• Journal of Educational Research in Mathematics
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• v.14 no.1
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• pp.39-69
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• 2004

This paper investigates the teaching and learning of Linear function relating functional contexts and suggests the improved methods of representation-shift through this analysis. The methods emphasize the link between students' preacquired knowledge of mathematical representations and the way of using those. This methods are explanatory teaching, teaching and teaming based on modelling perspectives or tasks (interpretation, prediction, translation and scaling). We categorize the 8th grade middle school students' errors on the linear function relating real contexts and make a comparative study of the error-remedial effects and the teaching and teaming methods. We present the results of a study in which representation-shift methods based on modelling perspectives and tasks are more effective in terms of flexible connection of representations and error remediation. Also, We describe how students used modelling perspective-taking to explain and justify their conceptual models, to assess the quality of their models and to make connection to other mathematical representation during the problem solving focusing on the students' self-diagnosis.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.155-173
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• 2015

The purpose of this study is to offer the implication for elementary school mathematics teaching by analyzing teachers' reflection on the cognitive demands of mathematical tasks they give in class. During the setup phase and the implementation phase in math class, the researchers analyzed the change of cognitive demands on mathematical tasks and the factors which had influence on such changes. After teachers' reflection on teaching, the researchers analyzed the change of cognitive demands on mathematical tasks and the factors which had influence on such changes in math classes. As a result, before teachers' reflection on the cognitive demands of mathematical tasks, the higher-level demands of mathematical tasks had a tendency to decline. However, after teachers' reflection on the cognitive demands of mathematical tasks, higher-level demands of mathematical tasks were maintained.

• Proceedings of the Korean Information Science Society Conference
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• 2010.06c
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• pp.99-104
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• 2010

정부는 미래의 성장잠재력을 확충하기 위해 국가경쟁력의 핵심인 과학기술에 대한 재정투자규모를 지속적으로 확대하고 있다. 지속적인 R&D투자 확대의 결과로 국가 중요핵심기술 개발이 활발히 이루어지고 있어, 이에 대한 보안관리 또한 중요시 부각되어 금년부터 국가과학기술위원회는 조사 분석 시 보안과제 현황을 조사하는 등의 노력을 기울이고 있다. 그러나, 보안과제의 경우 엄격한 보안대책 요구등의 행정부담 증가의 이유로 인하여 활성화되지 못하고 있는 실정이다. 이에 본 논문에서는 '09년도 보안과제에 대한 현황분석 및 연구 애로사항을 조사하고, 보안과제에 대한 일선 연구자들의 적극적인 참여를 유도하기 위한 핵심 지원방안을 AHP(Analytic Hierarchy Process) 기법을 통하여 설계하여 보안과제 활성화를 위한 주요 의사결정의 도구로 활용한다.

• 열린충남
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• s.44
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• pp.16-23
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• 2008

• Journal of the Korean Society for information Management
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• v.29 no.3
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• pp.215-234
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• 2012

Recently, the importance of team based learning has emerged as the method for conducting the constructivist learning theory. College students, however, have the low preference toward team projects. Thus, this research suggested that the information literacy education should be designed to overcome the problems in team project activities after analyzing the college students' information problem solving process. The in-depth interviews were conducted twice with 10 subjects. As a result, the main problems during team project activities were task definition, judgement on relevant information, evaluation of result and process, absence of accountability and synthesis. The recommendations for information literacy course are as follows: introduction to different types of information sources, support for communication problems between team members, education of credibility judgment on information and criteria for evaluating the results.

• 대한공업교육학회지
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• v.45 no.2
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• pp.70-85
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• 2020

The purpose of this study is to analyze the critical thinking level of activities in technology textbooks. For this purpose, we sampled 5 Technology-Home Economics textbooks of the 2015 revised curriculum and selected 187 activities in the textbooks. The main results of this study are as follows. First, the total score of the critical thinking level is 67.3, which is not high enough. The result of analyzing in the critical thinking level according to unit indicates that activities in units 'Construction(72.8)', 'Invention & Standard(70.4)', and 'Biotechnology & Appropriate Technology(70.4)' are higher score than those in other units, but activities in units 'Transportation & Energy(67.0)', 'Manufacturing(66.1)', and 'Information & Communication(57.0)'units are inadequate for inducing critical thinking. Second, the result of analyzing in the critical thinking level according to type of activity indicates that there is a difference between activities of 'theoretical type(69.3)' and 'practical type(61.5)'. Moreover activities in 'theoretical type' are inadequate for inducing critical thinking.

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.157-171
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• 2016

The aim of this study is to analyze the relationship between fluctuations of a government subsidy and research outputs on the basic research field. An analysis of this study was conducted on basic research projects specifically on the field of information technology (IT) filed at university and Individual Research Programs of Korean ministry. Using various project characteristic variables, relationship between dependent variables and independent variables was controlled. To summarize results of a regression analysis, from looking at the correlation between fluctuations of a government subsidy and basic research outputs (weighted papers and patents), the result showed a positive relationship. The maximum effect of increased research funding projects on research outputs was 8 times greater than an effect of maintained funding projects. Moreover, the maximum effect of decreased research funding projects on research outputs was 4 times greater than an effect of maintained funding projects. Base on this result, we suggested implications from academic and practical aspects.

• The Mathematical Education
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• v.60 no.1
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• pp.61-76
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• 2021

The purpose of this study is to analyze the errors and difficulties which pre-service secondary teachers shows during the task modification in consideration of the cognitive demand and to provide significant implications to the pre-service teacher education program related to the modification of the mathematical tasks. In the pursuit of this purpose, tasks were selected from perpendicular bisector units and 24 pre-service teachers were asked to modify the tasks to higher and lower level tasks. After the modification activities, opportunities for reflection and modification were provided. The findings from analysis are as follows. Pre-service teachers had a difficulty to distinguish between PNC tasks and PWC tasks. Also, We identified the interference phenomena that pre-service teachers depended on the apparent elements of the task. Pre-service teachers showed a tendency to overlook the learning objectives and learning hierarchy during the task modification, and to focus on some types of task modification. However, pre-service teachers were able to have meaningful learning opportunities and extend the category of tools to technology including Geogebra through self-reflection and correction activities on task modification. The above results were summed up and we presented the implications to the task modification program in the pre-service secondary teacher education.

• Proceedings of the Korea Institute of Fire Science and Engineering Conference
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• 2011.11a
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• pp.123-126
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• 2011

화재의 원인과 확산과정을 과학적으로 설명하는 화재 감식분석에 있어 예방과 피해를 최소화하기 위해 화재 감식분석기법은 계속 변화되고 있으며 또한 이에 대한 과제가 증가되고 있는 추세이다. 따라서 본 연구에서는 화재감식에서 기초적이고 필수적인 화재성격판단과 연소흔적 판단, 발화원의 판단에 대해서 서술하고 이에 대한 향후 과제를 제시하였다.

• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.51-60
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• 2012

The purpose of this study was to investigate how task value, twitter self-efficacy, and social presence affect learning satisfaction on twitter discussion. In addition, this study examined the mediating effects of social presence. Participants were 46 undergraduate students in A university in Seoul, Korea. They responded the following surveys: task value, twitter self-efficacy, social presence, and learning satisfaction. Baron & Kenny (1986)'s mediation analysis approach with correlation and multiple regression analyses were applied to this study. Findings showed the significant effects of task value, twitter self-efficacy, and social presence on satisfaction on twitter discussion. In addition, social presence mediated task value, twitter self-efficacy, and satisfaction. These results suggest that the twitter discussion should be designed to accommodate different learners characteristics such as task value and twitter self-efficacy and promote greater social presence between learners.