• Journal of Engineering Education Research
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• v.22 no.1
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• pp.3-15
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• 2019

In this study, we analyzed professors' performance of teaching in college of science and engineering from the perspective of the CHAT. Two professors volunteered to participate in this study. Their syllabi were collected before the lectures, and their lectures were observed and videotaped. Semi-structured interviews were conducted before and after their lectures. The CHAT components were classified into 'subjects', 'objects', 'rules', 'communities', 'division of labor', and 'tools'. We extracted the content of six CHAT components from the data and constructed the analysis framework based on the extracted contents. The analyses of the results revealed that both professors had difficulties due to the contradictions among the components of subject, object, rules, and community in the activity system. Both professors used various strategies to relieve the contradiction related to students' ability, such as inviting students to participate in their lecture. However the extent of providing opportunities to students to participate was different between two professors. Meanwhile, both professors preferred to continue their own strategies, because they observed positive changes in students' learning. In other words, the success experiences of two professors influenced their performances of teaching. We discussed some suggestions to improve the quality of the lecture in the college of science and engineering.

• The Journal of Korean Physical Therapy
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• v.14 no.1
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• pp.177-186
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• 2002

The purpose of this study was to contribute to the development of clinical instruction by students ratings of teaching effectiveness in clinical education. The instrument used in this study was teaching effectiveness of clinical nursing by Yu and modified evaluation method by Kern and Mickelson. The results were are follows 1. Among the 12 categorial components of clinical teaching effectiveness, the highest satisfaction was 'encouraging to think for themselves' and the lowest was 'attitude of teacher and evaluation' 2. To compare teaching effectiveness between sex, 'resource for student' and 'professional competence' showed statistical significance. 3. To compare teaching effectiveness among clinical practice stage, 'encouraging' 'role model', 'professional competence', 'organization of subject mater' and 'attitude of teacher and evaluation' showed statistical significance. 5. Interrater ICCs for evaluation method did not showed statistical significance and interitem ICCs showed statistical significance. This article presents goal of clinical education, development of clinical instructor's educational program and a standardized method to measure clinical performance.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1378-1389
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• 2012

Environmental education is usually taught across the curriculum in most of the countries. This teaching approach has been a challenge for teachers to implement it especially in the Malaysian curriculum context. Thus, science teachers require effectual Pedagogical Content Knowledge of Environmental Education (PCK-EE). The purpose of this study was to explore the influence of teaching option and teaching experience on science teachers' PCK-EE. Five components of PCK-EE were investigated in this study, which were: a) knowledge of curriculum, b) knowledge of content, c) knowledge of student, d) knowledge of teaching strategies, and e) knowledge of evaluation. 347 secondary science teachers from the state of Selangor have participated in this survey study. The questionnaire used had 60 items. The findings revealed teaching option has a significant influence on science teachers' knowledge of content (p=0.000); knowledge of student (p=0.000) and knowledge of teaching strategies (p=0.016). In the case of teaching experience, it was found that there is a low correlation on knowledge of content (r=0.174) and knowledge of evaluation (r=0.170) only. Implication of this study leads to the suggestion in enhancing teachers' service training to improve their PCK-EE and subsequently their ability in teaching environmental education across curriculum.

• Journal of Science Education
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• v.43 no.1
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• pp.173-193
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• 2019

An expert teachers' instruction can be helpful to other teachers because good teaching effectively guides students to develop meaningful learning. Feynman is an excellent physics lecturer as well as one of the greatest physicists of the 20th century who presented and explained physics with his unique teaching style based on his great store of knowledge. However, it is not easy to capture and visualize teaching because it is not only the complex phenomena interrelated to various factors with the content to be taught but also the tacit representation. In this study, the framework of knowledge & belief based on the integrated mental model theory was used as a tool to capture and visualize complex and tacit representation of Feynman's teaching of 'The theory of gravitation,' a chapter in The Feynman Lectures on Physics. Feynman's teaching was found to go beyond the transmission of physics concepts by showing that components of the framework of knowledge & belief were effectively intertwined and integrated in his teaching and the storyline was well-organized. On the basis of these discussions, the implications of Feynman's teaching analyzed within the framework of knowledge & belief for physics teacher education are derived. Finally, the characteristics of the framework of knowledge & belief as tools for the analysis of teaching are presented.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.867-892
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• 2001

In both Korea and the U.S., science education leaders and specialists insist that there is a shortage of curricula to address the new national science education guidelines in support of reform. This paper addresses development of new curricula for science education reform in the hopes of facilitating further development of guideline-based curricula. We examine Korean and U.S. thematic-based (Korean Science Field Trip at Cultural Sites Program and U.S. Graduate Teaching Fellows in K-12 Education) and project-centered (Korean Teachers for Exciting Science and U.S. Foundational Approaches in Science Teaching Program) programs. Using the criteria of rationale for curriculum, content and scope, processes of implementation, and assessment strategies, we identify the curricular components that are common across four successful secondary science programs and determine which of these components address the national guidelines. Our findings indicate that common components of these four programs meet the expectations of the science guidelines being used to revamp science education in both countries. Therefore, these programs not only engage secondary students and teachers in practicing successful science education, but also lead to successful science education practices that can be incorporated in the future development of curriculum to support secondary science reform.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.155-169
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• 2021

This study aims at exploring the features of science teaching orientation (STO) and its relationships with other PCK (pedagogical content knowledge) components. To do this, based on the definition of STO by Friedrichsen, Driel, & Abell(2011) and PCK model by Magnusson, Krajcik, & Borko(1999), we observed one experienced elementary teacher's science lessons for 21 lesson hours (10 hours of 'Motion of Objects' and 11 hours of 'Light and Lens') and carried out qualitative analyses of the data obtained from lessons observation, teacher interviews, and CoRe (content representation) responses. We analyzed the teacher's three aspects of STO (i.e. beliefs about the goals and purpose of science teaching, beliefs about the nature of science, and beliefs about science teaching and learning) which can converge into an overall STO of 'inquiry'. And these aspects of STO appear to interact differently with four PCK components (i.e. curriculum knowledge, learner knowledge, instructional knowledge, and assessment knowledge) depending on the topic of the lesson. It is hoped that this in-depth understanding of the features of STO and its relationship with other PCK components would provide useful information on how to monitor and improve STO and PCK of elementary teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.649-666
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• 2015

The purpose of this study was to develop and validate a teaching mathematics anxiety scale for elementary teachers in South Korea. The sample consisted of 150 elementary teachers in 22 elementary schools in Seoul. A total of 21 items were developed and examined for the internal consistence. The results showed that the proposed scale was appropriate to represent the teaching mathematics anxiety of elementary teachers.

• Proceedings of the KGS Conference
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• 2004.11a
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• pp.63-64
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• 2004

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.247-268
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• 2009

The purpose of this study was to examine the mathematical components of word problems and the structure of the components, to examine the characteristics of the understanding of mathematics high achievers about word problems, and ultimately to devise a teaching method geared toward facilitating learner understanding of the word problems. Given the findings of the study, the following conclusion was reached: First, word problems could be categorized according to their mathematical components, namely the mathematical structure of multiple variables provided to learners for their problem solving. And learner's reaction might hinge on the type of word problems. Second, the mathematics high achievers relied on diverse strategies to understand the mathematical components of word problems to solve the problems. The use of diverse strategies made it possible for them to succeed in problem solving. Third, identifying the characteristics of the understanding of the mathematics high achievers about word problems made it possible to layout successful lesson plans that stressed understanding of the mathematical structure of word problems. And the teaching plans enabled the learners to get a better understanding of the given word problems.

• Journal of Korean Academy of Nursing
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• v.26 no.4
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• pp.946-962
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• 1996

The purpose of this study was to contribute to the development of clinical instruction by students' ratings of teaching effectiveness in clinical nursing education. The subjects were comprised of graduating class 618 students from 24 nursing colleges in the nation. The instruments used in this study were "general characteristics & status of clinical nursing education" developed by the researcher and "Instrument to Measure Effectiveness of Clinical Instructors" by Reeve(1994). The 50 questions used in the questionaire were categorized into 13 components subject to factor analysis. The 13 components were interpersonal relationships, communication skills, role model, resource for students, favorable to students, encouraging to think for selves, teaching methods, evaluation, finding assignments for objectives, organization of subject matter, professional competence, knowledge of subject matter & working with agency personnel. The results of this study are as follows 1. Status of clinical nursing educaion : 1) Clinical nursing education were led by nursing professors(44.9%), a team of both nuring professor & head nurse(6.8%), instructors from specific hospital(15.1%), instuctos for a specific subject(14.6%), & head nurse(6.8%). For 3-year program students, 34.6% of the clinical nursing education were led by instructors from specific hospital & 51.4% of the education by nursing professors for Bachelor's program. 2) The contents for clinical education comprised of Conference being the most frequent of 34.5% ; a combination of Nursing skills, Orientation, Conference etc.22.0% : Nursing process 21.7% : Orientation 13.5% : Inspection(making rounds ) 6.4%, & Nursing skills of 2% being the least frequent. 3) Students' preference of clinical teachers from the highest to the lowest were instructors for a specific subject being the most desired (44.9%) followed by nursing professor, head nurse, a team of both nursing professor & head nurse, & instructors from specific hospital being the least desired. 4) Students felt that the qualification for clinical teachers should be at least a master's degree holder and 5 or more years of clinical experience. The reason they felt was because knowledge & experience are imperative for professional education. 2. Clinical teaching effectiveness : The total points for teaching effectiveness was 147.97(mean of 2.95±0.98) where the total score is considered to be an average rating. 3. Teaching effectiveness as status of clinical nursing education : 1) The score ratings for the clinical instructors from the highest to the lowest were as follows : instructors for a specific subject, instructors from specific hospitals, a team of both nursing professors & head nurses, nursing professors, head nurses, which resulted in significunt difference(F=4.53, P<0.001). 2) The rating scores based on the teaching program from the highest to the lowest were as follws ; nursing skills, nursing process, a combination of nursing skills, orientation, conference etc. , conferences, orientation, inspection, which resulted in significunt difference(F=10.97, P<0.001). 4. Based on 13 categorized components from the questionaires, questions related to communication skills scored the highest points of 3.20 where inquiries regarding resource for students scored the lowest points of 2.38. 5. Among the 13 categorial components from the questionaire, Interpersonal relationship, Communication skills, Resource for students, Encouraging to think for selves, Evaluation, Teaching method, Finding assignment for objectives, Organization of subject matter, Professional competence, & Working with agency personnel, instructors for a specific subject scored the highest points and head nurse scored the lowest, which resulted in significant difference. Favorable for students, instructors for a specific subject scored highest points and nursing professor scored the lowest, which resulted in significant deference (F=5.39, P<0.001). Role model & Professional competence, instructors for a specific subject scored the highest points and head nurse scored the lowest, with minimum variation(F=1.29, P>0.05 : F=1.64, P>0.05) 6. Based on 13 categorial components as a whole, the highest points scored among the 5 groups of clinical teachers was instructors for a specific subject and the lowest, by head nurse(F=1.94, P<0. 001). A team of both nursing professor & head nurse attained higher score in clinical education than their independent education.