• Journal of Convergence for Information Technology
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• v.10 no.4
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• pp.89-97
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• 2020

The study aims to enhance the understanding of Korean learners concerning globalization and localization of educational contents. The study explores power distance in school, and examines its effects on instructor-student interaction, help-seeking, critical thinking, and convergence thinking. Four hundred sixteen students participated. Power distance in school is analyzed as aspects of course driver, instructor's role, and instructor-student equality. It is found that students have tendencies for large power distance and it has significant effects on instructor-student interaction, help-seeking, critical thinking, and convergence thinking. Considerations to localize international educational contents for Korean learners are discussed. Lastly, study limitations and future research direction are addressed.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.511-533
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• 2022

The purpose of this study is to develop a learning coaching model suitable for the mathematics subject by reflecting the characteristics of the mathematics subject and the mathematics teaching/learning process in the CARE learning coaching model that supports students' self-directed learning. The mathematics learning coaching model developed in this study is a 'step' and 'element' to apply coaching, and a 'strategy' for carrying out it. Mathematics learning coaching model evaluated rapport, trust, state management, and math pre-test as elements of 'creating a comfortable atmosphere', and problem recognition, hypercognition, restructuring, initiative, and math learning ability as elements of 'improving perception'. Self-efficacy, learning readiness, confirmation (feedback) as elements of the 'reawakening of learning immersion' stage, voluntary motivation and success experiences as elements of the 'empowerment' stage, and various math learning strategies to perform each element presented. The math learning coaching model can be used to help math teachers motivate students to learn and help students solve their own problems.

• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.373-394
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• 2016

The "Figure Equation" chapter of current high school curriculum prevents students from relating the concept with what they studied in middle school Euclidean geometry. Woo(1998) concerns that the curriculum introduces the concept merely in algebraic ways without providing students with opportunities to relate it with their prior understanding of geometry, which is based on Euclidean one. In the present study, a sequence of GeoGebra-embedded-geometry lessons was designed so that students could be introduced to and solve problems of the Analytic Geometry by triggering their prior understanding of the Euclidean Geometry which they had learnt in middle school. The study contributes to the field of mathematics education by suggesting a sequence of geometry lessons where students could introduce to the coordinate geometry meaningfully and conceptually in high school.

• Journal of The Korean Association of Information Education
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• v.7 no.2
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• pp.227-237
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• 2003

Conventional studies of Computer Assisted Instruction(CAI) and Intelligent Tutoring System(ITS) have been general patterns to solve problems, so to solve specialized problems, the learner which has the attitude of passiveness should to solve problems including unnecessary processing to the need of the system. Consequently, those are not support the process of creativity and individual problems for the learner to solve the fractional number operations as this study. This study is the design and implementation of ITS on the fractional number addition and subtraction for the supplementary student. Our system can diagnosis mistakes of learning and guide the student to know their errors of learning process automatically And our system assist the learners to study with self-initiative learning, replacement their lacking of learning and control the process of fractional addition and subtraction operation with creativity according to their level. We showed that this system had improved problems of lacking care to supplementary student result in are not enough teachers involved their school and that the learner had achieved the higher learning effect according to the improved self-initiative learning causing this system.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.595-609
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• 2020

The purpose of this study is to analyze the experiences of teachers who participated in the development of online science class videos in the context of covid-19, their perception of online science class, and the characteristics of the online science class content developed by teachers. A survey and interviews were conducted with ten elementary school teachers who made online science class videos themselves. Also the characteristics of the online science class were investigated by analyzing the online science class video produced by the participants. As a result, participants in the study recognized the lack of production time, difficulty in filming and editing, concerns over misconceptions, the problem of solving copyrights for existing materials, and the burden of external disclosure. Although it was a teacher who had experience producing online science class video contents, no research participants actively answered the merits of online science class. On the other hand, the study participants cited that the shortcomings of online science classes were that students had fewer opportunities for inquiry and lack of communication or interaction. In particular, these shortcomings were thought to have a great influence on the quality of online science classes, especially in making inquiry classes difficult. Some teachers took a negative view that online science classes could not completely replace face-to-face classes. However, if multiple teachers are presented with supplementary teaching activities that complement the content-based online teaching method, the method of combining online science classes and face-to-face classes is not. Through the analysis of the contents of the online science class, the introduction and arrangement steps of the online science class were similar to the process of the face-to-face science class, but the inquiry step and the conceptual explanation step showed a big difference from the face-to-face science class.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.603-617
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• 2008

Inspired by the socio-cultural perspective on teaching and learning science, we have explored how the teacher and students interact with one another and develop meanings in science classrooms. Data came from four 10th grade science classrooms, and video recordings and verbatim transcripts of the lessons were analyzed. Focus of the analysis was on the participation structures as well as the possibility of developing the space for hybrid meaning making. The participation structures identified were mainly teacher-led, and students rarely took an active stance to initiate an opportunity for generating new meanings. However, some participation structures had the potential to develop a new discursive space in which hybrid meaning can be constructed through negotiation between participants. Implications for future research and more desirable educational practices were discussed based on the result.

• 한국체육학회지인문사회과학편
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• v.55 no.3
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• pp.43-57
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• 2016

This narrative study aims to describe the experience of P.E. assessment that was conducted by P.E. teachers of Korea Science Academy of KAIST, and interpret the educational significance that was found in the process. The study participants were two P.E. teachers who were selected by decisive case sampling method. Data were collected mainly through official interviews with study participants, and through researcher's field notes, informal interviews, various minutes, students' evaluation of teaching, and emails between the researcher and study participants. Data were analyzed through inductive categorization, and to gain veracity of the study, there were integration of diverse materials, advice and suggestions of fellow researchers, continuous confirmation of study texts by study participants. Study participants, while conducting P.E. assessment in Korea Science Academy of KAIST, experienced effectiveness of evaluation such as qualitative development of P,E. classes in accordance with the simplified assessment, freedom from the chores of handling assessment results, students' improved perceptions of P.E. class, realization of safe classes without excessive competition, and the possibility of giving alternative evaluations to pass/fail system but at the same time experienced limitations such as concerns over gaining validity and reliability of P.E. evaluation, the students' attitude who take lightly of P.E. class, and the reality that teachers cannot fail students. The evaluation experiences of the two P.E teachers were educationally interpreted as encounter with good P.E. classes, invitation to P.E. class criticism, and the start of school P.E. culture that is led by students.

• Korean Journal of Childcare and Education
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• v.8 no.2
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• pp.63-80
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• 2012

This study examined the relationship among temperament, social support and hope of institutionalized children. A total of 198 children, aged 10 to 13, recruited from 20 institutions in Seoul participated. Demographics, temperament, social support from friends, institution-family and school teacher, and hope were assessed by self-report. Results showed that in bivariate level, temperament and social support were significantly associated with level of hope. However, hierarchical multiple regressions indicated that children's hope was predicted only by age and social support from friends, institution-family and school teacher. That is, temperament was not contributed to predict hope, whilst social support contributed unique variance to the prediction of hope, controlling for age. The more social support the children felt they had, the higher levels of hope they reported. Further analyses revealed that support from friends, institution-family and school teacher were influential factors in explaining hope agency, while support from institution-family and school teacher were influential factors in explaining hope pathway of institutionalized children, controlling for age.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.233-243
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• 1998

Many science educators concern about the problems of assessment using paper & pencil test. Performance assessment is believed to be a very promising alternatives to traditional assessment. Portfolio assessment, a kind of performance assessment, has many desirable characteristics to foster students' creativity and increase students' responsibility for their own learning. However few research study has been dealt with this assessment method and few teacher adopts this method in science class. The characteristics and structures of portfolio assessment were explored by reviewing related literatures. The appropriate portfolio assessment was designed based on the results of exploration. For our primary science class, general and specific objectives are needed, depending on the nature of the instructional topics. The children's evidences for portfolio may be limited in their forms because of insufficient learning materials and reproducing facilities in classrooms. Large portions of children's evidence should be collected during class hours to reduce burdens of children. The evaluation criteria may be holistic rather than analytical because of large class size. Portfolio assessment will bring about many changes in primary science classes. Students' have more responsibility in science learning. Teachers will focus major instructional objectives, and concern more about students' meaningful learning. Although portfolio assessment requires more work to teachers and children it could be applicable to our science classroom.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.105-114
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• 2015

A SW competency based on computational thinking is considered as one of the core competencies in the future society. However, the concept of computational thinking is difficult to be introduced to the class because of the lack of appropriate educational program and the shortage of proper understandings of students and teachers. Thus, we have applied computational thinking based STEAM program and analyzed its effectiveness to explore the educational possibilities of computational thinking. The 49 samples were selected, 23 for the experimental group, and 26 for the control group. Pre-post tests for integrated thinking abilities and computational thinking were done to explore the CT-STEAM program's effectiveness. As a result, the components of integrated thinking abilities, science preference and self-directed learning abilities were enhanced after CT-STEAM instruction. In addition, computational thinking assessment score was statistically significant. We expect new STEAM programs using various computing tools to be developed in the future.