• Journal of Gifted/Talented Education
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• v.17 no.2
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• pp.392-412
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• 2007

It has been understood that Confucian culture only blocks creative problem solving(CPS). However, it is claimed that Confucian culture exerts positive and negative influence on nurturing CPS. Confucian culture fosters CPS by urging strong motivation for learning, and building rich base of knowledge and skills in general and in specific domains through teaching joy of learning and hardworking fueled by parents' education fever. Confucian culture has negative influence on CPS with emphasis on obedience and conformity. Keju system, as a part of Confucian culture, resulted in excessive private tutoring to prepare for the high-stakes test, delimitation of students' experiences to matters to be tested, and students' weak interest, self-concept, and self-directed learning. Negative influence from Confucian culture on CPS is analyzed and some suggestions are provided for revising educational policies and educational practices in order to maximize the creative problem solving in Confucian countries.

• Journal of the Korean School Mathematics Society
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• v.8 no.3
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• pp.357-366
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• 2005

This Study suggests some ideas how we develop a network of content structure based on informal context and method how we decide a sequence of mathematical syllabus from those Structures. 10th grade students in the process conceptual development was observed and interviewed in 2 hour teaching and learning experiment. Three related characteristics of student's thought in structuring math. Content and sequencing it were investigated as follows : (a) the reasoning that they do reflective abstraction well(or do not well) in acquisition of conceptual knowledge. (b) the method that teacher can use resuits in (a) to organize the content structure. (c) the ways that teacher find the process knowledge in informal content structure. That is, this study investigated the way we, curriculum designer, can create well defined content structure and instructional sequence strongly based on the learners' understanding.

• Archives of design research
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• v.15 no.1
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• pp.49-58
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• 2002

Advances in computer technology have made it possible for educators to design and develop their own multimedia instructional materials using visuals such as animation. Although, it generally believed that the Mew attribute of computer animation facilitates student's foaming, there is still relatively little research regarding the way in which student benefit from multimedia instruction using 3-D animation. The purpose of this research was to examine and determine whether the use of 3-D computer generated images is an effective teaching device for hoping children to understand color theory, and enhancing the tractional methods. In this study, a 3-D computer generated presentation was creative and it demonstrated the mixing of primary color to obtain secondary color. Three research hypotheses were developed in this research. The first hypothesis stated that 3-D computer generated presentation will be an effective device for teaching color theory. The second was that the presentation will be eye-catching and it will hold the children's attention. The third was presentation would enhance the children's memory of color. Results of this study show that visualization technology and the use of 3-D graphics ends can be employed in the field of art education to increases a chi1d's understanding of color theory. Also, it was proved that teaching children through 3-D graphic is an highly effective teaching tool. Thus this research is a oontribution to both children's au education and the relatively new field of computer animation.

• Journal of Educational Research in Mathematics
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• v.18 no.1
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• pp.1-24
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• 2008

The purpose of this study is to uncover weaknesses in the constructivism in mathematics education and to search for ways to complement these deficiencies. We contemplate the relationship between the capability of construction and the performance of it, with the view of the 'Twofold-Structure of Mind.' From this, it is claimed that the construction of mathematical knowledge should be to experience and reveal the upper layer of Mind, the Reality. Based on the examination on the conflict and relation between the structuralism and the constructivism, with reference to the 'theory of principle' and the 'theory of material force' in Neo-Confucianist theory, it is asserted that the construction of mathematical knowledge must be the construction of the structure of mathematical knowledge. To comprehend the processes involved in the construction of the structure of mathematical knowledge, the epistemology of Michael Polanyi is studied. And also, the theory of mathematization, the historico-genetic principle, and the theory on the levels of mathematical thinking are reinterpreted. Finally, on the basis of the theory of twofold-structure, the roles and attitudes of teachers and students are discussed.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.451-460
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• 1997

Various modern social problems are also related with science and technology. Thorough understanding about Technology-Society(STS) interactions is required to take informed action about how to deal effectively with these problems. In this case, there is a need for STS education. The purpose of this study was to examine the perceptions of high -school students and science teachers about Technology-Society interactions and differences of their perceptions. It is my hope that this thesis will contribute to future "General Science" class in Korea. We obtained the data by a survey of 414 high school students who took "General Science" courses in Seoul and 54 of their science teachers. The survey was made using 10 multiple-choice items selected from the VOSTS (Views On Science-Technology-Society) item pool. The results of this study are as follow: 1. More than half of the students and teachers thought that science is exploring the unknown and discovering new things. Their perceptions about the science are somewhat stable, but about the technology various. 2. Most students and teachers thought that science and technology interact and complement each other. They also thought that the improvement in the quality of life needs investments in both science and technology 3. Most students and teachers thought social facts as community, government, and politics influenced scientists and scientific research. They also had a good understanding about the effects of science and technology on society. We can conclude from this that they had a Science-Technology-Society oriented viewpoint. 4. There are significant differences between the perceptions of boys and girls in following categories (p<.05): Influence of Community or Government Agencies on Scientists Influence of Politics on Scientists Role of Scieoce/Technology in Resolving Social Problems 5. There are significant differences between the perceptions of students and teachers in following categories (p<.05): Definition of Science Influence of Politics on Scientists

• Journal of The Korean Association of Information Education
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• v.19 no.4
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• pp.399-408
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• 2015

The purpose of this study was to design and implement the smart system for supporting instructional materials employing characteristics of smart education and flipped learning and to examine the effects of the system on students' achievement and satisfaction in elementary education. The system was developed on the basis of the curriculum with the design strategies of the smart system. The results of the analyses showed that the achievement of the students was increased over the series of the tests. It was also found that the system positively influenced students' self-directed learning time and their satisfaction in social studies education. The implications of the results of the study and suggestions for the future study were discussed.

• Journal of Environmental Science International
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• v.27 no.7
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• pp.519-529
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• 2018

With rapid economic growth, the urban environment has created a problem of human physical and mental illness. In order to solve these problems, urban forests have emerged as a way to mitigate the environmental risks through improving the polluted environment of the city and improve the quality of life. As the urban forests have expanded, the school forests movement has also been taking an important place recently. The study focused on the performance of school forests by comparing the perceptions among teachers and students about their functions. The questionnaire was composed of 4 questions concerning human matters, 10 questions for space recognition, 4 questions for thermal environment, 2 questions for health promotion, and 20 total questions for composition of survey items. The reliability of the school forest function, number of tree planting areas and quantities, the harmony of the planting, and the satisfaction of the school forest were analyzed in the questionnaire conducted by the school members. Although it does not recognize school forests, it has a positive response to the green space that is built outdoors. It is considered that outdoor education and environmental education are sufficient in school forests and green spaces. The results showed that the outdoor green space was more satisfactory when compared with the general school. Teachers and students' preferences were similar to 'seasonal changes' and' trees of various colors and shapes'. The reliability analysis between each item shows that the coefficient for cronbach's ${\alpha}$ was .700 to .834. The purpose of this study is to identify the perception of forest function among school forest members and to utilize them as a basic data in the future.

• Journal of the Korean Institute of Educational Facilities
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• v.20 no.6
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• pp.21-30
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• 2013

This study aimed to identify elementary school teachers' perceptions of various aspects of physical environments of a classroom. For the purpose, a survey questionnaire was administered to 982 classroom teachers(female 82.2%) working at 67 elementary schools(Seoul 55%) located in Seoul and Busan. According to the analyses of the survey data, 50.8% of the respondent teachers suggested 20-25 as an optimum class size. Also, 57% of the teachers were positive about the current size of a classroom($67.5m^2$), but evaluations of a classroom size were divided between the teachers who had more and less than 30 students in class. Furthermore, three factors, labelled as 'uniqueness', 'residential stability' and 'visually pleasing', were extracted from a factor analysis of the Semantic Differential Scale consisting of 24 adjectives evaluating a classroom environment. Teachers from Busan tended to rate higher in the uniqueness domain while female teachers scored higher in the domain of residential stability, respectively, compared to their counterparts. Overall, the teachers perceived their classrooms having no particular characteristics, but rated highly in terms of stability. In addition, it was found out that the teachers' requests for the improvement of a classroom environment were not so much as the increased size of a classroom as a reduced class size as well as educational facilities that are corresponding to a variety of instructional methods. In summary, this study confirmed that elementary school teachers' perceptions of a classroom environment varied according to such factors as sex, teaching career, grade of their concerned class, and class size.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.483-501
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• 2013

The present study is to focus on thinking about the possibility of using mathematical modeling in the elementary schools. As well-known, mathematical education in Korea, even though students' high achievement in mathematics, has a lot of problems regarding their attitudes toward mathematics. Mathematical modeling is regarded as playing an important role in helping improve the current problems embedded in elementary mathematics education. Thus, this study reviewed the background that mathematical modeling attracted lots of attentions by many mathematics researchers, the definitions of mathematical modeling and the similarities and differences between problem solving and mathematical modeling. In addition, the processes and main features of well-known three representative models of mathematical modeling were reviewed, and each case of research on mathematical modeling in the elementary schools in Korea and foreign countries was introduced, respectively. Finally, this study suggests that mathematical modeling needs to be dealt with in the elementary school curriculum, together with the improvement of teachers' recognition for mathematical modeling.

• The Journal of Sustainable Design and Educational Environment Research
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• v.21 no.3
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• pp.14-25
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• 2022

This study focuses on the "online education space" in which the need is expected to increase in the school field in the future. As a way to create an online education space that can provide quality online education while sufficiently guaranteeing students' right to online learning, the basic direction, attributes of space, and types of spaces were presented. To this end, the literature reviewing the concept and characteristics of online education and the characteristics and main functions of the online education space was investigated and analyzed. In addition, to supplement the limitations of the literature review, domestic and overseas online education operation and space creation cases were investigated and analyzed. Also, the perception of and demand for online education of teachers who operate online education in the actual education field were investigated. As a result, ① basic principles and directions of online education space creation, ② attributes of online education space (convergence, convenience, de-place), and ③ 33 spaces (see Table 8) required for online education were presented.