• Journal of the Korean School Mathematics Society
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• v.15 no.2
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• pp.259-279
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• 2012

The purposes of this study were to investigate the effects of the use of link sheet in pre-service mathematics teachers' mathematics learning. The study was conducted in Calculus course during 1 semester with 25 pre-service mathematics teachers. According to the results of questionnaires and focused group interviews, the use of the link sheet helped students to develop deeper understandings of mathematical concepts and mathematical communication ability. In addition, the use of the link sheet encouraged students to realize the value of the mathematics and it also played a central role in creating active and self-directed learning atmosphere.

• Communications of Mathematical Education
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• v.12
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• pp.141-153
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• 2001

지금의 수학교육현장은 결과적인 완성된 지식을 교사 주도하에 연역적으로 지도하는 것에 대해 문제가 있는 것으로 지적되어 그에 대한 대안으로 본 논문은 인지갈등을 통한 수학과 학습 모형을 이용한 교수-학습 방법을 제시하고자 한다. 인지 갈등을 유발하여 학습동기를 부여한 후 학생과 교사가 함께 그 갈등을 풀어 나감으로서 동기유발과 수학적 능력을 길러 줄 수 있을 것이다. 특히, 보편화된 컴퓨터 환경은 이러한 수업을 더욱 용이하게 함에 주목하고 또 문제 설정 등 다양한 기법을 통한 수업 모형을 효과적으로 활용할 수 있으며 주제에 따라서는 수학사적 내용을 첨가하여 흥미 있는 수업을 할 수 있다. 이러한 수업방법은 학생들의 흥미와 참여를 유도하게 되어 효과적일 것이다.

• Journal of Korean Library and Information Science Society
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• v.34 no.4
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• pp.291-312
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• 2003

The purpose of this paper is to review the school library movement of provincial level. For the purpose current school library movement of Gyeonggy-Do and Gyeongsangbuk-Do are analyzed. The writer looks into motivations, strategies, accomplishments, and characteristics of the movements at the viewpoint of comparison.

• Proceedings of the KGS Conference
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• 2002.11a
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• pp.123-126
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• 2002

교수-학습 방법 발전이 필요하다는 논리와 관련해서 선진국들의 교육 추세를 눈여겨볼 필요가 있다. 첫째, 교육이라는 행위가 교사가 주도하는 교수(teaching, instruction)로부터 학생이 주도하는 학습 (learning)으로 바뀌어 가는 추세이고, 둘째, 학습에 있어서 자극-반응 모델에 기초한 반응에는 강조를 두지 않고 인지(cognition), 즉 지각과 사고를 강조하고 있는 추세이며, 셋째, 따라서 학생이 학습을 제대로 해 가는 데 필요한 여러 가지 방략(strategy), 가령 구성적 방략이나, 비고츠키 모델 등이 개발되거나 원용되고 때로는 기존 방략들(탐구적 방법, 문제해결 방법 등)이 재 강조되면서, 그 방략들이 학생들에게 유효하도록 가르쳐 지고 있는 실정이다.(중략)

• The Journal of Korean Association of Computer Education
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• v.3 no.1
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• pp.127-134
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• 2000

Distance education, which emerged under the influence of both the rapid development of hi-tech information technology and the constructivism theory of learning, enables learners to acquire knowledge and skills needed by monitoring their learning process for themselves. Emphasis on web-based distance education and contructivism as a basis of learner-centered education does not mean that those education systems are performed without teachers or in noninterference. This study proposes a model of distance education system in which learners are taught in various levels of learning with the help of teacher agents. In the model teacher agents produce the learners' respective learning model considering the information on individual learners and also control the progress to the next step of learning with the result of the evaluation of learning accomplishment. The model of distance education system suggested in this study is able to help solve the problem that the learning resources web-based distance education provides were used only as objects of web search and to supply a basis of realizing learner-centered education.

• Journal of the Korean Home Economics Association
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• v.27 no.3
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• pp.173-182
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• 1989

이 연구의 목적은 전통적으로 남성 주도적인 전문직 진출을 희망하는 여대생(이 연구에서는 법률가 및 의사직, 이하 비 전통적인 여성이라 부름)과 전통적으로 여성 주도적인 전문직 진출을 준비중인 여대생 (이 연구에서는 교사 및 간호사직, 이하 전통적으로 여성 이라 부름)을 구분 할수 있는 개인의 성격 및 가족환경의 특성을 검토하는 것이었다. 남성 주도적인 전문직에 진출을 준비하거나 그 분야에 종사하는 여성들의 특성에 대한 연구가 많이 발표되었으나 그 특징들의 중요성이 상대적으로 얼마나 비중이 있는지는 연구되어 있지 않다. 발단론적 환경이론(Developmental-Contextualism)과 직업 발달에 대한 역동적 상호관계 모델(Dynamic Interaction Model)이 본 연구의 이론적 체계를 이루고 있다. 이 연구에 포함성의 위치, 심리적 남성특성, 출신가정의 사회경제수준, 그리고 부모의 뒷받침과 이해였다. ANOVA 결과에 의하면 비전통적인 여성들이 자아존중감, 학교성적 성취도, 내적 통제성, 심리적 남성특성, 그리고 출신가정의 사회경제수준 면에서 전통적인 여성에 비해 훨씬 높은 수준을 나타내었다. 단계적 분별 분석 (Stepwise Discriminant Analysis) 결과에 따르면, 심리적 남성 특성, 내적 통제성, 학교성적 성취도, 그리고 출신가정의 사회경제수준이 위 두집단의 여성들을 분별하는 가장 뛰어난 특성들이었으며 전체 표본의 76.99%가 이 요인들에 의해 정확하게 분류되었다. 이 연구의 결과를 토대로 볼 때, 역동적 상호관계모델은 여성의 직업발달을 연구하는데 있어서 이론정립과 검사에 유효한 도구로 보이며, 이 연구에 포함한 변수들은 비 전통적인 여성들의 특성을 정확하게 묘사하는데 상당한 공헌을 하고 있었다. 마지막으로, 비전통적인 여성들의 직업발달을 연구하는데 있어서 "능력특성군(Competency-related traits)"의 변수들을 좀 더 정확하게 분류할 필요가 있으며, 이 변수들과 여성의 직업발달의 관계를 자세히 연구할 필요가 있다고 본다.요가 있다고 본다.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.159-183
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• 2006

The purpose of this study is to investigate Korean primary school English teachers' beliefs on self-directed teaching and learning for facilitating student's self-directed learning. A survey was conducted, using 315 primary school teachers as participants. According to different school areas, sex, English teaching careers, and types of English teaching like classroom teachers or English specialist teachers, beliefs on teachers' self-directed teaching were studied based on class planning, class process, utilization of human resources, development and utilization of teaching materials and class evaluation. The results of this study are as follows: first, differences were not shown except class planning according to teachers from different school areas. Second, sex and beliefs of teachers' self-directed teaching had nothing in common. Third, differences were shown in class planning and class process, according to English teaching careers. Finally, according to types of English teaching, differences were shown in class process and development and utilization of teaching materials. The study suggests that it is necessary to conduct other studies for observing primary English classrooms focusing on teacher's self-directed decision-making.

• School Mathematics
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• v.18 no.3
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• pp.691-709
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• 2016

Understanding the belief of mathematics pre-service teachers is essential in conducting and designing the effective teacher education program. This study analyzed the mathematical belief of the elementary school pre-service teachers. The results of the study are as follows. First, persistence factor, which is the belief about solving mathematical problems, following teacher direction factor, which is the belief about mathematical studies, activity involvement factor, and interest factor, which is the belief about self-concept, showed much connection with other mathematical belief factors. Second, the stereotype factor, which is the belief about mathematics, are affecting the following teacher direction factor. The process factor, which is the belief about solving mathematical problems, are affecting the activity involvement factor. Third, as for the comparison of the mathematical beliefs according to grades, only the stereotype and usefulness factors, which are the beliefs about mathematics, and the benefit factor, which is the belief about self-concept, had statistically significant differences. Fourth, as for the comparison of the mathematical beliefs according to majors, all the mathematical beliefs except for the confidence factor and benefit factor, which is the belief about self-concept, had significant differences. Based on the results of this study, we need to establish the mathematical beliefs that the elementary school pre-service teachers should have, and prepare various measures such as education program for pre-service teachers and instruction-learning methods.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.295-306
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• 2023

In this study, we explored science teachers' perceptions of adaptive practice in terms of importance and practice. For this purpose, an adaptive practice questionnaire was developed targeting secondary science teachers, and the responses of 128 science teachers were analyzed. The results of this study were as follows: First, the science teachers responded that all 17 items regarding adaptive practice were important. In particular, items related to 'addition of examples', 'adjustment of the level/range of concepts', and 'encouragement of student participation' showed high importance and performance levels. Second, the results of the IPA concerning adaptive practice showed that the items needing intensive improvement due to high importance but low performance were 'encouraging students' self-directed learning' and 'monitoring and responding to individual differences'. The science teachers identified a lack of time and uniform curriculum as the reasons for the low level of practice despite the high importance of these items. Third, regarding the IPA of the adaptive practice items, the items located in the fourth area, an excessive area, concerned 'pace control', 'modifying activities', and 'metaphor use'. More specifically, considering that 'metaphor use' was the only item with a higher level of performance than importance, it is necessary to reconsider whether problems are caused by excessive use. Fourth, analyzing the responses regarding the reasons for the difference in importance and performance revealed that the factors related to teachers included teachers' lack of knowledge or ability, and the tendency to implement as planned. As for student factors, an excessive number of students, differences in the levels of students, and a tendency to prefer classes centered on entrance exams were identified. As environmental factors, a uniform curriculum, conditions for experiments, evaluation systems, and external demands were mentioned. Finally, the implications of the results of this study for science education were discussed.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.151-162
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• 2018

The purpose of this study was to investigate the effects of teacher's mathematical belief and student's mathematical performance, sex on the perception of mathematics classroom quality. And this study also detailed the relation between self-directed learning attitude and perception of mathematics classroom quality. For this purpose, this study used 'Students Perception of Mathematics Classroom Quality(SPOCQ)' as an instrument. This instrument focuses on appeal, challenge, choice, meaningfulness, self-efficacy. The 430 5th and 6th grade elementary school students were included in sample. The results obtained in this research are as follows; First, there was a significant difference in the perception of mathematics classroom quality between positive mathematical belief teacher's group and negative mathematical belief teacher's group. So, teacher's mathematical belief influence on the students' perception of mathematics classroom quality. Second, there was a significant difference according to the student's mathematical performance and sex. The students of high mathematical performance usually had positive perception of mathematics classroom quality and the male students also had higher mean than female students. Third, there was positive correlation between self-directed learning attitude and perception of mathematics classroom quality.