• Title, Summary, Keyword: 교수내용학적 지식

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Improving Geographical Thinking through the Specification of Geographic Skills (지리적 사고력 신장을 위한 기능의 상세화)

  • Kang, Chang-Sook;Park, Seung-Kyu
    • Journal of the Korean association of regional geographers
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    • v.10 no.3
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    • pp.579-591
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    • 2004
  • Recently more emphasis thinking is domain-specific by cognitive psychologists, because problem solving needs domain-specific knowledge. Improving students' geographical thinking should ensure that geographic skills are used when developing teaching-leaming objectives. Knowledge is undoubtedly important, but for the purpose of the teaching of geography thinking, skills are critical. The purpose of this paper is to make specification of geographic skills as a frame of reference for instructional objectives. Based on cognitive psychology, this paper examined the interdependence relationship between thinking and knowledge. Next, we attempt to conceptualize high order geographical thinking and relatively lower order geographic skills and to explore specification of geographic skills in complex thinking strategical perspectives.

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A Case Study of Middle School Science Teachers' Topic-Specific Pedagogical Content Knowledge on the Unit of Stars and Universe (별과 우주 단원에 대한 중학교 과학 교사의 주제-특이적 PCK 사례연구)

  • Lee, Kiyoung;Maeng, Seungho;Park, Young-Shin;Lee, Jeong-A;Oh, Hyunseok
    • Journal of The Korean Association For Science Education
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    • v.34 no.4
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    • pp.393-406
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    • 2014
  • Pedagogical Content Knowledge (PCK) is intrinsically domain/topic-specific knowledge for teachers' expertise. On the basis of this idea about PCK, we investigated in-service science teachers' topic-specific PCK on the unit of stars and universe in terms of teachers' knowledge and practices. We observed four middle school science teachers' classes for eighth graders, and took the videos of the classes. The topics of the classes covered constellation, annual parallax and the distance of stars, and the expansion of the universe. We also examined the teachers' pedagogical thinking through video stimulated recall interviews. In addition, we developed a protocol to analyze the levels of participant teachers' PCK and the characteristics revealed in their classes on each topic. Results of the study showed that the participant teachers' level of PCK varied across the topics of classes and the sub-components of PCK. We also identified teaching orientations played key roles in shaping overall characteristics of their PCK. Moreover, astronomical thinking such as spatial thinking and system thinking, was not appropriately embedded as the specific practices into the astronomical concepts in their instructions. We discussed the implications on the progressions of teachers' PCK in terms of their professional development.

도형 개념에 대한 교사 지식에 관한 연구

  • Park, Deok-Jin;Choi, Jae-Ho
    • East Asian mathematical journal
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    • v.27 no.2
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    • pp.181-202
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    • 2011
  • The study was planned to analyze the figure concepts teachers have according to the years of experiences based on the two aspects, the subject matter knowledge and the pedagogical content knowledge. Further, it aims to have the results utilized in teacher education and training, and ultimately to help elementary school students to establish the accurate figure concepts. We administered the test to the random sample of 77 elementary school teachers of the grade 3 to grade 6, from nine schools of the Daegu, Ulsan and Gyeongsangbuk-do districts, and we analyzed the results. Correlational analysis between the years of experience and the knowledge showed that the content understanding and knowledge decreases as the years of experience increases, while the experiential knowledge related to the understanding of the students and the pedagogical methods increases as the years of experience increases.

The Development of Mathematics Teaching Efficacy Instrument (수학 교수 효능감 측정 도구 개발 연구)

  • Kang, Moonbong;Kim, Jeongha
    • Journal of Elementary Mathematics Education in Korea
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    • v.18 no.3
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    • pp.519-537
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    • 2014
  • Teacher efficacy influences teacher's own behaviors in class and students outcomes such as achievement, motivation and their own self-efficacy. In recent years, self efficacy and teacher efficacy are becoming more popular in many educational aspects. Teacher efficacy depends on him/her and each tasks and goals. Therefore, we need special instrument for measuring mathematics teacher efficacy. On this study, we derived educationally meaningful factors on mathematics teacher efficacy from previous literature. We developed Mathematics Teaching Efficacy Instrument(MTEI) consisted of 30 items with 6-point Likert scale. The six factors are as follows; mathematics teaching efficacy expectancy, mathematics teaching outcome expectancy, mathematics teaching content knowledge, teacher belief on their own students, the past mathematics learning experience for teacher own, influence from social-cultural environment.

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Preservice teachers' Key Developmental Understandings (KDUs) for fraction multiplication (예비교사의 분수 곱셈을 위한 '발달에 핵심적인 이해'에 관한 연구)

  • Lee, Soo-Jin;Shin, Jae-Hong
    • Journal of the Korean School Mathematics Society
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    • v.14 no.4
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    • pp.477-490
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    • 2011
  • The concept of pedagogical content knowledge (PCK) has been developed and expanded to identify essential components of mathematical knowledge for teaching (MKT) by Ball and her colleagues (2008). This study proposes an alternative perspective to view MKT focusing on key developmental understandings (KDUs) that carry through an instructional sequence, that are foundational for learning other ideas. In this study we provide constructive components of KDUs in fraction multiplication by focusing on the constructs of 'three-level-of-units structure' and 'recursive partitioning operation'. Expecially, our participating preservice elementary teacher, Jane, demonstrated that recursive partitioning operations with her length model played a significant role as a KDU in fraction multiplication.

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Teacher Knowledge Necessary to Analyze Student's Errors and Difficulties about the Concept of Irrational Numbers (무리수 개념에 관한 학생의 오류와 어려움 해석에 필요한 교사지식)

  • Kang, Hyangim;Choi, Eunah
    • School Mathematics
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    • v.19 no.2
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    • pp.319-343
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    • 2017
  • In this study, we hope to reveal specialized content knowledge(SCK) and its features necessary to analyze student's errors and difficulties about the concept of irrational numbers. The instruments and interview were administered to 3 in-service mathematics teachers with various education background and teaching experiments. The results of this study are as follows. First, specialized content knowledge(SCK) were characterized by the fixation to symbolic representation like roots when they analyzed the concentration and overlooking of the representations of irrational numbers. Secondly, we observed the centralization tendency on symbolic representation and the little attention to other representations as the standard of judgment about irrational numbers. Thirdly, In-service teachers were influenced by content of students' error when they analyzed the error and difficulties of students. Lately, we confirmed that the content knowledge about the viewpoint of procept and actual infinity of irrational numbers are most important during the analyzing process.

연산자로서의 유리수 체계의 구성에 관한 연구

  • Chung, Young-Woo;Kim, Boo-Yoon
    • East Asian mathematical journal
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    • v.28 no.2
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    • pp.135-158
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    • 2012
  • The ideals of the rings of integers are used to induce rational number system as operators(=group homomorphisms). We modify this inducing method to be effective in teaching rational numbers in secondary school. Indeed, this modification provides a nice model for explaining the equality property to define addition and multiplication of rational numbers. Also this will give some explicit ideas for students to understand the concept of 'field' efficiently comparing with the integer number system.

The Story of a South Korean Elementary Teacher's Knowledge of Mathematics Curriculum (한국 초등학교 교사의 수학 교육과정 지식에 대한 사례 연구)

  • Kim, Rina;Sihn, Hang Gyun
    • Education of Primary School Mathematics
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    • v.17 no.3
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    • pp.173-188
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    • 2014
  • The aim of the case study presented in this paper was to explore mathematics curriculum knowledge of a South Korean elementary teacher. An in-depth case study is applied to examine mathematics curriculum knowledge that influences teachers' instructional process including analysis of diverse artifacts such as lesson plan, observation and interviews. Findings of this study suggest that mathematics curriculum knowledge has direct relevance to teaching a lesson, designing a lesson and assessing students' work. In addition, this study identified that mathematics curriculum knowledge may be divided into two sub-categories: vertical mathematics curriculum knowledge and horizontal mathematics curriculum knowledge. The results of this case study help our understanding of South Korean elementary teachers' mathematics curriculum knowledge, which has a deep impact on their teaching practice. Moreover, this cross-national research offers implications for researchers, policymakers, and teachers in U.S. as well as those in South Korea.

Comparative Analysis of the PCK of Teachers on Plane Figure and Their Educational Practice (평면도형에 대한 교사의 PCK와 수업 실제의 비교 분석)

  • Kwak, Ju-Cheol;Ryu, Heui-Su
    • School Mathematics
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    • v.10 no.3
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    • pp.423-441
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    • 2008
  • The purpose of this study was to examine the Pedagogical Content Knowledge(PCK) of teachers and their educational practice in the category of plane figure, to make a comparative analysis of their PCK and educational practice, and to discuss the relationship between their PCK and the characteristics of their instruction. Instruction of four selected elementary school teachers was analyzed to find out their educational practice. In conclusion, the characteristics of the PCK and actual instruction of the teachers could be listed as below: First, as a result of comparing their PCK and educational practice on plane figure by applying selected analysis criteria, there was a close correlation between their PCK and actual instruction. Second, the teachers had various levels of PCK on different areas. Especially, there was a large disparity in mathematical content knowledge and knowledge of teaching methods. Third, the teachers who had plenty of PCK were more excellent in textbook reconstructing, and those who fell behind in terms of PCK were more reliant on textbooks as if the textbooks had been the Bible.

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A Study on the Mathematics Textbook Considered Student's Individual Difference -Laying Stress on the Gusev's Experimental Textbook- (학습자의 개인차를 고려한 수학교과서에 관한 연구 -구세프의 실험 교과서를 중심으로-)

  • 한인기
    • Journal of the Korean School Mathematics Society
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    • v.7 no.1
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    • pp.37-48
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    • 2004
  • In this article we study on a mathematics(geometry) textbook which is written for the purpose of considering student's individual difference by famous russian author V. A. Gusev. We analyze text and exercise of the experimental textbook, form and extract some didactical ideas that help us to design individualized mathematics classroom activities with students.

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