations identified in this class case are, first, the nature of the subject, "Understanding Culture and Philosophy," which makes it possible to discuss the global cultural phenomenon, but it should be discussed in terms of philosophy. Second, it is not easy to work as a team on non-face-to-face online.

• Journal of the Korean Society for Library and Information Science
• /
• v.58 no.3
• /
• pp.35-64
• /
• 2024

The purpose of this study is to develop educational strategies and models by applying future-oriented elements of libraries, which are transitioning into integrated spaces through collaboration with archives and museums, into school library education. This study focuses on the changes where libraries expand their spaces and roles in response to the trends of a pluralistic society. The term 'Larchiveum' was established to represent a knowledge and culture complex space. The concepts and functions of this term were identified, and the characteristics of materials collected and managed by archives, museums, and art galleries, as well as domestic and international educational information services, were analyzed to explore ways to integrate them into school library education. Based on the ASSURE instructional design model, which emphasizes the effective selection and use of teaching and learning media, this study developed Larchiveum strategies, including 'Inquiry-based Information Utilization,' 'Curriculum Integration and Convergence,' 'Collaboration, Sharing, and Dissemination,' and 'Digital Archive,' and structured the educational content accordingly. The procedures and steps were refined through the evaluation and feedback of field experts, leading to the development of a collaborative educational model that incorporates Larchiveum strategies, resources, and inquiry-based instruction.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.21 no.2
• /
• pp.111-127
• /
• 2010

This study aims for developing an instructional design strategy to improve collaborative teaching between teacher librarians and subject teachers in library-assisted instruction. Collaborative teaching is an important management activity enhancing teaching role of teacher librarians in their school community. But in the actual condition the level of the library-assisted instruction as its practical strategy is cooperation and subject teachers are leading teaching and learning except for selecting resources. Because library-assisted instruction is resource-based learning, the procedural knowledge of information literacy curricula and topics of subject specific curricula should be designed as a whole. Also, there must be possibilities of reducing trial and error and expanding successes. From these sides, the collaborative design strategy for library-assisted instruction can be planned like 'statement of learning situation-co designing-co teaching-co evaluating'.

• Journal of Korean Elementary Science Education
• /
• v.39 no.2
• /
• pp.183-203
• /
• 2020

The purpose of this study is to investigate the factor for improving elementary and secondary students' positive experiences about science (PES). In-depth interviews with 32 students and 8 teachers from 8 elementary and secondary Science Core schools were conducted to explore the factors for improving the student's PES. The analysis of the results reveal that the eight key factors which had a decisive impact on a student's PES were 'practice-centered exploratory activities', 'student-led class', 'positive and professional feedback', 'construction of knowledge through exploration', 'class considering student's interest and aptitude', 'use of materials related to real life', 'smooth communication and collaboration in group activities', and 'appropriate difficulty in learning content'. There were also five environmental factors that affected these key factors: 'teacher's professionalism for science classes', 'science class environment', 'teacher community in unit schools', 'change in curriculum', and 'scientific activities other than regular classes'. Based on these results, the practical implications for improving the student's PES are suggested.

• Journal of the Korean Chemical Society
• /
• v.64 no.4
• /
• pp.210-224
• /
• 2020

The purpose of this study is to investigate science teachers' orientation toward scientific inquiry-based teaching. In this study, five middle school science teachers formed and participated in a teacher learning community for scientific inquiry-based instruction during one year. Data collection consisted of pre and post questionnaire and interviews, audio-recordings of teachers' collaborative lesson planning and reflection on teaching practice, and field notes of participant teachers' teaching practice and follow-up interviews. Data analysis indicated that there were four orientations toward scientific inquiry-based teaching. They were knowledge and beliefs about 'goals of scientific inquiry-based teaching', 'scientific inquiry-based teaching and learning', 'argumentation-based teaching and learning', and 'nature of science and science inquiry'. Teachers' collaboration in a teacher learning community would be effective in facilitating teachers' orientation to scientific inquiry-based teaching.