• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.347-361
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• 2006

This research intends to understand classroom culture of gifted youths in secondary mathematics. For this purpose, we have observed ethnographically the mathematics classes of gifted youths for eight months at two Science Education Centers for Gifted Youths. We have collected qualitative data using the methods, participation observation, interviewing, video taping, recording, collecting assistant materials. And these data were closely connected and analyzed synthetically. From this, we found the followings; First, gifted youths in mathematics evaluate the academic abilities as the best standard for their friendship. Second, the gifted youths in secondary mathematics are under an obsession that they should act like gifted youths. Third, even though they know the merits of class type of inquiry and discussions, they didn't participate actively in those types of class. Forth, main differences of classes between Gifted Education Centers and general middle school come from the difference of class type, the roles of teachers and students.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.171-196
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• 2013

The purpose of this study was to examine the characteristics of classroom culture in a toddler class of 2 year olds. Data was collected through 16 sessions of non-participatory observations and teacher interviews of toddlers in H daycare center. Collected data was carefully read and categorized accordingly to fit the theme of this qualitative study. Data analysis yielded four conclusions regarding the toddlers' classroom culture: behavior to advance together as a group, communicating through body language, complete reliance and responses towards the instructor, and a dichotomy between disintegration and integration. The result of this study suggests a need for instructor's proper guidance and establishing an appropriate childcare environment, as well as a reconsideration regarding toddlers as a host of the classroom culture, to increase the understanding of toddler's interactions in classrooms and social trends.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.241-262
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• 2013

The purpose of this study is to explore four-year old children's peer culture. During free choice play time, various activities and interaction patterns were observed and analyzed to understand the characteristics of peer culture. The results of this study showed two main peer culture patterns. First of all, peaceful peer culture in which children maintained close relationships based on mutual respect were found. Also conflictive peer culture in which children had negative relationships with other children, such as vertical, discriminative and neglected relationships were observed.

• Proceedings of the Korean Society for the Gifted Conference
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• 2005.11a
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• pp.95-119
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• 2005

• Communications of Mathematical Education
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• v.12
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• pp.331-347
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• 2001

수학교육 개혁에서 강조되고 있는 교실 문화의 변화는 교사가 그 개혁 방향을 이해하고 자신들이 지향하는 가치와 우선 순위를 수업에 어떻게 적용하느냐에 달려 있다고 볼 수 있다. 이와 관련하여, 본 논문에서는 문헌을 통하여 교수 방법에 영향을 미치는 교사 변인 (교사의 학습 및 교수 경험, 지식, 신념, 개별인성특징) 및 사회문화적 변인 (문화적 ${\cdot}$ 교육적 규준, 교육과정 개발과 운영, 교사교육, 전문적 모델과 교사공동체)을 찾아내고 이를 기초로 하여 수학 교사의 교수 방법에 영향을 미치는 요소를 질적으로 분석하기 위한 구체적인 개발면담 질문을 제시한다.

• 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.

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.238-251
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• 2015

This study, based on literature review and theoretical discussion, reinterprets the learning environment instruments from cultural perspectives and suggests the applicability of learning environment instruments for understanding science classroom cultures. To do this, the existing learning environment instruments are first investigated and compared in terms of their features and utilizations appeared in previous studies. The learning environment instruments are then reinterpreted in the light of culture. Finally, we suggest the possibilities to use the learning environment instruments to understand science classroom cultures. The results of this study can be summarized as follows. First, the learning environment instruments, by interpreting them culturally, could be interpreted in cultural ways and used as the alternative ways to explore science classroom cultures. Second, the learning environment instruments, such as WIHIC and CLEQ, could be interpreted both along the dimension of phenomena in classrooms and the dimension of students' psychology in order to investigate science classroom cultures. Third, the instrument items could be interpreted culturally in different ways according to the description types of instrument items. Thus, when learning environment instruments are used in culture research, the description types should be sufficiently taken into account. Based on the results of this study, educational implications are discussed in terms of exploring classroom cultures and of culture research.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.319-348
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• 2008

Self-efficacy, achievement goals, task value, and attribution are some of the representative motivation constructs that explain adolescents' cognition, affect, and behavioral patterns in achievement settings. These constructs have won researchers' recognition by demonstrating explanatory and predictive utility that transcends various social and cultural milieus learners are exposed to. Korean adolescents' motivation is generally in line with this universal trend and can be described adequately with these constructs. Nonetheless, there also exist a host of indigenous factors that shape these motivation constructs to be uniquely Korean. The purpose of the present article was to explore some of the socio-cultural factors that appear to wield particularly determining effects on Korean adolescents' academic motivation. Review of the relevant literature identified interdependent self-construal, traditional morals of filial piety, familism, educational fervor, academic elitism, and the college entrance system as important cultural, social, and policy-related such factors. Also discussed in this article were the roles of these factors in creating more immediate psychological learning environments for Korean adolescents, such as parent-child relationships, teacher-student relationships, and classroom goal structures.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.267-283
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• 2013

Mathematical justification is the process through which one's claim is validated to be true based on proper and trustworthy data. But it serves as a catalyst to facilitate mathematical discussions and communicative interactions among students in mathematics classrooms. This study is designed to investigate the effects of mathematical justification on students' problem-solving and communicative processes occurred in a mathematics classroom. In order to fulfill the purpose of this study, mathematical problem-solving classes were conducted. Mathematical justification processes and communicative interactions recorded in problem understanding activity, individual student inquiry, small and whole group discussions are analyzed. Based on the analysis outcomes, the students who participated in mathematical justification activities are more likely to find out various problem-solving strategies, to develop efficient communicative skills, and to use effective representations. In addition, mathematical justification can be used as an evaluation method to test a student's mathematical understanding as well as a teaching method to help develop constructive social interactions and positive classroom atmosphere among students. The results of this study would contribute to strengthening a body of research studying the importance of teaching students mathematical justification in mathematics classrooms.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.499-508
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• 2015

The purposes of this study are to investigate elementary students' perception of science classroom through an analysis of students' answer to an open-ended question and to suggest a framework for the analysis of science classroom culture, as the first step to develop an analysis tool for qualitative exploration of science classroom culture. We analyzed 571 responses and developed an analysis framework with six categories (i.e. major factors; power structure of a classroom community; focused domains of the science classroom; student concerns; atmosphere of science classroom; participation form). The details of the six categories can be summarized as follows: (1) major factors were revealed to be practical work, fun, teacher, community and others; (2) the power structure of classroom community was in the order of peer students, teacher, and individual student himself/herself; (3) the focused domains of the science classroom perceived by students were more about affective and behavioral domains than cognitive one; (4) major student concerns were teachers' teaching, having practical work, and the understanding of and the sharing of knowledge and opinions (5) science classroom atmosphere was noisy and pranky but fun and interesting; (6) the students participation forms were to be total participation or voluntary participation or cooperative practice. Through this study, not only suggesting the framework, but we could also get implications for the cultural aspects of science classroom based on the results of data analysis in this study.