• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.634-645
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• 2014

The purpose of this study was to analyze the teachers' stages of concern and levels of use on STEAM of the 2009 elementary science curriculum and to support effective application according to the teachers' stages and levels. Therefore this study was conducted by the Concerns-Based Adoption Model (CBAM). The total number of 113 teachers participated in this study. The results of the study were as follows: First, most teachers were in the stage of awareness. Second, the results of the chi-square test showed that the stages were significantly different according to their positions, training experiences and final degrees (p<.05). Third, about half of teachers were in the level of orientation and preparation. The others were in the level of routine, integration and renewal. Fourth, the results of the chi-square test showed that the levels were significantly different with the categories of their gender, position, age, career in education, workplace and training experience (p<.05). Fifth, the correlation coefficient between stages of concern and levels of use (r=.59) was relatively high (p<.05). Based on these results, we suggested that the support of application should be provided according to the teachers' stages and levels.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.2
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• pp.287-302
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• 2010

The purpose of the study was to figure out elementary school teachers' Stages of Concern(SoC) between senior teachers and new comers to integrated units of integrated curriculum which was revised in 2007 and applied in 2009 by using CBAM. Seventy-four home-room teachers in elementary schools took part as participants. For data collection, as Hall and Hord suggested in 2005, Questionnaire of Stages of Concern was used. Profiling of teachers' concern and one-way ANOVA were employed in data analysis. In the results, 55% of the teachers were in the stage of Awareness. In the stage of Informational, 22% of the teachers were appeared. Most of elementary teachers' concern about integrated units was closed to indifference of self-interest level. The difference of concern between senior teachers and others will be illustrated as findings. The results of the study provided that factors which influenced teachers' concern about the curriculum. Physical factors such as a curriculum guideline or on-line system to access boarder-cross curriculum influenced teachers' concern. Little intervention about the boarder-cross curriculum appeared in elementary schools. The authors of the study suggested to emphasizing the roles of facilitator for the revised curriculum.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.2
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• pp.162-181
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• 2011

The purpose of this study was to reveal controversial issues on Stages of Concern(SoC), which is one of the dimensions of Concerns Based Adoption Model(CBAM). To achieve the purpose, documental analysis was employed. The theoretical framework to analyze literature consisted of three categories including stages, measurements, and applications. Based on the framework, controversial issues on SoC were discussed regarding arguments of CBAM developers and critics. The researchers of this study suggested their own opinions on the issues after thorough examination of CBAM developer's arguments and oppositions against them. Finally, suggestions for further studies on issues of SoC and studies measuring SoC were made.

• Journal of Korean Home Economics Education Association
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• v.13 no.3
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• pp.1-11
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• 2001

The purpose in this study was to investigate stages of concern of home economics teachers about the practical reasoning instruction(PRI) innovation configuration. levels of use. using Concerns Based Adoption Model(CBAM) The design of the study was descriptive. The Questionnaires of stages of concern. levels of use. and innovation configuration developed by Hall in 1987 were used. Data from HE teachers were collected through mailing. focus interview. and phone calls. Mean. percents. an frequencies were used to describe stages of concern, level of use. and innovation configuration. The results of the study were as follows: 1. The highest number of HE teacher respondents was stage 1. Information in March and july. 2 In terms of mean of PRI configuration. percentile. the HE teachers had implemented over 63% of the PRI elements and the cooperative learning elements in both March and July. However. of evaluation elements, 33% in March and 47% in July had been conducted. 3. The highest number of HE teacher respondents was level 3. Mechanical level in March. and July.

• The Mathematical Education
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• v.55 no.4
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• pp.417-445
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• 2016

The purpose of this research is to discover and analyze the stages of concern, level of use, innovation configurations and the analysis of their relationship to each other of storytelling-based math education among elementary teachers based on the concerns-based adoption model (CBAM). And then the researcher derives support strategies for the education by empirically examining at which levels and how actual elementary teachers perceive storytelling-based math education and also how they adopt it. In addition, the researcher lays the purpose of this study on seeking proper supporting strategies for helping elementary teachers implement storytelling-based math education and providing basic material for teaching activities by examining the correlation between stages of concern, levels of use and the innovation configuration, and grasping the relation between teachers concern and their educational practice regarding storytelling-based math education.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.1
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• pp.134-147
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• 2014

The purpose of this study was to analyze stages of the concern on open inquiry of elementary school teachers. To achieve this purpose, this study used the instruments of CBAM, including stages of concern questionnarie. The results of this study was as follows. Firstly, most teachers were in 0 stage, which meant they had little concern on open inquiry in science instruction. Secondly, the teachers who had teaching career of less than or 10 years were no more interested in open inquiry than teachers who had teaching career of 11-20 years. Thirdly, the training experience and teaching experience of open inquiry didn't show a statistically significant difference. Based on these results, this study suggested that we need educational programs and supporting strategies to heighten concerns and enthusiasm of teachers and pre-service teachers on open inquiry in science instruction.

• Journal of The Korean Association of Information Education
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• v.20 no.4
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• pp.387-400
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• 2016

In preparation for the adoption of software(SW) education in Korea by 2018, this study examined Korean teachers' perceptions and attitudes toward SW education and their relationship with teacher characteristics. By using the Stages of Concern Questionnaire, we conducted a survey of 92 teachers who participated in an introductory level of SW teacher training. The findings indicated that 1) the teachers' profile follows the typical nonuser pattern focusing on more self-concern, with the strongest intensity at Stage 0-Unconcerned and 1-Informational concern and the lowest at Stage 4-Consequence. However, teachers' stages of concern differed from the teachers' characteristics. Male teachers exhibited more concerns at Stage 4-Consequences, Stage 5-Collaboration, and Stage 6-Refocusing than female teachers. In addition, the teachers with higher SW proficiency, SW training experiences, and longer SW teaching experience showed higher intensity at Stage 4, 5, and 6 than their counterparts. The study suggests that the implementation of SW education would be effective and facilitated when teachers receive on-going and appropriate interventions and educational supports based on their individual concerns.

• Journal of The Korean Association of Information Education
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• v.22 no.5
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• pp.535-543
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• 2018

The purpose of this research is to analyze the current status of elementary pre-service teachers' concern on SW education using the Concern-Based Adoption Model, and to investigate issues to be considered in pre-service teacher education. The participants were 137 senior students enrolled in a university of education. A survey was conducted using the Stages of Concerns Questionnaire(SoCQ). Elementary pre-service teachers' concern on SW education was turned out to be the highest at the awareness stage, and the lowest at the consequence stage, and thus showed the 'nonuser' pattern. It also showed a 'positive nonuser' pattern by indicating a little more concern at the collaboration and refocusing stages than the consequence stage concerning the impact of SW education. In addition, no significant difference was found according to pre-service teachers' gender. In comparison with that, significant differences were found according to their programming level at the awareness, personal, consequence and collaboration stages. Based on the results of the research, suggestions were made for the improvement of the pre-service teachers' SW education program concerning the presentation of related information and the enhancement of programming capabilities.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.347-358
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• 2021

The purpose of this study was to investigate the stage of concern and use level of early childhood teachers' STEAM, and to find out whether there is a difference in the stage of concern according to individual teachers' variables. The subjects were 242 teachers in charge of 3-5 years old kindergarten and daycare center in G city. The research tool was the stages of concern questionnaire (SoCQ). The collected data were converted to relative intensity by applying percentile conversion chart in the guidelines, and this was expressed as a concern profile graph, and t-test and ANOVA were performed to find out the difference in concern according to teacher's background variables. The research results are as follows. First, the stage of concern in early childhood teachers' STEAM was identified as a critical non-user profile. Second, the stage of concern in the teacher's STEAM was judged as a person who did not use, or was implemented for less than 2 years, and was a non-user or a novice. In addition, it was found that most of the teachers did not receive formal education for STEAM. third. There were differences in the educational background, career, current execution status of teachers, whether or not to take related courses in pre-service teacher education, and whether to plan for future implementation. And there were no differences in the majors and institution types of teachers. Based on these results, a support plan for changing the stage of concern of teachers about STEAM and improving the level of use was suggested.

• Journal of the Korean Home Economics Association
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• v.34 no.4
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• pp.327-343
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• 1996

The objective of this study were 1) to determine the stages of concern of HE teachers about the practical problem-based curriculum approach, as illustrated by the Ohio's Work and Family Life Curriculum (W&FLC); 2) to determine the relationships between home economics (HE) teacher's stages of concern about W&FLC and personal and professional characteristics of HE teachers; and 3) to determine aspects of interest about the practical problem-based curriculum approach, such as the Ohio W&FLC. Respondents in this study were 225 HE teachers. The data were collected during the in-service teacher training sessions after presentation about W&FLC. Concerns Based Adoption Model (CBAM) was modified to provide a conceptual framework for this study. Frequencies, SD, mean, mode, range were used to determine the stages of concern of HE teachers. To determine the relationships between stages of concerns and personal and professional characteristics of HE teachers, coefficient of Chi-Square contingency tables was used. Content analysis was used to determine aspects of interest about the practical problem-bsed curriculum approach, such as W&FLC. The median of the stages of HE teachers' concerns about W&FLC was Stage 1, Information Stage. About 60% of HE teachers were interested in learning more details about W&FLC. Chi-square revealed no statistically significant relationships between stages of concerns about W&FLC and characteristics of HE teachers. Content analysis was used to determine aspects of interest about W&FLC of HE teachers. Nine categories were found: content, teaching strategies, implementation of the curriculum, philosophical framework, how to adopt W&FLC, resource materials, students' outcomes, in-service teacher training, and HE teacher organization. The majority of HE teachers were interested in relationships with family and others, resource management, family relationships, personal development, communication skill, family life, creating a self-identity, life planning, roles of family members, homemaking management, child care, and parenting.