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pISSN : 2508-156x

2020 KCI Impact Factor : 0.07
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2020, Vol.5, No.1

  • 1.

    The Action Research using Low-cost Robot-kits

    Hwang, Jung | JeongHye Han | Kim, DongHo | 2020, 5(1) | pp.1~13 | number of Cited : 0
    Abstract PDF
    This paper is an action study to compensate for difficulties raised in the actual application of the class since the education for utilizing robots for primary education courses was introduced in 2015. Teaching materials were developed in this paper, considering the suitability of low-cost among various robot-kits. Comparing the details of robot ‧SW education in each published textbook, we interviewed the current primary school teachers who were experts of robot ‧SW education and developed the draft teaching plan based on low-cost robot kits. They agreed that the robot-kits used should be low-cost, easy to manage, needed to include creative activities. And activities should take place without the need to secure a large space and to move classrooms. It also proposed a final implementation teaching course that reflected the demand for planned and specific role-sharing activities assuming more time and group of four people in execution. This implementation study can be found to provide standard teaching and learning plans for low-cost robot-kits that can be used in school sites.
  • 2.

    An Analysis on Experience of Prospective Teachers and Its Meaning in the Teaching Practicum

    Kim, MinJo | Seung-Min Lee | 2020, 5(1) | pp.15~41 | number of Cited : 1
    Abstract PDF
    Teaching practicum is a key element in the curriculum for training teachers, in which prospective teachers can apply their professional knowledge and skills to the actual practice of teaching and learning. With this issue in mind, this study analyzed what prospective teachers (third-year students in an university of education in Korea) experienced in their teaching practicum, and what their experiences mean in terms of primary education. The data for this study were collected using a questionnaire and a focused interview. Some conclusions are as follows. Firstly, the students defined the purpose of their teaching practicum differently, and recognized the teaching practicum as the experience of teaching reality. Secondly, pre-experiences in teaching practicum were found to be ‘depending on the will of college and prospective teachers’, ‘necessary but useless’, and ‘determined by luck but depending on willingness’. Thirdly, the experience of the training period was recognized as ‘growth as a teacher entrusted to chance’, ‘useful or useless’, ‘very different from school to school’, ‘necessary but not essential’, ‘conceived classes or realistic classes’, ‘now or after becoming a teacher’, and ‘hundred or zero of their existence’. Some implications are as follows. Firstly, it is necessary to organize different topics and contents of the orientation for each teaching practicum. Secondly, prospective teachers need some opportunities to share their experiences with other teachers and form relationships with them. Thirdly, Third, it is necessary to allow prospective teachers to have some standard experience, and to provide meaningful opportunities for their professional growth.
  • 3.

    A Study on the Development of Localization Learning Materials in the case of Cheongju City -Based on the Exploring the Phase Change of Elementary Social Studies Local Textbooks

    Yoon, OkKyong | Shim Seung Hee | 2020, 5(1) | pp.43~69 | number of Cited : 2
    Abstract PDF
    This study examines the changes in the meaning of localized learning and the status and characteristics of localized textbooks in elementary social studies. We explored the case where it was converted and drew the implications for the development of localized learning materials based on Cheongju-city area. In elementary social studies education, localized learning focuses on 'region', which is the main learning topic of geography education, and focuses on 'our region' according to the principles of environmental expansion law in grades 3 and 4 of elementary school. Geographically, localized learning is of great significance. However, 'localization textbooks', which were at the core of localization learning, have been changed in their status and character according to the flow of 'localization of curriculum' in the process of change of national curriculum for elementary social studies. An example of this is the process of replacing the textbook, “Chungcheongbuk-do, a good place to live” for the fourth grade student of elementary school in Chungbuk province, with the digital teaching and learning materials. Instead of the localized learning materials burdened by all students, and the materials are hard to be taught by teachers, it will be overwhelmingly possible to switch to a system that can be published and distributed the book with digital files Based on this series of changes in the context of Cheongju-city.
  • 4.

    A Study on Elementary and Secondary Teachers' Experience of Professional Development System for 'Marine Geographical Names and Marine Education'

    Kim, TaeHyeong | Yoon, OkKyong | 2020, 5(1) | pp.71~86 | number of Cited : 0
    Abstract PDF
    The purpose of this training is to establish maritime territorial sovereignty through understanding of ocean and marine names, and to understand marine resources and importance, understanding of marine resources and marine environment, and acquisition of marine information for teacher professional development. This course covers topics such as utilization, maritime safety, the meaning of marine names, and the establishment of maritime territorial sovereignty. Participation Teachers applied for this training based on their interest and curiosity about the ocean in a situation where mandatory training was required. For the contents of marine education at the school site, the maritime safety of social studies and science and comparative education The center was attracting attention as a content of experiences and safety education. Teachers who participated in the training were generally satisfied with the training program and responded that their awareness of maritime education and maritime nomination was improved. However, they preferred to experiment, practice, and experience-based training rather than lecture-type training. Rather, it was hoped that the content that could be used for the field education (class) would be covered. In the future, follow-up support and monitoring should be continued through the provision of customized training and post-training education materials, textbooks, and digital contents using the curriculum and network.