• Journal of the Korean Institute of Educational Facilities
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• v.18 no.5
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• pp.23-33
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• 2011

To ensure the effective operation of a curriculum, facilities and equipments should be properly supported. Therefore, changes are required for educational facilities in accordance with the curriculum, revised 10 times in total from 1945 to 2011, but it's true that the facility and equipment laws, which are the standards of facility and equipment changes, did not adapt to the changes. After 'the Act on Standards of School Facilities' was repealed, 'the Act on Establishment and Operation of the Schools,' the corresponding law for the purpose of spatial configuration for teaching and learning methods, was enacted in Sept. 1997. This law has been active for 14 years and revised 11 times thereafter. It has also been decided to often revise the curriculum, so the 7th National curriculum has undergone 6 times of minor revisions. Among them, the most recently revised 2009 curriculum is to be applied for elementary school 1st and 2nd grade, middle school 1st grade, and high school 1st grade from the beginning of this year of 2011. Hereupon, the purpose of this study is to research on the revisions of the school facility and equipment standards which can support the curriculum revised in 2009 and thereafter by examining classrooms and facilities as the learning space that can respond to the changes of school functions and systems with curriculum transition, of teaching and learning systems, and of subjects.

• Journal of the Korean Institute of Educational Facilities
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• v.24 no.4
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• pp.15-24
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• 2017

This paper aims to investigate in what extent subject-centered clusters are different from one another in terms of message system, which is composed of curriculum, pedagogy and evaluation. For this, Bernstein's pedagogic transmission code(i.e., classification and framing) and school typology(i.e., open-type or close-type) have been explored, and then applied into Shimin Junior School, Japan, in order to find out substantial characteristics between subject-centered clusters. In this case study, VGA(visibility graph analysis), as one of syntactical methodologies in space syntax theory, has been used to measure to what degree they are actually different. Throughout in-depth investigation of spatial configurations, it can be said that the square of clusters is strongly connected and integrated very well, so that it acts as an anchor place for school life within a cluster. However, it works in different ways according to message systems. In the subjects like Japanese and Science whose message system are characterized by strong classification and strong framing, integration values are relatively low, and this means that it is hard to expect cross-referencing activities through the subject squares. On the contrary, the subject of Social Studies defined by weak classification and weak framing shows the highest mean integration values, and this can be expected that there are inter-changeable learning activities in the square.

• Journal of the Korean Institute of Educational Facilities
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• v.5 no.2
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• pp.40-48
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• 1998

A Considerable number of middle and high schools has an educational program that allows the students to move from one class to another according to their academic achievements. It is, however, performed in existing classrooms with uniform pattern, corresponding to the launch of the 7th curriculum (scheduled to practice in 2000). This research is to investigate the current situation of IILA and to collect the teachers opinions and their demands regarding spatial change to accommodate IILA effectively. This research is also to acquire a fundamental data to set up a prototype for designing a school building for IILA in future. The research process includes surveying the current circumstances of IILA in 136 middle and high schools in Seoul and Pusan, and performing interviews for 9 schools. The research results revealed that there was lack of classrooms to comply IILA in most cases and inconvenience resulted in moving from class to class. It also showed that majority of students experienced unhandy due to limited lockers for the personal belongings. It is also found that the IILA was not a practice for offering various teaching methods but simply an aspect of grouping students based upon their academic achievements.

• Journal of the Korean Institute of Educational Facilities
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• v.9 no.3
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• pp.13-21
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• 2002

The new design concept for the middle school is developed as the seventh curriculum is published. However, the credible data for a plan study and spatial organization, and the type of rooms, and using area are hardly found. On this background, the purpose of this study is to provide fundamental resources for the design of middle schools and to recognize national status of plan organizations of middle schools with analizing the space and the type of rooms of collecting 150 schools' architectural plan drafted by city, province education office for 4 years(from 1997 to 2000) As a result, we know that although the class size of school is same, the area for school buildings is very diverse. Then, in order to increasing the area and to develop school buildings' quility, the meaning of standard level should be changed urgently minimum size to optimun size.

• Journal of the Korean association of regional geographers
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• v.17 no.2
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• pp.231-244
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• 2011

This study is to examine how activities using local multi -cultural resources and world geography lessons using the CCAP(Cross-Cultural Awareness Programme) affect students' multi-cultural understanding. Activities using local multi-cultural resources were carried by visiting in an alien worker community, volunteering in multicultural center, attending on UNESCO ASP(Associated School Program), and making radio broadcasting program associated with 'SCN FM' which is a local broadcasting station on the weekend. And world geography lessons using the CCAP were conducted with 5 classes including orientation by inviting foreign instructors from that place after reconstructing the Southeast and South Asia unit of the countries such as Pakistan, the Philippines, Myanmar and Cambodia. According to twice questionnaire survey conducted before and after activities using local multi-cultural resources and world geography lessons using the CCAP, it appeared that students had familiarity more than before through direct meeting with foreigners inside and outside classroom, and understood and respected other cultures by acquiring contextual regional knowledge. In the end, multi-cultural activities and world geography lessons using the CCAP contributed to students' global citizenship, which overcame prejudice toward third world cultures. Like that, if world geography classes provide continually students with opportunities to experience directly diverse cultures inside and outside classroom, world geography overcome negative image that it transmit decontextual regional knowledge and is regarded as the subject that is very fit for nurturing global citizenship based on contextual knowledge, consideration and tolerance needed in global and multi-cultural society.

• Communications of Mathematical Education
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• v.35 no.2
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• pp.193-212
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• 2021

This study is to support the school's mathematics exploration activities. Mathematics exploration is a very important mathematical activity not only for mathematics teachers, but also for students. Looking at the development of mathematics, it has been extended from one mathematical fact to a new mathematical fact. Mathematics exploration activities are not unique to mathematicians, and opportunities are equally given to all ordinary people who are learning mathematics and teaching mathematics. Therefore, the purpose of this study is to develop a method of mathematics exploration activities that teachers and students can perform in schools, based on mathematics exploration activities based on one mathematical fact. Specifically, the cosine law was selected as one mathematical fact, and mathematical exploration activities were performed based on the cosine law. By analyzing the results of these mathematics exploration activities, we developed a method to explore school mathematics. Through the results of this study, it is expected that mathematics exploration activities will be conducted equally by students and teachers in the mathematics classroom.

• Communications of Mathematical Education
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• v.16
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• pp.217-218
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• 2003

제7차 교육과정의 기본방향인 '21세기의 세계화 정보화 시대를 주도할 자율적이고 창의적인 한국인 육성'에서 볼 수 있듯이, 새로운 교육과정에서는 학생들의 창의력을 신장시키기 위한 방안으로 교과별 교육과정이나 재량활동 운영 등을 제시한 바 있다. 수학교육에서도 이러한 시대적 흐름에 발맞추어 수학적 창의력의 신장이 강조되고 있는 상황이다. 그동안 이론적인 측면과 실제적인 측면에서 수학적 창의성에 대한 성과가 축적되었다. 이론적인 측면에서 볼 때, Haylock(1987)등에 의해 창의력과 수학적 창의력의 구분되었으며, 특히 '수학적' 창의력에 대한 다양한 정의가 제안되었다. 실제적인 측면에서도 수학적 창의력을 측정하려는 평가 도구들이 그 동안 여러 가지로 개발하였다. 그러나, 이러한 수학적 창의력에 관한 전반적인 연구는 종국적으로 교실 수학수업에 반영되어야 함에도 불구하고, 그리 만족스럽지 못한 상황이다. 특히, 교실에서 수학수업을 실제로 담당하는 교사들이 수학적 창의력을 위한 수업을 하고자 하더라도 당장 가까이에서 구할 수 있는 교수 학습 자료가 여전히 부족한 상황이다. 물론 그 동안 교실 수학수업에서 사용할 수 있는 창의력 개발 프로그램이 전무한 것은 아니다. 그런데 그들 대부분은 게임이나 퍼즐을 이용한 것으로 그 수준이 단순 흥미유발에 그치고 있거나 소수의 영재아를 위한 소재를 중심으로, 특히 수학적 사고 과정을 따르기보다는, 시행착오를 거쳐 원하는 결과를 얻을 가능성이 많으며, 수학과의 연계성이 불분명한 채로 단순놀이에 그치는 경우가 적지 않아, 수업과 연관되어 창의력의 신장이라는 측면에서 볼 때, 적용하기 어려운 사례가 많다. 이러한 상황을 개선하는 데 기여하고자, 현재 교과교육공동연구 지원사업의 하나로 한국 학술 진흥재단의 지원을 받아, '개방형 문제(open-ended problems)'를 중심 소재로 한 '수학적 창의성'을 신장하기 위한 교수학습 프로그램을 개발하여, 중학교 1학년을 대상으로 연구를 진행하고 있다. 개방형 문제라 함은 명백한 정의가 어렵지만 Pehkeon(1995)는 개방형문제의 정의를 명백히 하기위한 시도로서 그 반대로 닫힌 문제에 대한 정의로부터 시작하여, 어떤 문제가 닫혀있다고 하는 것은 그 문제의 출발 상황과 목표 상황이 닫혀 있는 것, 즉 명백히 설명되어있을 때라면 개방형 문제는 이와 반대의 개념임을 시사하였다. Silver(1995)는 개방형 문제를 문제 자체가 다른 해석이 가능하거나 서로 다를 인정할만한 답을 가질 수 있는 문제 또는 풀이과정이 다양한 문제, 자연스럽게 다른 문제들을 제안하거나 일반화를 제시할 수 있는 문제라고 정의하였다. 따라서 개방형 문제란 출발상황이나 목표 상황의 일부가 닫혀있지 않을 때를 말하고 문제의 조건을 만족하는 해답이 여러 가지로 존재하는 문제를 뜻한다. 수학적 창의력을 개발하는 데, 다른 문제 유형보다도, 개방형 문제가 유리하다는 점은 이미 여러 학자들에 의해 주장되어왔다. 미국 국립영재교육센터(NRCG/T)는 기존의 사지선다형이나 단답형 문제와 질문들은 학생들의 사고 능력에 관한 정보를 거의 알려주지 못하기 때문에 한 가지 이상의 답을 요구하는 ‘open-ended' 또는 ’open-response' 문제와 질문을 가지고 수학 분야에서의 창의적 사고 능력과 표현능력을 측정해야 한다고 하였고, 개방형 문제가 일반적으로 정답이 하나인 문제보다 고차원적인 사고를 요구하게 하는 문제 형태라고 하였다. 본 연구에서는 이러한 근거를 바탕으로 개방형 문제의 유형을 다양한 답이 존재하는 문제, 다양한 해결 전략이 가능한 문제, 답이 없는 문제, 문제 만들기, 일반화가 가능한 문제 등으로 보고, 수학적 창의성 중 특히 확산적 사고에 초점을 맞추어 개방형 문제가 확산적 사고의 요소인 유창성, 독창성, 유연성 등에 각각 어떤 영향을 미치는지 20주의 프로그램을 개발, 진행하여 그 효과를 검증하고자 한다. 개방형 문제를 활용한 수학적 창의력 신장 프로그램을 개발하고 현장 학교에 실험 적용하여 그 효과를 분석하고자 하는 본 연구는 창의력 신장에 비중을 두는 수학과 교수-학습 과정에 실제적인 교수 학습 자료를 제공하는 것뿐만 아니라 교사들에게는 수학교실에서 사용 가능한 실제적인 활용방안을, 학생들에게는 주어진 문제를 여러 가지 각도에서 생각하면서 다양한 사고를 경험하는 기회를 가질 수 있어, 수학을 보는 학생들의 태도에도 긍정적인 변화를 가져올 수 있을 것이라 기대한다.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.149-160
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• 1998

The purpose of this study was to analyze the 6th national secondary science curriculum and classroom practices to collect the basic data for developing secondary science program focusing on creative problem-solving ability. The creative problem-solving ability was conceptualized as an active process of producing new solutions to problems and consisted of five components: general knowledge, domain-specific knowledge, motivation, divergent thinking and critical thinking. The research questions were generated as follows: (1) Whether creative problem-solving elements-domain specific knowledge(declarative knowledge and inquiry methods) were included or not in the 6th secondary science curriculum, textbooks and teacher's guide? If so, how are they represented? (2) Whether the teachers tried to enhance divergent and critical thinking of their students. Through content analyses, observations and interviews, these research questions were answered as follows: (1) Inquiry methods, which are important to develop creative problem-solving abilities in science, were underestimated in comparison with declarative knowledge. In other words. inquiry methods were regarded only as tools to understand the scientific concepts and principles. (2) It was hard to find the situations which teachers provided opportunities for divergent and critical thinking to their students. Based on these results, the followings were recommended: (1) Inquiry methods should be regarded as a goal not as a tool and be used to acquire inquiry methods themselves. (2) Teachers should not stick to the prescribed inquiry methods prescribed in the textbook, but to give opportunities for thinking various kinds of inquiry methods to improve divergent and critical thinking.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.19-42
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• 2008

The purpose of this study was to develop practical problem-based home economics teaching.learning process plans about a unit 'the youth and consumer life' of middle school eighth-grade Technology and Home Economics by applying blended learning(BL) strategy. According to ADDIE instructional design model, this study was conducted in the following procedure: analysis, design/development, implementation, and evaluation. In the stage of design and development, the selected unit was converted into a practical problem-based unit, and practical problem-based teaching. learning process plans were designed in detail by using BL strategy. An online study room for practical problem-based home economics instruction grounded in BL strategy was prepared by using Edunet(http://community.edunet4u.net/${\sim}$consumer2). Eight-session lesson plans were mapped out, and study aids for students and materials for teachers were prepared. In the implementation stage, the first-session teaching plans that dealt with a minor question 'what preparations should be made to become a wise consumer' were utilized when instruction was provided to 115 eighth graders who were in three different province, and the other one was in a middle school in the city of Daejeon. The experimental teaching was implemented for two weeks in the following procedure: preliminary program, pre-online learning, main instruction and post- online learning. The preliminary program was carried out in a session in the classroom, and pre-online learning was provided before the main instruction was given in a session in the classroom. After the main instruction was completed, post-online learning was offered. In the evaluation stage, a survey was conducted on all the learners and teachers to find out their opinions and suggestions.

• The Journal of Korean Association of Computer Education
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• v.6 no.1
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• pp.109-120
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• 2003

Recently, as more web-based applications are widely used, various methods for education are developed in practical areas. As a result, in many organizations, virtual educations such as WBI learning. CAI, and distance learning are offered actively. With the advantages of web-based education, in order to achieve feasible and efficient effects on education. a new web-based instruction model that considers the abilities, the interests, and the aptitudes of students individually is required. In this paper, a new web-based instruction model, called a hybrid model, is proposed and implemented. And then, two model - the stepwise model and the hybrid model- are applied to a computer accounting class of a vocational high school. Students attend the web-based class in a computer center for 100 minutes autonomously. After the classes, a questionnaire is made in order to analyze both the effect on that class and the learning fulfillment of the proposed instruction model.