Journal of the Korean Society of Earth Science Education
/
v.4
no.3
/
pp.278-296
/
2011
The purpose of this study is to examine the pedagogical content knowledge (PCK) elements and the changes in the science lesson planning and implementation difficulties experienced by high-career elementary school teachers with over 20 years of educational experience through the instructional consulting case of the Seoul City Office of Education Scholarship Support Group in order to find implications on effective instructional consulting support plan for improving the science teaching professionalism of high-career elementary school teachers. The result of this study is as follows : First, the pedagogical content knowledge (PCK) elements on the science lesson planning and implementation difficulties experienced by high-career elementary school teachers with over 20 years of educational experience were related to teaching strategy and they experienced difficulties in lesson content organization using lesson model and experiment facilitation and questioning, as well as in the area of interest and motive management that are definitional characteristic of learner in the learner element. Second, as for the changes in the PCK through science instructional consulting, they recognized the importance of the designing and experimenting process as students become the subject in the experiment facilitation in lesson, and they ended up attempting the postscript for promoting the thinking power of students. In addition, it was found that not only the cognitive characteristic but also the definitional characteristic of learner is important in science lesson and that students' motive is also an element that needs to be continuously managed. Third, as for effective instructional consulting plan for enhancing the science teaching professionalism of high-career elementary school teachers, it was revealed that it is necessary to first develop lesson expertise improvement consulting program that takes into account of teaching profession advancement phase of high-career teachers, and establish instructional consulting system and human resource pool of high-quality consultants based on the administrative and financial support from the Office of Education. The academic significance of this study is in the fact that it examined and searched for support plan on science teaching professionalism of high-career elementary school teacher, but a more extensive and in-depth study is needed since there is a limitation in this study on the object of study and the period.
The researchers in the field of cognitive science and learning science suggest that the teaching activity induces the elaborative and meaningful learning. Actually, lots of research findings have shown the beneficial effect of learning by teaching such as peer tutoring. But peer tutoring has some limitations in the practical learning context. To overcome some limitations, the new concept of "learning by teaching" through the agent called Teachable Agent. The teachable agent is a modified version of traditional intelligent tutoring system that assigns a role of tutor to teach the agent. The teachable agent monitors individual difference and provides a student with a chance for deep learning and motivation to learn by allowing them to play an active role in the process of learning. That is, The teaching activity induces the elaborative and meaningful learning. This study compared the effects of our teachable agent, KORI, and peer tutoring on the cognition and motivation. The field experiment was conducted to examine whether learning by teaching the teachable agent would be more effective than peer tutoring and reading condition. In the experiment, all participants took 30 minutes lesson on rock and rock cycle together to acquire the base knowledge in the domain. After the lesson, participants were randomly assigned to one of the three experimental conditions; reading condition, peer tutoring condition, and teachable agent condition. Next, participants of each condition moved into separated place and performed their own learning activity. After finishing all of the learning activities in each condition, all participants were instructed to rate the interestingness using a 5-point scale on their own learning activity and leaning material, and were given the comprehension test. The results indicated that the teachable agent condition and the peer tutoring condition showed more interests in the learning than the reading condition. It is suggested that teachable agent has more advantages in overcoming the several practical limitations of peer tutoring such as restrictions in time and place, tutor's cognitive burden, unnecessary interaction during peer tutoring. The applicability and prospects of the teachable agent as an efficient substitute for peer tutoring and traditional intelligent tutoring system were also discussed.
This study aimed at finding points of improvement in teaching expertise by analyzing the question patterns that appeared during teaching demonstrations which applied science teaching models prepared by a pre-service biology teacher. The question analysis frame for analyzing question types were categorized largely into the question types of Category 1 (questions in cognitive domain, questions with research function, questions in affective domain), Category 2 (repeated questions, questions for narrowing the range, practice questions), and Category 3 (questions on student activity progress, memory questions, and thinking questions). The results of analyzing question patterns from five different science teaching models revealed a high frequency of questions in the fields of cognition and memory. For the circular learning model, questions from the cognitive field appeared the most often, while, student activity progressive questions in particular were used mostly in the 'preliminary concept introduction stage' of the circular learning model and the 'secondary exploratory stage', in which experiments were conducted, and displayed the characteristics of these stages. The discovery learning model combined the courses of observation, measurement, classification and generalization, but, during teaching demonstrations, memory questions turned up the most, while the portion of inquisitive function questions was low. There were many questions from the inquisitive learning model, and, compared to other learning models, many exploratory function questions turned up during the 'experiment planning stage' and 'experiment stage'. Definitional questions and thought questions for the STS learning model turned up more than other learning models. During the change of concept learning model, the five concepts of students were stimulated and the modification of scientific concepts was very much aided by using many memory questions.
It has been widely researched in many studies what is the most effective way to learn English as a second language. It has been generally accepted that the most effective teaching method is to make students interested in learning of English. Teaching method has to be modified with the change of the times according to the demand of the students. The purpose of this study is to reveal that language teaming method through internet could be more effective than that of the existing teaching one by offline loaming. For this purpose some subject students were divided by two groups of the experimental and of the controlled. From the result of the study it could be derived that teaching method, by means of cyber lecture, make a great effect not only on the attitude but on the achievement of the students when they are in the class of English as a second language. This paper also shows what could be the typical model for the teaching method by internet based on the experiment. This kind of way of teaching is supported by the questionnaire which has much more positive response from the students who were in the member of experimental group. Finally such a experiment would be described based on the Web-oriented teaching method with the respect of education of digital contents.
The goal of this study was to examine the three components of a laboratory class cycle that empowered teachers to change their teaching practices. Six teachers and their administrator in an elementary school in the southeastern United States participated in the study. All the teachers were interviewed, and their mathematics lessons were observed at the end of each cycle of laboratory classes. The study revealed how planning, observing, and critiquing mathematics lessons as a team assisted the teachers' learning and teaching. We identified opportunities for the teachers to experiment with different teaching approaches, and we found that support from the team and from the school were key factors for the laboratory class cycle to function effectively.
This study is focused on analyzing effects of Self-regulated learning on Academic self-regulation, Science achievement and Science Related Affective Domains. The subjects of this study were sampled from fifth grades of a elementary school in Seoul, 61 students. One class (31 students) out of selected two classes was applied to Self regulated learning Teaching Model, the other (30 students) took conventional methods of teaching. The experiment proceeded for 21 weeks, 51 times of classes. According to the results of this study, Self-regulated learning improved the children's Academic self regulation ability. Self-regulated learning improved the children's science achievement. Self-regulated learning improved the children's Science Related Affective Domains. Furthermore, six distinct dimensions of Academic self-regulation have correlation with scientific attitudes, interests of Science Related Affective Domains.
The purpose of this study is to develop instruction sequence and teaching units for secondary school geometry using dynamic computer software like CabriII, GSP, Wingeom, Poly. For this purpose, literature was reviewed on various issues of geometry education and geometry curriculum using dynamic software. By the literature review, instructional sequence for teaching geometry in middle schools was designed. And, based on the newly developed instructional sequence, one sample teaching unit was developed. The basic principles for the development were to connect intuition geometry and formal geometry, and to emphasize students' investigative experience. Finally, experiment to check out teachers' response to the newly developed material was conducted by using questionnaire.
Journal of The Korean Association of Information Education
/
v.15
no.3
/
pp.345-353
/
2011
Information and communication brings us some degree of convenient but also serious side effects. Especially, information and communication ethics is an important issue for elementary school children who are early stage in moral value. This paper proposes a triple-connected teaching and learning model. which can be applied to the elementary school children. in order to improve the educational level. The model is formed by selecting three discretionary teaching models, and applying independently them into the different classes with linking the contents for each class. A teacher can choose the teaching models based on what he wants to teach. Caring model, Home-Connected model and Simulation model were linked in our experiment. Experiments were conducted in the same condition but different learning models, Then, an educational effect was compared and analyzed in the educational level improvement point of view, between the Triple-connected teaching and learning model and the single teaching and learning model.
Journal of the Korea Society of Computer and Information
/
v.25
no.1
/
pp.207-219
/
2020
This study analyzed the change of teaching expertise of pre-service teachers through TPACK education. In this study, we applied a programming-based TPACK education program developed by Kim and Lee (2019) to 20 prospective teachers. To analyze the pre-service teachers' teaching expertise analyzed the lesson plan prepared before, during and after applying the educational program. As a result, Few teachers use technology in lesson plan, and the design of the instructor-led or experiment to confirmed content in curriculum or textbook. The use of technology has increased in the second Teaching Plan, but the technology was not used depending on the educational context. In the third lesson plan, all pre-service teachers were able to use technology in an educational context. Moreover, the teaching expertise of the pre-service teacher showed a statistically significant improvement in the lesson plan. This study founded that the programming-based TPACK education program was effective in enhancing the teaching expertise of the pre-service teacher.
The purpose of this study was to develop a proper teaching strategy to raise students' interests and creative problem-solving ability in science. And the result of applying this developed teaching strategy to elementary science lesson were compared with that of traditional science lesson. For comparison, two classes of $5^{th}$ grade in S elementary school in B city were selected. After pre-test, one class, experimental group, took a science lesson applying developed teaching strategy and other class, comparative group, took a traditional science lesson. After respective lesson, two classes did post test. The results of this study can be summarized as follows. First, IAAI(Interest-Activities-Attainment-Initiation) teaching strategy was developed. IAAI teaching strategy was composed of 4 stages which were (1)interest in science, (2)science experiment activities, (3)attainment to science knowledge, (4)initiation of creative thinking and 4 stages were progressed in serial order in science lesson. Second, after lessons, the experimental group achieved higher mark in the test of science academic achievement than the comparative group and it was statistically meaningful difference. Third, after lessons, the experimental group was more improved in science-related attitudes than the comparative group and it was statistically meaningful difference. Fourth, after the lesson, the experimental group was more improved than the comparative group in the creativity test and the difference was statistically meaningful.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.