• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.1-18
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• 2010

The purpose of this study was to develop a teaching-learning process plan for sustainable residing creating with neighbors and to apply it to the housing section of Technology-Home Economics according to the 2007 Revised Curriculum. Teachinglearning method solving practical problems was used for the teaching-learning process plans of 6-session lessons according to the ADDIE model. In the development stage, 17 activity materials and 15 teaching learning materials (6 reading texts, 6 moving pictures, 2 internet and 1 image materials) were developed. for the 6-session lessons, based on the stages of solving practical problems. The plans applied to the 3 classes of 8, 9, and 10th grade of the H. junior and senior high school in Myun district in Kyungbook during Sept. 1st to 14th, 2009. The results showed that students actively participated when the contents and materials were related to their own experience. The 6-session lessons about sustainable residing creating with neighbors was significantly increased the sense of community between before and after. Each of the 4 stages of the teachinglearning method solving practical problems were highly participated by the students. The satisfaction with the contents and methods of the 6-session lessons were evaluated over medium to somewhat higher levels. The practical activities to solve the community space and programs were got positive comments. Problem solving process and presentation and discussion were needed to learn more. Those results might support that the teachinglearning process plan this research developed. would be appropriate to the lessons for sustainable residing creating with neighbors.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.495-517
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• 2018

This paper is based on the effects of Zone of Proximal Development and scaffolding theory of social constructivist, Russian psychologist Vygotsky. He insisted that a social interaction play a fundamental role in the development of cognition. This study is to examine the efficient of the scaffolding types in Math class. The ZPD is the distance between a student's ability to perform a task under adult guidances or with peer collaboration and the student's ability solving the problem independently. To conduct the research was grouped into an experimental first grader five students in H high school in Y county. After class, students were questioned through Semi-structured interviews. The results of this study are below. First, Students were satisfied with the class mixed micro-scaffolding types and Macro-scaffolding types and improved their math thinking ability and the ways of solving problems. Second, The results of the class showed that students' ability to perform a task was transferred to the higher level through the help of a teacher or peers. Students could have more time to listen to peers' opinions and to say their own thoughts freely than they were under the lecture method instruction. Third, Students were interested in math through the experimental class. That's because the appropriate help of the scaffolding type, a cooperate study, relative with real life, using an engineering tools. They made a change of perception.

• Journal of Music and Human Behavior
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• v.4 no.2
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• pp.41-65
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• 2007

This study examines children's responses on Audie music activity based on Gordon's Music Learning Method. Subjects of study were 3 five year old children(2 boys, 1 girl) in kindergarten. Data collection drew from participatory observation, researcher journal, the classroom teacher interview. Where more specific data were necessary, video and digital camera recorded. The data were described, analyzed, and interpreted. The main findings in this study are as follows : The children who participated in Audie music activity showed desirable changes in many ways. Their music listening attitude was the one that changed most remarkably. At the beginning activity application, the children were not naturally and could not listen attentively while researcher was singing song without words. Gradually children could listen attentively to the researcher's singing without words. Through the Audie music activity, the children began to think carefully the tone and rhythm of music and to express themselves freely and creatively. At the beginning activity application, the children who showed negative responses and blocked up activity became gradually able to show positive aptitude and to amuse. Also the children who showed passive attitude and no responses became gradually able to react spontaneously.

• The Journal of the Korea Contents Association
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• v.9 no.10
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• pp.482-491
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• 2009

The purpose of this research is to design and develop teacher assistant contents 'My Class' for an intelligent robot iRobiQ, using in early childhood educational setting. After observing daily activities and correspondence role of teachers in educational settings, we selected the robots' target contents as 6 main functions (Attendance, Activity, Gallery, Learning, Role Calling, and Timer). We designed the contents according to the PLU (Player-Learner-User) model which suggests importance of entertainment, education, and enabling features to meet player, learner, and user requirements. We also considered 'emotional' features to satisfy 'companion' requirements. The developed contents in this study was deployed in kindergarten classrooms consisting of five-years-old for 4 weeks to see how they response and use the contents. We found that both teachers and children were likely to show positive responses to the contents. Especially, young children responded to the entertainment and emotional features more actively than to the other features. And they continually explored for something new inside the contents. Finally, this paper discusses what should be considered to develop more useful teacher assistant contents for iRobiQ.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.799-814
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• 2010

This study aimed at developing a set of question cards for fostering deep understanding and encouraging reasoning about fossils and analyze the characteristics of visitors' communication depending on whether to use the question cards in a fossil gallery. Through several steps, a card set consisted of nine generic questions about fossil exhibitions and guidance for using question cards were developed. Data related to visitors' communications were collected from 18 peer groups (from 5th to 9th grade) visiting the fossil gallery of Gwacheon National Science Museum. Visiting groups' interactions were videotape recorded and transcribed. 'Holding time,' the types of 'actions,' and the types of 'conversation' were analysed. Visitors' actions were divided into three categories: ‘look’, 'speech', and 'motion.' Furthermore, visitors' conversations categorized as 'speech' were subdivided into four patterns: 'enumerative,' 'consensual,' 'responsive,' and 'argumentative.' Using the question cards contributes to increase holding time and most of the visiting actions. Most of the conversation patterns also increased except the responsive pattern. In conclusion, using question cards in a fossil gallery could facilitate concentrated and meaningful visits by enhancing active verbal and non-verbal communications between exhibit and visitor or among visitors, encouraging visitors' reasoning about exhibits, and guiding visitors what and how to focus on exhibits.