• Journal of Fisheries and Marine Sciences Education
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• v.29 no.2
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• pp.396-408
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• 2017

This study aims to analyze pre-service elementary teachers' oceanographic literacy, understanding of ocean environmental problems and opinions on teaching strategies for ocean topics. As survey participants, this study selected 126 pre-service elementary teachers. Firstly, as a result of testing their oceanographic literacy, this study found out that out of all the basic principles, 'Oceans Largely Unexplored' was highest in the mean score, followed by 'Human Connections', 'Ocean & Its Life Shape Earth', 'Habitability', 'Biodiversity', 'Weather & Climate' and 'Size of Ocean'. Besides, regarding environmental problems affecting all the aspects of ocean, they mentioned oil spills caused by vessel accidents, so called 'Oil Pollution', as the most serious marine environmental problem. Regarding environmental problems affecting coral reefs, they considered over-fishing as the most serious problem. Secondly, as a result of analyzing their opinions on effective teaching strategies for ocean-related topics in elementary science textbooks, this study found out that regarding topics about understanding the undersea topography in the chapter of the earth and moon, they proposed 'Making an Undersea Topographic Model with Sand' most as an effective teaching strategy. As an effective teaching strategy for the chapter of animals' lives, they proposed 'Classifying Animals with Marine Animal Cards' most. As an effective teaching strategy for the chapter of ground surface changes, they proposed 'Making and Simulating Seashore Topography' most.

• Journal of Families and Better Life
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• v.32 no.5
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• pp.107-123
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• 2014

The purpose of this study is to investigate the opinions of teachers, directors, and parents about childcare teachers' facial expression language. We performed in-depth interviews based on literature and previous studies, which consisted of ten childcare teachers, ten directors, and ten parents. From the in-depth interviews, we are able to mainly conclude that all groups think that a childcare teacher's facial expression language is very important, and strongly influences interpersonal problems and work performance. Mostly, childcare teachers aim to have pleasant facial expressions. However they complain that in some situations it is difficult to do so, which causes severe stress. They argued that the facial expressions of both the director of the childcare center and the parents are also very important for children. However, the directors thought that teachers' facial expressions affect children and their parents' impressions of the teachers and quality of childcare. The parents are usually highly satisfied with the childcare when the teacher has a pleasant facial expression, which motivates the parents to have a positive impression of the teacher. Taken together, childcare teachers' facial expression language is critical for children and the childcare environment. Thus, developing an education program for facial expression language would be helpful for improving the quality of child care. Plus, childcare environments should be developed so that teachers do not experience difficulty in having pleasant facial expressions. This result might have the limitation of being collected from only female childcare teachers, directors, and parents.

• Hwankyungkyoyuk
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• v.18 no.1 s.26
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• pp.70-81
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• 2005

The importance of classes aiming at enhancing students ability in problem solving and decision making has been being recognized as chances of individual citizen for taking part in social decision making processes. This study was intended to find whether teachers' opinion presentation have effects on students' decision making in a class introducing environmental issues. Total of 6 classes, 202 middle school students have participated in a series of experiments including 4 different environmental issues. Only two issues had been addresses in classes as experimental issues and other two issues not addressed as control issues. For each of the two experimental issues, the teacher researcher applied three different approaches to his students that included positive, negative, or no opinion. The results of this study can be summarized as follows; First, the results showed that students changed their decisions on environmental issues more frequently when dealing with those issues in a class than when not dealing with them. Second, as examining the relationship between patterns in which students make decisions and whether a teacher proposed his opinions or not, it is shown that the rates of students whose opinions is not changed nearly have no difference, while when teachers propose their opinions, it is shown that students who haven't yet chosen their positions easily make their decisions into pros or cons, compared with the opposite case. Third, the results of this study partly supported the third hypothesis that teachers opinion presentation would effect on decision-making of students. It was found that there has been a significant effect in the case of car free day system issue, but no statistically meaningful result in the case of no pets in the national park issue. However, in the issue of car free day system, it seems pretty clear that the students followed the direction of teachers' opinion no matter what it was pros or cons.

• Journal of the Korean housing association
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• v.1 no.1
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• pp.113-128
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• 1990

This study was designed to identify the problems in teaching housing course at secondary level. The main tasks of Investigation were to: (1) identify appropriate housing concepts to be taught at secondary school, (2) determine the Kinds of media and methods used for teaching housing course at secondary school. The questionnaire was divided Into three sections: (1) the teacher`s background, (2) the teacher`s opinion regarding the importance of various housing topics to teaching. (3) what type of media and methods were used by teachers. Data were collected In Pusan during November 1959. The Sample, 150Home Economics teacher was randomly selected from secondary school list in Pusan. Responses from 122 Home Economics teachers, were processed by the S.P.S.S. computer program. and N.P.E.R.C using for frequency counts and percentages to analyze the data from all three sections of questionnaire. One-way Analysis of Variance and Newman-kuels Multiple Comparison test were used to reject or accept the hypotheses. The major findings were: (1) there were some difference between teachers` opinions regarding the importance of various housing topics to teach and teachers actural practice of teaching housing concepts and topics, (2) teachers taught housing concepts which were important to teach by their opinion, even though those concepts were neglected in textbook, (3) teachers did not use a various of media and methods for their teaching housing class, (4) the important reasons given why the teachers for not using the various media and methods were because of undesirable educational situations, and (5) there were some significant differences between teachers` background and teachers` opinion regarding importance of teaching topics in housing class at secondary school, using media and methods.

• Journal of the Korean Home Economics Association
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• v.41 no.2
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• pp.141-153
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• 2003

The purpose of this study was to analyze and determine the level of the satisfaction and awareness of facilities in child care centers among teachers and parents. Special attention was given to both the indoor and outdoor environments from the viewpoints of both parents and teachers. The subject of this research focused on parents who leave their children at child care centers, and teachers who work for the center. The data was compiled by performing both T-tests and paired T-test. The information was processed by a program called SPSS WIN 10.0. The results were as follows ; 1. (a) With regard to the satisfaction of the external and internal facilities : It was determined that both the play rooms and the wall-pattern arrangements were satisfactory to both the parents and the teachers. (b) Regarding the awareness of the importance of facilities, while the parents focused more on the play rooms and the external environments, the teachers placed more importance on the bathrooms and the play rooms. 2. In the paired T-test that determined whether their individual opinions were different in terms of the satisfaction and awareness of facilities, it was interesting to see that both the parents and the teachers showed significant differences in their opinions and priorities about the porches, the play rooms, the bathrooms and the wall-pattern arrangements. In general, their awareness was much higher than the satisfaction with these facilities. 3. In the T-test that determined whether there were any tendencies in the satisfaction and awareness respectively in the two groups, the satisfaction rate was higher among the parents than the teachers. In terms of the awareness of the importance of the facilities, the teachers rated the bathrooms and the wall-pattern arrangements as a priority.

• Journal of the Korea Computer Industry Society
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• v.6 no.3
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• pp.519-528
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• 2005

Computers have been increasingly recognized as tools for teaming, in addition to supporting industrial works. Such advantages e-Learning have as teaming at any time and place, distribution and management of standardized contents, mentoring with learners, immediate feed-backs, and dynamic learning have been applied in a variety of divisions. Despite of the researches and interests, the study on the different views between teachers who design and operate e-learning and students who receive lessons hasn't been enough. So it studied the recognition of middle school teachers and students on the e-Learning. <중략>The research result showed that there were similarity in the views between teachers and students on the concept of e-Learning. Many teachers and students have experienced the e-Learning directly or indirectly. Teachers and students showed similar opinions on the beforehand education and preferred subjects of the e-Learning. But the students required fast and immediate feedback of the teachers. Teachers and students showed similar opinions on the utilization of multimedia components to achieve the goal of education. But teachers thought that immediate feedback was important. The students thought it important to control the degree of difficulty. It suggests a way to activate the e-Learning of middle school efficiently with the research result.

• Research in Mathematical Education
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• v.25 no.1
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• pp.1-20
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• 2022

Collaborative learning has been highlighted as an effective method of teachers' professional development in various studies. To disclose teachers' discourse threads in the process of collaborative learning for developing their knowledge, this paper adopted two methods including "content analysis" and "time-sequential analysis" of learning analytics. Such analyses were implemented for mining teachers' updated knowledge and the discourse threads in the discussion during collaborative learning. The materials for analysis involved two aspects: one was from the video-taped lesson observation reports written by teachers before and after discussing, and the other was from their discourses during the discussion process. The results proved that teachers' knowledge for teaching the centroid of a triangle was updated in the collaborative learning period, and also revealed the discourse threads of teachers' collaboration contained "requesting information or opinions", "building on ideas", and "providing evidence or reasoning", with the emphasis on "challenging ideas or re-focusing talk"

• Educational Technology International
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• v.6 no.1
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• pp.139-154
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• 2005

There were misgivings that the teachers in charge might not have enough understanding of the true purpose of teaching "Information". To learn about the general attitude of those teachers, the research group of private schools in Osaka began a project, 'The Public Presentation Caravan', in which teachers who had already started using information tools opened their class to teachers from other schools and exchanged ideas. It may be deduced that the combination of the two forums for exchanging opinions, one is held on the internet and the other face to face, is important. Teachers' community exists on the point where these two environments meet. Through this project, we might suggest creating a new mode of teachers' community using a network will be indispensable for the new teachers training.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.4
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• pp.543-558
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• 2012

This is a qualitative study of pre-service teachers' experiences in a teaching practicum course which attempted to identify the characteristics of the course that has been recently revised as professional education course. Data were collected from college students who took the professional education courses including the teaching practicum course by using both a survey on the opinions and suggestions of the students on the teaching practicum and a in-depth interview with 12 students of them. The results are as follows. First, pre-service teachers' perception of a teaching practicum course was divided into two sides : functional side and sociocultural side. The formal is that the professional education courses significantly handed to discipline practical jobs related to educational administration. The latter is that the professional education courses significantly handed to deal for teachers like pay step, extra pay, vacation, and leave of absence. Second, the pre-service teachers had suggestions that were divided into the 'curriculum content' and the 'instructional method'. For instance, regarding the 'curriculum content' they suggested such things needed as 'lessening and differentiation of content, sensitive about the scene, and lesson hands-on', and as for the 'instructional method' they suggested such things needed as actively 'doing, participating, assessing, coursework participating'. Based on these results, I have comprehended the pre-service teachers' positive response. Untill now, we have perceived that the professional education courses is excessively theory-oriented one. But a teaching practicum course is different. Meanwhile, It is not identify what the teaching practicum course as teaching refinement education course is. Due to this cause, I have comprehended that 'curriculum content' and the 'instructional method' is plunged in confusion. As pointed out this, I did concrete proposals in response to such a confusion. This proposals have helped decided on a direction of a teaching practicum course.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2019.05a
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• pp.378-381
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• 2019

In this study, we compared the perception of general and specialist teachers about the software education that entered the classroom by the 2015 revised curriculum. For the comparison of cognition, the 17 - hour hourly curriculum, the statement of achievement criteria, and the curriculum were organized in grades 5-6, but the appropriateness of the inclusion of only textbooks in grade 6 was questioned. The general teacher had many opinions that all three items are appropriate. On the other hand, professional teachers were inadequate and many were. It is necessary to provide various opportunities such as the training for the recognition change in the future. In addition, positive keywords for the introduction of general and specialist teachers were derived as a result of analyzing the main keywords of the free - response opinions about the introduction of educational robots in the practical course curriculum and textbooks. However, general teachers showed differences in the use of post - adoption education, such as passive and passive keywords such as support, difficulty, and problems, and the use of specialist teachers and education. In the future, it seems that it is necessary to provide teaching support to elementary school teachers, to provide beginner level difficulty training.