• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.961-970
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• 2017

In this study, KTOP (Korean Teaching Observation Protocol) was applied to teaching practicum for improving pre-service teachers' science teaching. To do this, four pre-service teachers and supervisor teacher observed and analyzed the lessons using the KTOP, and tried to improve he succeeding lessons through collaboration activities. As a result, the pre-service teachers conducted the collaboration activities based on the lesson analysis using the KTOP, therefore it was concluded that the KTOP took a practical role of guidance for improving pre-service science teachers' teaching. And it was found that the collaboration activities using the KTOP helped the improvement of the succeeding lesson, however, more iterative application is necessary for more effective improvement of teaching. Based on the analysis of questionnaire, observation, and interview, it was found that pre-service teachers need to be confident about the use of the KTOP and strive to become a student-centered lesson. And, the KTOP needs to be modified by reducing the number of items and as a more convenient form. Finally, it was inferred that we need to give an effort to help students recognize that learning should be self-directed.

• Journal of the Korean Chemical Society
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• v.65 no.4
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• pp.268-278
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• 2021

The purpose of this study is to subdivide responsive teaching types proposed in the previous study in order to observe the change in the responsive teaching types in teacher educational programs, and to identify factors that impede changes in responsive teaching types. To this end, an educational program including introduction of responsive teaching, case analysis of responsive teaching, individual assignments and group discussions on facilitator type educational scenarios is provided for chemistry teachers who participated in a chemistry education course established in a graduate school of education. Based on previous research, when the teacher's teaching method was analyzed as evaluator, transfer, guide and facilitatore, a type that could not be classified was observed. In this study, responsive teaching types were added by adding two types: explorer and interpreter. In addition, through individual assignments and group discussion data, we could observe the factors that hinder teachers' responsive teaching changes. The obstacles that impede the change to responsive teaching were classified into teacher factors, student factors, and environmental factors. Among the obstacles, teacher factors include a belief in teacher-led instruction, a belief in the role of a teacher as a transfer of knowledge, a belief that the curriculum should be followed, a lack of understanding of the teacher about students, and a lack of the teacher's ability to lead student-led expansion. The student factor was distrust of the student's competence. Also, as an environmental factor, there was an educational environment such as multi-students class. Effective teacher education on responsive teaching can be achieved only when the perception related to these obstacles can be removed.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.432-446
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• 2007

The purpose of the study is to explore the science teaching orientations of secondary science teachers, and how they influence the planning and execution of reform-based lessons. Professional development workshop for constructivist teaching consisted of three different phases; five lectures, small group discussion, and preparing lesson plans. Four teachers who participated also executed their lesson plans in their own classroom. All workshops were videotape recorded. Classroom observations and interviews were conducted and recorded. Instructional materials were also collected for each science class. All data recorded were transcribed and analyzed. Based on the data collected from multiple sources, we identified each teacher's teaching orientations, and through this lens, we also tried to understand their classroom practices. We expected teacher-participants to implement constructivist science teaching. However, the differences among teachers in the course of actual planning and implementing activities for constructivist science was wider than we expected and even some teachers were unsuccessful. Teaching orientations can act as a filter for teachers when they decide whether to accept and apply new knowledge about teaching and learning to actual lessons or not. Even if a teacher plans a guided-inquiry lesson, her/his didactic teaching orientation could be revealed in actual classroom, and lead her/his class to other direction which is quite different from her/his original intention. Although the teachers participated in the same workshops in our study, they planned and executed differently and their own teaching orientations contribute substantially to their practice. Understanding the role of science teaching orientations could be an important step in addressing issues of diverse difficulties in supporting reform efforts in science.

• 대한공업교육학회지
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• v.30 no.1
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• pp.19-36
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• 2005

The purpose of this study is to develop the Public Practice Center's teaching-learning model by applying blended learning strategies which is complementary to the expected problems such as expansion of the educational object and diversity of the curriculum to maximize the educational effect and to analyze activation types of the Practical Practice Center to expand the Public Practice Center's function and role by studying the document. Blended Learning Strategies are established in consideration of the following eight (8) factors ; learning environment, learning purpose, learning contents, learning time, learning place, learning type, learning media, type of interaction. It is redesigned and amended to the KEDI's individual confirmation instruction model for skill learning (1975) which is considered to be effective in the filed of education by applying features, educational contents of the Public Practice Center's teaching and merit of Blended Learning Strategies simultaneous. This model is composed of six (6) steps as shown below; 1. Understanding on the purpose and orientation 2. Observation for demonstration of fundamental skill 3. Ex on-line learning 4. Acquirement of element skill 5. Confirmation for acquirement of fundamental skill 6. After on-line learning. Further to this, this model is designed so that the above eight factors will be applied to the students effectively and the merit of e-learning and off-line practice will be mixed to the learner's expectation and satisfaction.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.1-29
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• 2006

The purpose of this paper is to present a qualitative case study on teaching English as an international language in Korean context. The researcher investigated the implementation process of the new elementary English program from the government to local schools to find out to what extent the symbolic value of English as an international language affect the implementation process of the elementary English program. The research result showed that the elementary teachers shared the different views of the status of English from those of government and the parents, and their differing perception of the role of English constantly affected their implementation efforts. The research findings also revealed that the public's concern of English dominance in Korean educational system resulted in the government's 'comprised curriculum' by lowering the learning goals of the English program. The findings also indicated that the introduction of the elementary English program accelerated English dominance in both teacher and student culture. The question of how to resolve the conflict between acquiring English proficiency and its negative influence on Korean culture remains a complex issue in implementing the new elementary English program.

• The Journal of Korean Association of Computer Education
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• v.6 no.1
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• pp.87-94
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• 2003

Recently there are many tries and researches for using web agent in education. The agent is a computer program as a common name which takes a role like a proxy or a middle ware for accomplishing the given something on behalf of user. Lately the agent is being used in the various fields. The teaching and learning is the one of those. It is the web agent that support the teaching and learning on the web. It has a concept of the program or the engine is able to do teachers roles on the behalf of him on the web. Not only the web agent is able to do teachers roles on the behalf of him, but also it is a helper that helps learners on the web. The web based teaching and learning environment has the web agent offers the personal and the adaptive information, interface, or contents.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.77-84
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• 2008

The Teaching & Learning Center plays an important role in increasing the expertise of instructors and for directing the diffusion of innovation not only in primary & secondary education but also in education at the university level. In this study, the Performance Evaluation Model is devised and developed for improving the competency of the Teaching & Learning Center. It consists of three domains - (a) the planning domain, (b) the process domain, and (c) the performance domain - and 11 external indices and 8 internal indices. The Performance Evaluation Index and Guidelines are proposed based on this model.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.163-174
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• 2010

The purpose of this study is to device the teaching-learning method and the evaluating method on 'free inquiry' which is newly introduced in 2007 revised curriculum. The teaching-learning models which apply 'free inquiry' are 'group investigation', 'PBL', 'project investigation' and 'IIM'. And the unit which apply 'free inquiry' on the fourth grade and the second semester in the elementary science. The results of this study are as follows: First, The person leading the lesson is not a teacher but learners. The focus of teaching-learning is not a unit but topic, problem or project on the science textbook. A teacher's role is not the deliverer of knowledge but the guide of learning. Second, the outcome of applying group investigation, PBL project investigation and IIM to 'free inquiry' is improvements of the problem-solving ability and the self-directed learning ability as well as building scientific attitude and social skills as educational effect in commonly. Third, to apply 'free inquiry' efficiently, teachers should understand each subject very well, teach a class with a thorough and concrete plan, and try to evaluate objectively.

• Journal of The Korean Association For Science Education
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• v.11 no.1
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• pp.37-50
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• 1991

The CAI (Computer-Assisted Instruction) system for science teaching has been increasing both in quantity and in quality during the last two decades. However, science learning by computer has not played a leading role in the science teaching process. Therefore, the purpose of this study was to analyze the effectiveness of tutorial CAI programs according to the learner's characteristics such as sex, inquiry skills, attitudes toward science subject, logical thinking skills, achievement motivation, science content achievement in science teaching. One group pretest-posttest design was used as an experimental design. The three tutorial science CAI programs were used for thirty males and females selected in grade eight. According to the analysis of CAI achievement scores the female students showed significantly higher (P<0.05) than the male students. Also, one-way analysis of variance was used to investigate the effects of interaction between sex and achievement motivation. The significant difference on the effects of interaction between sex and achievement motivation has not found. The effects of tutorial CAI between logical thinking skills, attitudes toward science subject, inquiry skills, achievement motivation, science content achievement according to upper and lower levels were investigated by using the statistical analysis of one-way ANOVA. The results indicate that tutorial CAI might provides a good opportunities for the improvement of science achievement to the lower level students of attitudes toward science subject, inquiry skills, science content achievement.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.1-18
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• 1992

The curriculum especially in Korea plays a crucial role in developing instructional materials. It serves as a criterion for selecting and organizing content of teaching materials. Therefore, the validity of a curriculum can be justified through testing effectiveness of an instructional material developed in accordance with the curriculum. This paper presents an instructional method and material developed based on the current tendency of educational thoughts that emphasize STS and students - centered teaching strategies in science education. The instructional material was organized around the concept and its subconcept of "nutrition" as presented in the high school biology textbooks now in use in the nation as well as in a few world-wide countries. It was also organized by the use of biological events and phenomena which high school students in rural areas can easily encounter through their everyday lives. The significant findings in this study are : ${\circ}$ The achievement levels in experimental groups were higher than one in controlled groups. ${\circ}$ The students as well as the teachers involved in this study showed positive attitude toward the instructional method developed in the process of this study. ${\circ}$ The greater part of the students among the controlled groups hoped that biology would be taught by this kind of teaching procedure and materials.