• Journal of Educational Research in Mathematics
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• v.20 no.2
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• pp.121-143
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• 2010

In this article, I reviewed current state of researches about mathematics instruction in Korea and sought ways and methodologies of future research. I analyzed articles which were published after year 2000 and were targeted to mathematical instruction itself. After collecting articles, I classified them according to research subject, method and analysis framework, purpose and focus, research perspective and keyword. Subsequently, I analyzed tendency of each research and theoretical framework of them. Based on upper results, I drew directivity of mathematics instruction research at two aspects. First, I found and suggested elements with which framework of mathematics instruction analysis should equip. Secondly, I explored main tasks of mathematics instruction research.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.2
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• pp.277-294
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• 2008

This study has proposed the balanced scorecard for the development of BSC of school library; this study has thus analyzed the forerunners of similar research on the balanced scorecard. For the hierarchial process analysis of the balanced scorecard, librarians and experts of related fields were polled using the AHP method. Some of the major categories for the balanced scorecard(36 categories total) are disposition of librarians, development of user-demand reflecting system, user education, adequacy of faculty-education aid accommodation, location of library, etc.

• KLA journal
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• v.44 no.1 s.338
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• pp.74-85
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• 2003

일본 정부는 지난 2002년 8월 2일 각료회의에서 ‘어린이 독서활동 추진에 관한 기본 계획’을 결정하였다. 이 기본 계획은 어린이가 자주적으로 독서활동을 할 수 있도록 그 환경을 정비한다는 관점에서, 2001년 12월에 의원입법되어 공포.시행된 ‘어린이 독서활동 추진에 관한 법률’의 규정에 따라, 정부가 수립하지 않으면 안 되게 된 것이다. 이 계획을 2002년부터 2006년까지 5년에 걸친 시책의 기본 방향과 구체적인 방안을 제시한 것으로, 그 개요는 다음과 같다. 1. 가정, 지역사회, 학교를 통하여 어린이가 독서와 친해질 수 있는 기회 제공 가정교육에 관한 학습기회를 통하여 부모에게 독서의 중요성을 이해시킨다. 도서관에서의 어린이 독서활동을 추진하여 민간단체 활동을 지원한다. 학교에서의 학습활동을 통하여 독서습관을 확립하고 독서활동을 추진한다. 2. 도서자료 정비 등 제반 조건의 정비 및 충실화 도서관과 공민관 도서실 등 지역사회의 독서환경을 정비한다. 도서관 자료를 정비하고 정보화를 추진하며 사서 연수를 충실화한다. 학교도서관의 도서정비 5개년 계획, 정보화 추진, 사서교사 발령을 촉진한다. 3. 학교, 도서관및 관계기관, 민간단체의 연계.협력체제 추진 4. 사회 분위기 조성을 위한 보급.계발 어린이 독서의 날(4월 23일)을 중심으로 전국적으로 홍보한다. 홈페이지 개설로 관련정보를 광범위하게 제공한다. 일본 문부과학성은 이 기본계획에 기초하여 관계부처 등과 긴밀히 협조하여 어린이 독서활동 추진에 관한 시책을 더욱 충실히 하기로 하였다. -편집자주

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.1
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• pp.284-299
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• 2015

The purpose of this study is to look at the elementary school teachers' practical experiences of change and knowledges in promotion of Education for Sustainable Development(ESD) process with Community of Practice(CoP) of teachers and Biographical Approach. ESD project of 'S' elementary school was started by Principal's recognition of further and that was practiced with a common theme over the course through various experiences in educational field with teachers' involvement and finally came to the changes in teachers' personal life and lifelong cognition. Through Community of Practice teachers could look the concept of ESD to a wide field of view and tried various activities in the classroom with students and also, as a further, were able to equip new professional competency with skills. Through the process of learning and experience teachers accepted the ESD philosophy as the engine of life and experienced that their long-term recognition was extended to the whole personal life and the global community.

• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.627-634
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• 2005

In this paper, we proposed software design and construction methods along with instructional design theories in computer education. This research support a unified view of construction for starting instructional design. Ideas of concept mapping have been included in plans for software design based on these theories. Instructional design strategies are developed to allow teachers to easily form instruction plans and get an overview of the flow of the lesson content. We also analyzed the validity of these instructional design strategies.

• Journal of Digital Contents Society
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• v.18 no.7
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• pp.1259-1265
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• 2017

While there is consensus on the educational potential of serious games, there is still a lack of methodology and tools to support analysis and evaluation as well as design. This paper intends to explore the new methodology or design direction by analyzing pedagogy-related research required for serious games. To do this, we analyzed 4DF(Four Dimensional Framework), GOM(Game Object Model), LM(Learning Mechanics)-GM(Game Mechanics) and a framework for teacher. One of the biggest issues faced by educational games is the inadequate integration of education and game principles. This is due to a variety of factors, including the fact that game designers and educational professionals do not share a common vocabulary or work domain perspective.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.200-209
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• 1996

Recent literature in science education has emphasized nature of science in science teaching. The theme has been considered to be an important element for scientific literacy.The purpose of this study was to identify Korean science teachers' points of view on topics related to nature of science, such as definition of science, characteristics of scientific hypotheses, scientific theories and scientific laws, and their construction, scientists, and scientific methods. The relevant 13 items were selected from Views on Science-Technology-Society (VOSTS) by the authors for this study. Most teachers perceived science as an exploratory process or problem solving. Some perceived science as an application of knowledge to make this world a better place to live in. Teachers viewed scientific activities as scholastic and individualistic instead of pragmatic or collective. They did not hold clear understandings of the idea that scientific knowledge is subject to change. As identified in previous studies, teachers thought that scientific ideas develop from hypothesis to theories, and finally to scientific laws. They did not show sound understanding of inventiveness of scientific hypotheses and theories, nor discovery of scientific laws. In summary, teachers' major points of view reflected 'realism'. It suggested that they needed to understand nature of science in the ways which it has been described in recent literature of science education, in order to teach science with personal and social contexts.

• Journal of the Korean earth science society
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• v.22 no.3
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• pp.248-257
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• 2001

The 7th science curriculum has the characteristics of humanistic philosophy of education. The humanistic curriculum emphasized learner-centered education, which claims to stand for learners' experiences. This study searched for the significances of the 7th science curriculum, and discussed its tasks and perspectives based on the backgrounds, characteristics, and objectives mentioned in the history of reforming science curriculum. The 7th science curriculum emphasizes learners' experiences and everyday life materials are favored in teaching-learning activities. For the desirable effects related to this commitment, pre-service and in-service training programs are required about the social elements in the nature of science, and everyday life contexts should be examined in views of educational and cognitive perspectives, so the contextual differences between science and everyday life should be clarified.

• Education of Primary School Mathematics
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• v.15 no.3
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• pp.235-248
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• 2012

It has been a long time introduced portfolios as a new alternative assessment in the elementary school to make the wrong aspect of assessment into right aspect one in the traditional assessment. But many teachers seem to have not enough understanding of portfolios. Taking into account of this point of view, the purpose of this paper is to search what kind of suggestive points to give us and what is the fundamental difference with the portfolios we have already known by making an observation of consist of portfolios and cases carried out in new zealand elementary school.

• School Mathematics
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• v.13 no.4
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• pp.563-580
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• 2011

This study is centered on the application of metaphor theory to math education from the cognitive-linguistic view. This study, at first, introduced what metaphor is, and looked into it from the math-educational view. Furthermore, on the basis of that, this study examined the significance of metaphor to math education, and dealt with its relevance to math education, focusing on the functions that metaphor has. This study says that metaphor has the function of explanation, elaboration and representation. In addition, this study examplifies that using metaphor can be an effective math learning strategy for mathematical concept explanation, mathematical connection and mathematical representation learning.