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Teacher's Teaching-Learning Strategies and Young Children's Concepts Related to Mathematics and Science through Analysis of Teacher-Children Interaction in Applied Process of Integrated Mathematics and Science Education Activities  

Kim, Suk-Ja (Korea National University of Education)
Kwak, Sang-Sin (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.22, no.1, 2002 , pp. 141-157 More about this Journal
Abstract
The purpose of this study was to analyze teacher's teaching-learning strategies and young children's concepts related to mathematics and science in integrated mathematics and science education activities. To achieve this purpose, actual class episodes were analyzed. The episodes were derived from 7 sessions of interaction between teacher and 4 kindergartners in integrated mathematics and science education activities. As a result of the study, children's concepts related to mathematics and science in integrated mathematics and science education activities occurred three factors: the relationship between weight, shape and movement, the relationship between weight and size, and the concept of measurement. In teacher's teaching-learning strategies, three factors were revealed: teacher's questioning, use of teaching materials, and children grouping.
Keywords
integrated mathematics and science; teaching-learning stratigy;
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