• Korean Educational Research Journal
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• v.37 no.1
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• pp.1-18
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• 2016

'The Training for School Organization Management' is a essential teacher training system in order to develop qualification and ability of teachers who have to be the flexible to the recent changeable society. The concept which the school management issue is only belong to the principle is changed now. The thought that 'the school as a team' is broadly accepted. As a result, every teachers including the parents, community people are thinking the solution about the management issues of the school. The changes in the framework of these thoughts is from the recognition that the school management is no longer the preservation only to the manager such as the principle. 'the school linked to the community', 'the school which information is open to all public', the school which is thinking about the curriculum' are highlighted as an alternative which can solve the current education issue. The new curriculum of 'The Training for School Organization Management' is necessary to be in accordance to the new school curriculum because we have to run a new school system in the complex educational circumstance.

• Journal for History of Mathematics
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• v.20 no.1
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• pp.33-44
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• 2007

This paper examines a historical case- the French Revolution- of conceptual change in mathematics. The case that is a space of possibility gave birth to a new community of mathematical practitioners. Carnot and Monge shared the particular conceptions of the problems, aims, and methods of a field and contributed to found Ecole Polytechnique. I intend to show how Carnot's and Monge's mathematical endeavours responded to social, political and technological developments in French society.

• Communications of Mathematical Education
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• v.30 no.4
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• pp.499-514
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• 2016

As people get to aware that the traditional teacher-centered education can not develop individual students' diversity and creativity and cope with the rapidly changing future society, Korean government has emphasized the learner-centered education since the 7th curriculum. Under this background, we have analyzed the problems of mathematics education that teachers recognized and the features of mathematics textbooks that they developed within the framework of leaner-centered education on the basis of the resources developed from 'Student-centered mathematics textbook improvement teacher research group in 2015.' As a result of using the framework of 'Learner-centered psychological principles (APA, 1997)' for analysis, teachers pointed out the problems related to the principles of Motivational and emotional influences on learning, Individual differences in learning, Developmental influences on learning, Nature of the learning process, and Construction of knowledge, in order. The features of textbook teachers developed reflected the principles of Nature of the learning process, Construction of knowledge, and Motivational and emotional influences on learning, in order. Finally, as we have compared teachers' recognition of the problems with the features of the textbooks developed, most of the problems teachers recognized are reflected in the textbooks; however, the Cognitive and metacognitive factor takes higher possession on the textbooks compared with the problems being recognized, and the Motivational and affective factor takes lower possession on the textbooks compared with the problems being recognized. Accordingly, we have been able to search for the solution to realize the learner-centered education through math textbooks.

• (The)Korea Educational Review
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• v.18 no.1
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• pp.283-302
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• 2012

Multicultural families have literally started to settle in Korea since the late 1980s, yet it was not until the middle of 2000 that multicultural education was actually arisen with its full-scale discussions. Domestic studies on multicultural education have now remarkably been conducted in various aspects and points of views, but with no certain level of collective and comprehensive analysis yet. To seek Korean way of finding out appropriate solutions to its multicultural society, a contemporary major trend in the world, it is necessary to keep developing the theory and practice in Korean multicultural education with constructive criticism over the development. In this thesis, the research trends and characteristics of Korea multicultural education are analyzed according to the three categories: the times of the study, the subjects of the study, and the themes of the study. The analysis of the study themes, in particular, is done based on the four core areas presented by Bennett: equity pedagogy, curriculum reform, multicultural competence, and societal equity. Furthermore, the analysis includes the five additional Korean sub-categories, which are also acquired in the process of our analysis of the thesis: multiculturalism, global multicultural education, counselling research, measurement development, and citizenship education, added to Bennett's three sub-ones of each area. Overall, based on the analysis data, this study investigates further improvements and subsequent research themes in the following researches on Korean multicultural education.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.1-12
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• 2006

Sometimes the quantitative evaluation method does not explain students' full capacity in educational fields. In this point of view, performance assessment has been adapted widely since the assessment provides a comprehensive qualitative evaluation as well as quantitative evaluation. Portfolio is one of the most effective methods in performance assessment. However, the portfolio requires longer time in evaluation, physical space for storing data gathered from students. Electronic portfolio can overcome the above disadvantages of the traditional portfolio and increase students' ICT application capacity. The purpose of this study is to develop electronic portfolio assessment processing model and present concrete activities for each stage in the model. Our model consists of four stages, Preparation, Activity, Evaluation, and Application, respectively. Especially, our model is designed to provide different activities for students and teachers in each stage. Our model is expected to provide a good guidance to students, teachers and parents in understanding and utilizing portfolio assessment. Particularly our model will provide the comprehensive guidance to teachers in assessment process.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.477-486
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• 2022

This study explored a possibility of science concept learning in scientific practice-based science instruction through the review of literature about situated learning theories and practice-based science education. It was revealed that the situated learning theories were closely related to the recent trend in science education which emphasizes students' active engagement in scientific practices. From the perspective of situated learning, concept learning occurs in the process in which learners make use of concepts as resources and further develop the concepts through the emergence of conceptual agency during their participation in practices. The study also found that the situated learning perspectives could apply to science concept learning in scientific practice-based instruction: Science concepts are used as resources in practice-based science learning, students can better engage in scientific practices as they take advantage of science concepts as resources, and the emergence of conceptual agency can facilitate science concept learning during the participation in scientific practices. Implications for school science education were suggested.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.71-82
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• 1998

The main purpose of Iowa Chautauqua Program(ICP) and Iowa-Scope, Sequence. and Coordination (Iowa-SS&C) was to educate K-12 science teachers so that they could teach science in a human context using the constructivist strategies. The major task for the participating teachers to perform was to develop modules with the emphasis on STS and constructivist approach. which were supposed to be taught in the respective classrooms. Teachers worked together for two weeks for the development of modules during the summer, and attempted the modules with their students. The participating teachers met regularly during the autumn semester to share and reflect their experiences and obtain additional information on science education reform and its implications. During the winter break. the teachers improved and extended the STS modules. The Iowa Chautauqua Program and Iowa-SS&C had two important implications for Korean science education. First, they made the most of the resources they had in order to provide the practicing teachers with recent research findings on the nature of science. science learning and teaching, that is. the constructivist approach. Second, they emphasized both cooperation of teachers and long-term training to realize the reform in school science education.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.267-281
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• 2021

The shift in the perspective on learning as participation draws attention to learners' identity work. This manuscript foregrounds the ongoing and fluid processes of identity, and focuses on the structure surrounding learners where identity work occurs and the expression of individual agency. From the perspective of learning as participation, we introduce Holland et al. (1998) identity-in-practice theory, as the theoretical lens that dialectically describes structure, agency and identity. The concepts representing this theory are 'figured world', 'positionality' and 'authoring self'. The figured world is a web of meaning encompassing the continuous construct/reconstruct through human actions and also exerts as the social force that shapes human actions. 'Positionality' on the other hand, means an understanding of one's social position in the world. The notion of 'authoring self', is a dimension that synthesizes the above two concepts, which describes the improvisation of one's self through the orchestration and collaboration of various social voices. Next, we analyzed and described various cases of this theory that we found within the scope of science education. However, due to the nature of this theory, which takes a sociocultural approach, international research studies cannot be simply applied to the Korean context. Therefore, we sought to expand the applicability of this theory as a methodological tool, by discussing the directions in which this theory can be used in a domestic context. It is intended that the introduction of this theory, which emphasizes multi-layered, continuous and cumulative identity work, will be used as a resource to further expand the horizon of science education reform that is required for the times.

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.679-700
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• 2017

In this study, revisions of university entrance exams of mathematics in the UK, Australia and Japan are investigated. In the UK, A-level mathematics are revised to harmonize pure and applied mathematics so that the subjects and contents of each test are adjusted, and new types of items are announced. NSW university entrance exams in Australia are being revised in line with the Stronger Higher School Certificate policy, which basically reinforces mathematics. In Japan, as part of the educational reforms that link high schools and universities, current exams of National Center for University Entrance Examinations are abolished and Common Test for University Entrance is introduced. Mathematics of new test emphasizes comprehension, judgement and expression with new items and short-answer questions. Based on the case of the UK, Australia and Japan, this study discussed improvement of mathematics test in the Collage Scholastic Ability Test (CSAT) Korea in terms of objects and characteristics of test, systems and types of items. and support from academia.

• Journal of the Korean Society for Library and Information Science
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• v.30 no.2
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• pp.3-50
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• 1996

At present, Korean universities and colleges are confronted with a strong challenge, within and without, demanding a drastic change or innovation of university education. Discussion on the propulsion of the School Program is now under way as one of the means to reform the university education With such a background in mind, we have considered what should be the desirable course of Library and Information Science in Korea. We have considered the characteristic features and roles of library and information professionals to cope with the now approaching information society and the changing conditons of educational environment We have collected the pros and cons among professors of tile School Program, and investigated the curricula of the three universities which are at present practicing the School Program. Of the 139 professors to whom we have sent the questionnaries, $92(66\%)$ responded, of which the pros were 42 and the cons were 45. The model plan for the School Program is 'departmental school program' $(44\%)$, which purports to adopt 'departmental school program', with the curricula and material resources being utilized in common, or to adopt joint-appointment system with the common utilization of teaching materials and the introduction of a limited dual major system. The argument against introduction the School Program was that because of the peculiar nature of the discipline itself, Library and Information Science can not be merged with any other discipline.