• Journal of Digital Convergence
• /
• v.14 no.8
• /
• pp.503-513
• /
• 2016

The purpose of this study is to explore the meaning(significance) of improving early childhood music teaching classes while analyzing microteaching in small group mentoring process. Improvement on teaching was carried out in the form of fellow teacher mentoring made up of small groups of 4 members through microteaching analysis, and the research findings are as follows. First, it was discovered that a clear understanding of musical concepts and theories must take precedence for desirable teaching of early childhood music. Second, it could be confirmed whether musical concepts are well integrated with actual early childhood music teaching activities through small group mentoring. Third, in the process of small group mentoring using microteaching analysis, sympathy was found to be highly important in the improvement on early childhood music teaching by research participants.

• Journal of the Korean Chemical Society
• /
• v.50 no.4
• /
• pp.338-345
• /
• 2006

study investigated the effect of an instruction using generating analogy on scientific conceptual understanding, science learning motivation, attitude toward science instruction, and perception of instruction. Two classes of seventh graders at a middle school in Seoul were randomly assigned to the treatment group and the control group, and they were taught about the motion of molecules for 5 class hours. The instruction for treatment group was developed based on the Glynns Teaching-With-Analogy model. Two-way ANCOVA results revealed that the scores of the treatment group were significantly higher than those of the control group in the conception test. However, there was no significant difference between two groups in the science learning motivation test and the test on the attitude toward science instruction. Survey results on the students perception of instruction showed that generating analogy was hard for the greater part of students, and finding appropriate analog was the most difficult work. Educational implications are discussed.

• Education of Primary School Mathematics
• /
• v.23 no.2
• /
• pp.87-116
• /
• 2020

The purpose of this study is to explore how units-coordination ability is related to understanding fraction concepts. For this purpose, a teaching experiment was conducted with one fourth grade student, Eunseo for four months(2019.3. ~ 2019.6.). We analyzed in details how Eunseo's units-coordinating operations related to her understanding of fraction changed during the teaching experiment. At an early stage, Eunseo with a partitive fraction scheme recognized fractions as another kind of natural numbers by manipulating fractions within a two-levels-of-units structure. As she simultaneously recognized proper fraction and a referent whole unit as a multiple of the unit fraction, she became to distinguish fractions from natural numbers in manipulating proper fractions. Eunseo with a reversible partitive fraction scheme constructed a natural number greater than 1, as having an interiorized three-levels-of-units structure and established an improper fraction with three levels of units in activity. Based on the results of this study, conclusions and pedagogical implications were presented.

• Journal of The Korean Association For Science Education
• /
• v.31 no.4
• /
• pp.491-504
• /
• 2011

We investigated science-gifted students' conceptions on science learning. The inventory instruments used for our study were a questionnaire on the conceptions of learning science (COLS) and a questionnaire on the approaches to learning science (ALS). Our analysis of the questionnaires showed that there are differences in the conceptions of science learning between the science-gifted and ordinary students. Science-gifted students perceive science learning as storing up of scientific knowledge, expansion of knowledge structure and achievement of a new view. There are no differences in the conceptions of science learning between male and female science-gifted students. There are also no differences in the conceptions of science learning in terms of subject preference such as physics, chemistry, biology and earth science. Our analysis offer assistance to teaching material and teaching method for science courses.

• Journal of The Korean Association For Science Education
• /
• v.36 no.2
• /
• pp.295-302
• /
• 2016

In this study, we investigated a learning progression focusing on $5^{th}$ to $9^{th}$ graders' performances with dissolution and solution concepts using the construct modeling approach. We designed a construct map describing hypothetical pathways of the concept development of dissolution and solution by analyzing both National Science Curricula and related studies. A conceptions test consisting of ordered multiple-choice items was developed and administered to 826 students. A revised construct map was derived from analyses of the results based on the partial credit model, a branch of polytomous item response theory. The sequence of dissolution and solution concepts presented in the current science curriculum was found to correspond with the learning progression of the students. However, the lower anchor, the concept of the homogeneity of particles in solution, and the factors affecting solubility were not consistent with the expected levels of the construct map. After revising the construct map, we proposed a learning progression for dissolution and solution concepts with five levels: Students of level 1 (the lower anchor) recognize the particles in the solution but misunderstand various concepts; Students of level 2 understand the homogeneity of particles in solution; Students of level 3 understand solubility and the conservation of particles during dissolution; Students of level 4 partially understand the interaction between particles; and Students of level 5 (the upper anchor) understand the interaction between particles and the factors affecting solubility.

• Journal of Educational Research in Mathematics
• /
• v.19 no.2
• /
• pp.233-256
• /
• 2009

The notions of conditional probability and independence are fundamental to all aspects of probabilistic reasoning. Several previous studies identified some misconceptions in students' thinking in conditional probability. However, they have not analyzed enough the nature of conditional probability. The purpose of this study was to analyze conditional probability and students' knowledge on conditional probability. First, we analyzed the conditional probability from mathematical, historico-genetic, psychological, epistemological points of view, and identified the essential aspects of the conditional probability. Second, we investigated the high school students' and undergraduate students' thinking m conditional probability and independence. The results showed that the students have some misconceptions and difficulties to solve some tasks with regard to conditional probability. Based on these analysis, the characteristics of reasoning about conditional probability are investigated and some suggestions are elicited.

• Journal of the Korean School Mathematics Society
• /
• v.15 no.2
• /
• pp.259-279
• /
• 2012

The purposes of this study were to investigate the effects of the use of link sheet in pre-service mathematics teachers' mathematics learning. The study was conducted in Calculus course during 1 semester with 25 pre-service mathematics teachers. According to the results of questionnaires and focused group interviews, the use of the link sheet helped students to develop deeper understandings of mathematical concepts and mathematical communication ability. In addition, the use of the link sheet encouraged students to realize the value of the mathematics and it also played a central role in creating active and self-directed learning atmosphere.

• Korean Journal of Child Studies
• /
• v.26 no.5
• /
• pp.351-365
• /
• 2005

This study investigates student teacher's recognition of professionalism as they relate to self-concept and conflict. Subjects were 190 student teachers in Seoul and Gyeonggi Province. Subjects responded to self-report questionnaires. Data were analyzed by regression analysis using the SPSS computer program. The Major result of this study are as follows : First, there were significant positive relationships between self-concept and recognition of professionalism in four sub areas. Second, there were also significant negative relationships between conflict and recognition of professionalism in four sub areas. Consequently, self-concept and conflict were statistically significant factors in predicting student teacher's recognition of professionalism.

• Proceedings of the Korean Society for the Gifted Conference
• /
• 2003.11a
• /
• pp.221-237
• /
• 2003

컴퓨터와 정보통신 기술은 하루가 다르게 발달하고 있지만, 정보사회를 살아가는 데 필요한 시대정신은 갖추지 못하여 이로 인한 부정적인 현상은 점점 그 심각성을 더해가고 있다. 최근 교육기관과 사회 공공 기관에서 역기능의 심각성을 인식하고 정보통신윤리교육을 실시하기는 하지만, 정보과학영재를 위한 정보 통신윤리교육은 거의 연구가 진행되고 있지 않다. 정보사회에서 국가적으로 매우 중요한 인재인 정보과학영재들에 대한 체계적인 정보통신윤리교육이 없다는 것은 매우 위험한 일이다. 교육은 대상자의 수준에 맞게 이루어져야 할 것이다. 따라서 정보과학영재들에게는 그들에게 맞는 정보통신윤리교육이 필요할 것이다. 이와 같은 문제점을 인식하여 본 논문에서는 정보과학영재의 개념을 살펴보고, 정보통신 윤리의 개념과 성격, 정보통신 교육의 기본원칙을 이론적 배경으로 하고 초등 정보과학영재들의 인터넷 이용실태를 분석해본 후 초등 정보과학 영재들을 위한 정보통신윤리교육방안을 제시하고자 한다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2010.07a
• /
• pp.389-392
• /
• 2010

지역사회교정은 기존의 시설내처우와 대비되는 개념으로 형사절차 전반에 지역사회가 개입하여 사회내처우를 실행하는 것이다. 이는 시설내처우가 지닌 과밀 수용, 교정 프로그램의 효율성, 범죄의 학습화 등의 문제점을 극복하고 범죄자들의 진정한 사회복귀를 도모할 수 있는 방법으로 인식되고 있기 때문이다. 하지만 지역사회교정 또한 많은 문제점들을 가지고 있어 이에 대한 해결책의 연구가 필요하다. 이 연구에서는 이러한 문제인식에 기인해서 지역사회교정의 개념과 문제점들에 대해 살펴보고 이의 대안을 제시하였다. 지역사회교정의 활성화를 위해서는 담당기관 및 인력의 확충 및 담당 직원의 세심한 채용 및 지속적인 관리를 통해 전문화를 유도하며, 전문 프로그램을 수행할 수 있는 민간봉사자와의 네트워크 구축이 필요하며, 지역기관, 지자체, 관계 당국 간의 이해와 협조가 반드시 필요하게 될 것이다. 이와 함께 지역사회교정의 실천단계에 있어 발생될 수 있는 많은 문제점들에 대한 객관적이고 실증적인 후속 연구가 진행되어야 할 것이다.