• Archives of design research
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• v.18 no.2 s.60
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• pp.47-58
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• 2005

As a part of ${\square}$ project to discover Korean modern design and Korean modern an, this thesis is based on collaborated research with Musashino Art College about Teikoku Art College in Japan (renamed as Musashino Art School in 1948 and promoted as Musashino Art College in 1962) and Korean students of Teikoku Art College. In accepting modern art and design, Teikoku Art College. In accepting modern art and design, Teikoku Art College is important since most Koreans studied there to learn modern art and design. Especially, this focuses on activities of Korean students in Design (Zuan) program at Teikoku Art College and their relationships with professors to examine the influence of design study and acceptance through Teikoku Art College in Japan and the relationship with design education in Korean after the World War II. This research made it possible to renew the lists of 147 Korean students and 13 Korean students in Design (Zuan) program. Thus, this could be essential data to reconstruct the history of Korean modern design which has lacked basic documents.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.297-318
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• 2014

This study is designed for helping elementary school teachers have an insight into making or choosing questions of descriptive assessment in mathematics. For this, it is analyzed 30 descriptive mathematical questions produced by Gyeonggi Provincial Office of Education in 2011 and 2012 and 3rd to 6th grade students' papers marked by their teachers in charge from 2 elementary schools located in Gyeonggi Province. The main focus of analysis is the errors of students' answers and teachers' marking not from their own mistakes but from the defects of questions themselves. As a result of analysis, 7 cases of problematic situations are induced and they are reorganized into 3 categories as follow: i) case of not performing unique purpose of descriptive assessment, ii) case of inducing the problem of fairness of grading, iii) case of leading students erroneous direction.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.210-226
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• 2021

The purpose of this study was to understand what orientations elementary school teachers have related to their science classes, what realities they encounter in real classes, how they overcome their frustrations and failures they experience. We employed a narrative inquiry method and analyzed the experiences of two early career elementary school teachers (Miss Park and Mr. Choi). Miss Park wanted to conduct students-driven inquiry classes, in which students become active investigators, but in reality, she faced herself who conducted teacher-driven classes. Mr. Choi wanted to conduct science classes based on constructivism, but in reality, he encountered himself as a knowledge giver rather than scaffolder. However, rather than giving up their orientations, the two teachers tried to keep them in their own way. It was expected that by understanding what strategies beginner teachers take when their theoretical orientation and ideals are not well implemented in actual educational reality, we could find a clue that will lead to a more successful transition from pre-service teacher to teacher.

• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.391-400
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• 2021

This study investigated science education experts' perception of remote laboratory sessions (RLS) provoked by the COVID-19 pandemic. We conducted a total of 10 semi-structured interviews with experts in physics, chemistry, biology, and earth science education. As a result, science education experts primarily understood the RLS concerning pre-service teacher education and reconsidered the aim and goal of conventional laboratory education. On practices of RLS provoked by the COVID-19, they pointed out the learning loss due to deficiency of hands-on experience, decreased interactions between instructor and students, and instructors' increased burden. Meanwhile, they contemplated upon their adaptive implementation of RLS to suggest ways to improve RLS instruction and directions of post-COVID-19 science education. We recommend that RLS should be understood as a complemented version of minds-on teaching rather than a degraded version of hands-on teaching to elicit its full potentials. This study has its own significance providing an in-depth science educational perspective interpreting the RLS phenomena.

• Journal of Educational Research in Mathematics
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• v.18 no.4
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• pp.483-497
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• 2008

This study investigated what kind of informal knowledge is emergent and what role informal knowledge play in process of solving 2-digit by 2-digit multiplication task. The data come from 4 times interviews with a 3th grade student who had not yet received regular school education regarding 2-digit by 2-digit multiplication. And the data involves the student's activity paper, the characteristics of action and the clue of thinking process. Findings from these interviews clarify the child's informal knowledge to modeling strategy, doubling strategy, distributive property, associative property. The child formed informal knowledge to justify and modify her conjecture of the algorithm.

• Journal of Educational Research in Mathematics
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• v.19 no.3
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• pp.371-392
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• 2009

A lot of researches state mathematical justification is important. Specially, NCTM (2000) mentions that mathematical reasoning and proof should be taught every student from pre-primary school to 12 grades. Some of researches say elementary school students are also able to prove and justify their own solution(Lester, 1975; King, 1970, 1973; Reid, 2002). Balacheff(1987), Tall(1995), Harel & Sowder(1998, 2007), Simon & Blume(1996) categorize the level or the types of mathematical justification. We re-categorize the 4 types of mathematical justification basis on their studies; external conviction justification, empirical-inductive justification, generic justification, deductive justification. External conviction justification consists of authoritarian justification, ritual justification, non-referential symbolic justification. empirical-inductive justification consists of naive examples justification and crucial example justification. Generic justification consists of generic example and visual example. The results of this research are following. First, elementary school teachers in Korea respectively understand mathematical justification well. Second, elementary school teachers in Korea prefer deductive justification when they justify by themselves, while they prefer empirical-inductive justification when they teach students.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.95-116
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• 2013

Though the term "mathematical modeling" has no single definition or perspective, it is pursued commonly by groups from various perspectives who emphasize the activities of understanding and representing real phenomenon mathematically, building models to solve problems, and reinterpreting real phenomenon to make an attempt to understand the real world and related mathematical models more deeply. The purpose of this study is to identify how mathematization arises and find difficulties of mathematization in mathematical modeling process that share common features with the mathematical modeling activities as presented here. As a result of this research, we confirmed that the students mathematized real phenomena by building various representations, and interpreting them with regard to relationships and contexts inherent real phenomena. The students' communication fostered interplay between iconic representations and indexical representations. We also identified difficulties of mathematization in mathematical modeling process.

• 한국HCI학회:학술대회논문집
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• 2009.02a
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• pp.818-825
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• 2009

Edutainment is the one of important factors to study interactive TV for children, and it is a big portion in kid's marketing and education market as well. The aim of this study is to design interactive TV for children to maximize edutainment effects by researching children's behaviors. The analysis of children's behaviors with educational effects should be focused to apply designing user experience to propose new ideas of interactive TV. Through observing children's behaviors and interaction with other media, such as books, CD players, digital camera, and so on, TV can be reanalyzed as reliable media, which is creative interactive TV for children with proposals of user experience structure and interaction solution. TV has been changed from analog TV to IPTV and it will be different with network and interactive solution.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.8 no.6
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• pp.1590-1603
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• 2007

This study deals with the contents of gender role, using the method of content analysis inquiring total of 40 volumes of the $3rd{\sim}6th$ $\ulcorner$Educational Active Program Guidance Book in Preschools$\lrcorner$ (EAPGP). A lower analysis conviction of gender role was sex division of labor and occupation assortment of the man and woman who gave it and was going to analyze expression for it. The purpose of this study was to make a searching the contents of a gender role in the $3rd{\sim}6th$ EAPGP in Preschools, to offer basics document to the 7th EAPGP. The issues of this study were follows: First, how gender division of labor of man and woman was expressed in EAPGP; Second, how much an occupation of man and woman was expressed in EAPGP; Third, How contents of gender role have been changed in EAPGP. The major findings in this study could be summarized as follows: First, males are described as formal workers and females are mostly seen as housekeepers; second, jobs of males are diversified than those of females; third, gender role discrimination which gives the clues to segregate two sexes tends to be greatly reduced in the 6th EAPGP than in the 3rd, the 4th, and the 5th EAPGP.

• Journal of the Korea Convergence Society
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• v.13 no.5
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• pp.155-164
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• 2022

Considerable interest has been directed toward utilizing virtual environment-based simulations for teacher education which provide authentic experience of classroom environment and repetitive training. Emotional Interaction should be considered for more advanced simulation learning performance. Since emotion is important factors in creative thinking, inspiration, concentration, and learning motivation, identifying learners' emotional interactions and applying these results to teaching simulation is essential activities. In this context, this study aims to identify the objective data for the empathetic response through the movement of the learner's EEG (Electroencephalogram) and eye-tracking, and to provide clues for designing emotional teaching simulation. The results of this study indicated that intended empathetic response was provided and in terms of valence (positive and negative) states and situational interest played an important role in determining areas of interest. The results of this study are expected to provide guidelines for the design of emotional interactions in simulations for teacher education as follow; (a) the development of avatars capable of expressing sophisticated emotions and (b) the development of scenarios suitable for situations that cause emotional reactions.