• School Mathematics
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• v.19 no.1
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• pp.189-208
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• 2017

The purpose of this study is to capture and explain the roles that signs and attention play in the fraction learning process, through a previous study that employs Deleuze's perspective on sign and the role of attention. From this case study of elementary school students, we found that signs are a prerequisite for learning and that learning takes place as different forms of attention shifts. The various types of semiotic resources used by teachers and students have been found to play an important role in coordinating collective attention between teachers and students.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.153-176
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• 2007

The purpose of this paper is to analyze teaching-learning program which can be applied to mathematically gifted students in primary school, Our program is based on constructivist views on teaching and learning of mathematics. Mainly, we study the algorithmic thinking of mathematically gifted students in primary school in connection with the network problems; Eulerian graph problem, the minimum connector problem, and the shortest path problem, The above 3-subjects are not familiar with primary school mathematics, so that we adapt teaching-learning model based on the social constructivism. To achieve the purpose of this study, seventeen students in primary school participated in the study, and video type(observation) and student's mathematical note were used for collecting data while the students studied. The results of our study were summarized as follows: First, network problems based on teaching-learning model of constructivist views help students learn the algorithmic thinking. Second, the teaching-learning model based on constructivist views gives an opportunity of various mathematical thinking experience. Finally, the teaching-learning model based on constructivist views needs more the ability of teacher's research and the time of teaching for students than an ordinary teaching-learning model.

• Archives of design research
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• v.15 no.1
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• pp.113-122
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• 2002

This thesis is focused on online education and proposes a guideline for selecting teaming theories and multimedia representation without difficulty. On the first, consideration of learning theories and analysis of multimedia properties are made, and from these results guidelines are formed. Then they are applied to each 6 types of CAI. Objectivism and constructivism could be used for the basic framework of CAI. The former is suitable for reed, sequential, structural, and passive learning style and the latter is suitable for selectable, unstructural, active, self-controled, learning style. And the quideline for selecting multimedia representation is made out of the properties of media, learners(cognitive model, proficiency, acceptance), and teaming contents. On the basis of guideline obtaining from the previous process, I suggest mosts suitable conditions for each 6 types of CAI available today. Those conditions are consist of learning theories, media selection, levels of learners, and categories and properties of teaming contents.

• Korean Journal of Culture and Social Issue
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• v.17 no.4
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• pp.395-413
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• 2011

The purpose of this study is to identify the relationship between the employees' perception of organizational justice and their prosocial behaviors, focusing on the moderating effect of employees' individualism and collectivism. The survey has been conducted for 200 participants working in Korean companies. The results show that the perception of organizational justice is positively related with their prosocial behaviors. Also, employees' individualism and collectivism is significantly related with their prosocial behaviors. Specifically, individuals who are more collectivistic or less individualistic performed more prosocial behaviors than those who are less collectivistic or more individualistic. Finally, employees' individualism/collectivism has moderated the relationship between the perception of organizational justice and prosocial behaviors. When employees have strong sense of collectivism, they performed prosocial behaviors consistently regardless of the perception of organizational justice. That is, even though they perceive organizational justice as low, they perform prosocial behaviors in some degree. However, when employees have strong sense of individualism, their prosocial behaviors have been significantly determined by the perception of organizational justice. That is, when they perceive organizational justice as low, they rarely performed prosocial behaviors. But, as they perceive more organizational justice, their prosocial behaviors have been dramatically increased. The implication of those results and future research questions have been discussed.

• Journal of Educational Research in Mathematics
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• v.15 no.2
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• pp.107-130
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• 2005

The aims of this study are to identify Dewey's theory on mathematics education and to clarify its influence on the modern theories of mathematics education. For this purpose, we have examined Dewey's theory of knowledge named as pragmatism or instrumentalism, and studied the Dewey's theory of education in which he maintained education is the reconstruction of experiences. And then, we have examined Dewey's theory on mathematics education, such as theory of mathematics, purpose of mathematics education, contents of mathematics education, and methods of mathematics education respectively. After that, we have analyzed how his theory on mathematics education is connected with the diverse theories of modern mathematics education, such as Piaget's operational constructivism, Freudenthal's theory of realistic mathematics education, Polya's theory on mathematical problem-solving, and social constructivism. Through this study, we might say that Dewey's theory on mathematics education is a prototype of modern theories of mathematics education and a comprehensive paradigm which is very suggestive to the phenomena of mathematics education.

• Korean Journal of Social Welfare Studies
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• no.36
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• pp.227-252
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• 2008

This study investigated the relation between social worker's beliefs on the nature of scientific knowledge which has been classified objectivism and constructivism and social work practice. As an epistemological position, constructivism is based on a view of knowledge that differs from that of objectivism, which holds that knowledge exists "out there" as objective truth. The focus of this paper is a examination on epistemological beliefs of social worker and social work practice. This paper proves that social work's epistemological beliefs have an effect on the practice modes. This research indicates that social works have a higher constructivist veiws than objectivist veiws on the nature of scientific knowledge. And social worker who have a high level of objectivism show a positive determinative mode. It has suggested that the constructive theory offers useful epistemology to the social worker who should deal with the clients in uncertain situations. In conclusion, a social worker with a high level of constructivism use an approach that creats a more equitable relationship between social worker and client. This perspective will allows cliens to participate in the formulation of theories in practice.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.13 no.2
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• pp.197-219
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• 2002

Education is an intentional change of human behaviors. This change is implemented through the learning process of humans. The principles in the learning process and its psychological mechanism are based on learning theories. The objective insight about how they are related with school libraries as a basic organization supporting school education, what they can contribute and what their research methodologies are is a base for educational and academic research of school libraries. This study at first is to investigate learning and teaching theories for school libraries based on behavioral learning theories, cognitive learning theories and constructive learning theories which are general trends for learning theories. Then it is to introduce new theory 'library-based education approach (LBEA)'as an educational base of school libraries.

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.205-230
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• 2014

New teaching and learning theory on various aspects about class is needed to implement education which reflects constructivism, ideally. For an ideal learner-centered mathematics class, tangible and intangible elements related to education(view of knowledge, view of leaner, teacher's role, evaluation, the form of class, learning, teaching material, etc.) should be integrated from a constructive perspective and especially, teaching material has to be premised on that learners have intellectual abilities to construct knowledge themselves, and reflect integrity of knowledge, diversity and others, and contain open attributes. In addition to this, teaching material should have characteristics different from those when objective epistemology applies, so there is a need to analyze whether teaching material has those characteristics. For this, this study compared and analyzed <1. Three-Digit Numbers> which belongs to the domain of numbers and operations out of the units of mathematics(3) textbook of the 2009 revised curriculum for the first and second grade that first introduced story-telling, and <3. Understanding of Place Values> for the second grade of constructive math class used in the U.S.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.242-258
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• 2002

This study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of teaming. Throughout this study, the epistemological, ontological, and pedagogical characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to create three profiles containing ontological beliefs, epistemological commitments and pedagogical beliefs. This study has demonstrated that the notion of a constructivist profile change has significant potential for informing the analysis and description of preservice teachers' beliefs changes. Major findings include: constructivist profile changes overtime, diversification of profile components over time, features of the teachers' pedagogical belief profile changes, and teachers' unawareness of their profiles. However, changes in ontological beliefs and epistemological commitments were not easy, nor were they easily internalized for these teachers. The implications of this research are that preservice teachers should be aware of coexisting different categories of their learning-to-teach profiles, and that teacher educators should provide these preservice teachers with instruction designed to change preservice teachers' profiles towards increasing constructivist views of teaching and learning and restricting other undesirable categories.

• Journal of The Korean Association of Information Education
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• v.7 no.1
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• pp.102-112
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• 2003

In order to educate learners who cope with quickly to the information society of twenty-first century, it is required to develop ability to make a plan oneselves, solve the problem by collecting and examining information with various method. The purpose of this study is develop a constructive information searching model, present contents meet with learner's grade then help teacher and learner can search information that needed teaching and learning. In addition to it, this study enable learners to participate learning by self-directing, at the same time cope-learn throuth interaction with members, design of web-site that can be shared. exchanged new various information.