• Title, Summary, Keyword: 수업개선 전략

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A study on pre-service mathematics teachers' teaching behaviors and changes about motivation in microteaching (마이크로티칭에서 예비수학교사들의 동기유발에 대한 수업 행동과 변화)

  • Shim, Sang Kil
    • Communications of Mathematical Education
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    • v.29 no.4
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    • pp.643-660
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    • 2015
  • This study investigated how pre-service mathematics teaches' experience in microteaching influences their motivations toward teaching behaviors and changes by analyzing their teaching records and class reports. Although respondents planned to conduct various strategies pertaining to motivations, some of them were not used. Also, motivations toward their teaching behavioral changes leaded to positive aspects, but also leaded to negative ones. These findings imply that only two times microteaching experiences would not be sufficient to lead to positive teaching behavioral changes through their motivations. However, pre-service mathematics reported a high level of intention to change their teaching behavior through a comprehensive review process regarding their teaching. Therefore, teacher eduction institutions should develop well structured educational programs and apply them to pre-service mathematics teachers for a better understanding of their teaching and its review through motivations. In addition, providing opportunities for pre-service mathematics teachers to experience various educational programs including microteaching would be necessary for improving their teaching behavior through motivations.

A Study on the Improvable Proposal of Instruction for College of Engineering based on Analyzing learners' needs and satisfaction (공과대학 학생들의 수업에 대한 요구와 만족도에 근거한 공과대학 수업개선 방안 탐색)

  • Min, Hye-Ree;Hong, Seong-Youn
    • Journal of Engineering Education Research
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    • v.12 no.4
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    • pp.38-45
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    • 2009
  • The purpose of this study is to explore improvable proposal of instruction through analyzing learners' needs and satisfaction for college of engineering. Based on the online survey date with undergraduate students in Seoul National University, recognition difference between students in college of engineering and all students in SNU was identified. Among several factors influenced on learners' satisfaction in class, it is shown that satisfaction to facilities is higher than any other factor related to instruction. Generally, satisfaction with teaching in class is lower while satisfaction to an extrinsic support to students is high. Therefore, instructors should be more concerned about teaching in class. Learners' satisfaction with instructors' feedback to assignments and tests is significantly higher in college of engineering. However, learners' satisfaction with the progress of classwork and assignment students should perform regularly is lower than one in other colleges.

The Effect of Reflection and Mentoring Based on Gender - Sensitive Teaching Strategies (성인지적 교수전략을 바탕으로 한 수업 성찰과 멘토링 효과)

  • Hong, Kyung-Sun;Kim, Dong-Ik;Gu, Su-Yeon;Ahn, Jin-Kyung
    • Journal of Engineering Education Research
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    • v.14 no.2
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    • pp.40-50
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    • 2011
  • This study is to investigate an effective instruction for female students in an engineering classroom through gender -sensitive teaching strategies by analysing recorded classroom instruction, reflective journals of professor, and mentoring instructions of A professor teaching "non-steel materials and design" in an engineering classroom. This study which used a qualitative approach for data collection and analysis showed changes of A professor in his way of teaching. The changes are: making rough lesson plan ${\rightarrow}$ making detailed lesson plan being satisfied with his teaching skills ${\rightarrow}$ trying to improve his teaching skills, using negative feedback ${\rightarrow}$ using positive feedback, pointing weaknesses as pre-engineers ${\rightarrow}$ providing detailed information needed to be engineers. This paper deals with the theory comparison between a conventional engineering education and new engineering education, in which conventional models may fail to give satisfactory results. Finally, we provide real application examples to evaluate the feasibility and generality of the proposed method in this paper.

Analysis of Middle School Science Teachers' Orientations toward Teaching Science based Instructional Strategies (중학교 과학교사의 교수전략을 통한 교수지향 분석)

  • Bang, Eun-Jung;Paik, Seoung-Hey
    • Journal of the Korean Chemical Society
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    • v.56 no.2
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    • pp.274-289
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    • 2012
  • The purposes of this study were to analyze instructional strategies of science teachers, science teachers' orientations toward science teaching by the reason which instructional strategies was used in middle school science classes, and the relations among PCK elements for suggesting a direction of improvement of PKC models. For this purpose, we selected three of middle school teachers as participants who had various teaching experience periods. Semi-structured interviews and classroom observations were gathered for data. From the data collected, we analyzed the type of instructional strategies of science teachers. On the base of these, we identified characteristics of the teachers' orientations toward teaching science. From the reason that instructional strategies was used, we could ascertain that knowledge of science curriculum and knowledge of students' learning which was component of PCK crucially affected instructional strategies of science teachers. Therefore we assured that analysis of practical instructional strategies of science teachers that showed through science instruction was the most effective method that could find out science teacher's orientation of teaching science internalized, and that knowledge of science curriculum and knowledge of students' learning was the basic component of PCK that formed instructional strategies of science teachers. On the basis of the result, a necessity for improvement of PCK models was presented.

The Effect of Peer Discussion about Classroom Practices on Science Teachers' Teaching (수업에 대한 동료교사의 협의가 과학교사의 수업에 미치는 영향)

  • Seong, Suk-Kyoung
    • Journal of The Korean Association For Science Education
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    • v.30 no.1
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    • pp.107-123
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    • 2010
  • This study investigated the content and the effect of peer discussion about classroom practices on their science teaching. Participants included three science teachers with chemistry backgrounds in middle and high schools. Each of them had their classes videotaped and observed the footage as well as discussed the lessons together. The teachers had six meetings on 15 recorded lessons including one meeting beforehand. Teachers' discussions were also audio-taped and the data was transcribed. Teachers extensively discussed their lessons not only in terms of instructional strategies and scientific concepts but also the curriculum organization and teaching goals. Analysis of video-recorded lessons showed that instructional strategies were changed partially, but the aspects of curriculum organization in relation to teaching goals were not changed. Analysis of the recorded data revealed that teachers recognized the problems in their science teaching and considered the practical alternative ideas suggested by peers, but teachers proposed the necessity of experience to practice in their class. The study shows that observing and discussing each other's classes is one possible way to improve the class. Implications about teaching improvement for other teachers were discussed.

Analysis of the Types of Teachers' Questioning in Verification Laboratory Instruction and Discovery Laboratory Instruction (확인실험수업과 발견실험수업에서의 교사 발문 유형 분석)

  • Kim, O-Beom;An, Un-Ha;Kim, Eun-Ae;Ko, Min-Seok;Yang, Ilho
    • Journal of The Korean Association For Science Education
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    • v.33 no.7
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    • pp.1354-1366
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    • 2013
  • The purpose of this study was to analyze the types of teachers' questioning between verification laboratory instruction and discovery laboratory instruction. Results were that there was no difference in questioning types in verification laboratory instruction and discovery laboratory instruction. Most teachers in two types of laboratory instruction used closed questionings more than open-ended questioning. This shows that teachers' laboratory instruction processes are focusing on 'get the content' rather than consideration of the characteristics of laboratory instruction types. Such results show that the teachers in verification laboratory instruction and discovery laboratory instruction provide little opportunity for children to improve in scientific thinking. Therefore, teachers should make good plans with a questioning strategy that can be adapted to the types and characteristic of laboratory instruction. If teacher's questioning is practiced well in the science class, it can improve students' scientific thinking and science laboratory instruction.

A Case Study on the Use of Mentoring as a Method of Improving Novice Teachers' Teaching Professionalism in Secondary Science-Gifted Education (중등 과학영재교육에서 초임 교사의 수업 전문성 제고 전략으로써의 멘토링 적용 사례연구)

  • Noh, Tae-Hee;Kang, Seok-Joo;Kang, Hun-Sik
    • Journal of The Korean Association For Science Education
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    • v.32 no.2
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    • pp.331-345
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    • 2012
  • As a case study on the use of mentoring as a method of improving novice teachers' teaching professionalism in secondary science-gifted education, this study investigated the characteristics of mentoring science instructions for science-gifted students at the plan, performance, evaluation, and post-mentoring stages of the classes. One mentor and two mentees were selected, and mentoring in each mentee's instructions was conducted during nine classes over three times. We observed the total classes, and analyzed taped videos, the materials, the transcripts for mentoring and in-depth interviews, and field notes. The analyses of the results indicated that the characteristics of mentoring instructions, at the planning stage of the classes, exhibited the construction of more systematic classes, the escape from the schema that science instructions for science-gifted students were instructions using somewhat difficult experiments and the uses of diverse teaching strategies, the influence of the psychological burdens on developing science-gifted education programs, and the increase of the time preparing the classes. At the performance stage of the classes, the characteristics included the improvement in the quality of the classes, the influence of the psychological burdens on teaching the classes, and the inducements of some confusion on performing them. At the evaluation stage of the classes, the characteristics included the provision of the opportunities in deeply reflecting my own classes, and the provision of the practical power for improving the classes. Finally, the characteristics at the postmentoring stage could be attributed to the increase of mentees' self-confidence about their instructions and some development of mentors' teaching professionalism/mentoring skills.

Qualitative Research on Common Features of Best Practices in the Secondary School Science Classroom (좋은 수업에 대한 질적 연구: 중등 과학 수업을 중심으로)

  • Kwak, Young-Sun;Kim, Joo-Hoon
    • Journal of The Korean Association For Science Education
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    • v.23 no.2
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    • pp.144-154
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    • 2003
  • This study investigated the common features of the best practices in the science classroom, which is the core of school education. The underlying assumption of this research is that the fulfillment of school education is possible with substantial instruction of school curricular areas. The substantial learning of any curricular area depends on each classroom lesson. Data from classroom observations in-depth interviews with teachers and a group of students, a collection of instructional materials were used to extract common characteristics of best practices implemented by 10 exemplary secondary-school science teachers. Common features of best science practices were analyzed in terms of (1)reorganization of science content, (2)pedagogical skills, (3)evaluation, and (4)teachers' efforts for professional development. Results indicated that exemplary science teachers adapted curriculum and textbook content according to students' level and learning context, were able to use a variety of instructional methods and strategies, provided cooperative and intellectually challenging learning environment, and improved their instruction based on assessment results. Also, these exemplary teachers not only improved their own classroom practices, but also participated actively in various professional community of science teachers to share their practical knowledge with their colleagues. They took an active role in teachers' in-service education.

A Case of Operating College Mathematics Course using SRN (SRN을 활용한 대학수학 강좌 운영 사례)

  • Kang, Yun Soo;Kim, Yi Seul
    • Journal of the Korean School Mathematics Society
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    • v.22 no.3
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    • pp.277-302
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    • 2019
  • In this study, we identified the effects of Self-Reflective Note(SRN) strategy, which used on 'college mathematics' courses, operated as a liberal arts curriculum course in university. For this purpose, we used SRN strategy on 'college mathematics' 3 classes, 'college mathematicsII' 1 class enrolled 95 students, and then analyzed the data. For identifying a change of students' learning, we conducted surveys related to the affective domain, core competencies, satisfaction. From this, we identified the followings. First, the interest, self-confidence, future expectation of students who attended classes in which SRN strategy is used are positively changed. Second, core competencies(self-directed ability, communication ability) of students who attended classes in which SRN strategy is used are improved. Third, the students who attended classes in which SRN strategy is used evaluated such as mathematics learning using the strategy help their mathematics study. Fourth, the students who attended classes in which SRN strategy is used evaluated such as the strategy improved their learning habit, supplemented their weakness, and activate realistic communication between professor and them.

Improvement of e-learning in a smart environment (스마트 환경에서 e-러닝 개선 방안)

  • Lee, Jin-Kwan;Park, Ki-Hong
    • Proceedings of the Korean Society of Computer Information Conference
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    • pp.403-406
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    • 2011
  • 본 논문에서는 최근 등장한 스마트 환경에서 e-러닝에 대한 관심의 확산에 따라 e-러닝의 개념을 도구적 접근, 환경적 접근, 그리고 이론적 접근을 통해 살펴보았다. 이를 통해 제시된 스마트 환경에서 e-러닝의 개선방향을 제시한다. 이 같은 스마트 환경에서 e-러닝 개선방안을 기반으로 향후 개별적 수업상황에 적합한 구체적인 개발전략의 지속적 연구가 필요하다.

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