• The Journal of Korean Association of Computer Education
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• v.8 no.6
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• pp.45-53
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• 2005

In this paper, we propose an improved method of differentiated curriculum in social studies class that can be immediately used in the class. There are two major reasons that differentiated curriculum has not been applied to actual educational programs. One reason is the inefficient progress of differentiated curriculum derived from students' self-study based on individual projects and teacher's excessive investment of time in the development and management of individual researches. The other attribute is the difficulty in distinguishing students' academic level due to the lake of distinct criteria, because students are classified into merely two groups, in-depth group and supplementary class. To cope with these problems, we adopted a cooperative learning to enhance the educational effect of students of the similar level. Experimental results validate that the proposed method is effective in the course of social studies.

• School Mathematics
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• v.15 no.3
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• pp.503-531
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• 2013

This study aims to investigate how secondary mathematics teachers use mathematics curriculum materials such as textbooks and teachers' guide in planning lessons and for their learning. 24 in-service mathematics teachers participated in surveys and two among them were interviewed. The findings from the data analysis suggest that: a) the teachers actively engaged in decision-making processes of the transition from written curriculum to intended curriculum; and b) the teachers showed a tendency of consulting to the ideas suggested in the curriculum materials for selecting objectives and contents for lessons and the what to assess, not ideas for selecting teaching methods and how to assess. Also, various factors such as students' achievement, participation, interest in mathematics, family environment, and college entrance were identified to influence the teachers' use of the curriculum materials.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.327-347
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• 2009

The purpose of the present study is to investigate the effects of mathematical communication-centered teaching using peer feedbacks on students' mathematics achievement and mathematical dispositions toward mathematics, and then this study examined the characteristics of feedbacks used by students. To do this study, two sixth grade classes selected from an elementary school in Seoul participated in the current study; one class for a treatment group applying mathematical communication-centered teaching using peer feedback, and the other for a comparison group applying traditional teaching using teacher-centered communication. The results of this study showed the fact that a treatment group of mathematical communication-centered teaching applying peer feedback scored statistically higher than a comparison group applying teacher-centered communication with respect to both students' mathematical achievement and disposition. Especially, this communication-centered teaching program focused on peer feedback was more effective to middle or lower level students than higher level students. In addition, mathematical communication-centered teaching applying peer feedbacks helps students reflect their own thinking process about problem solving, and students experienced the improvement of their confidence about mathematics from opportunities to provide peers with feedbacks. Finally, the present study suggests the important role of communication in mathematics learning, particularly student-to-student feedbacks rather than teacher-to-students feedbacks. That is to say, students need to have many opportunities to represent their own mathematical thinking processes using mathematical language.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.101-116
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• 2019

Objective: The purpose of this study is to provide basic data on physical activity management plans for different developmental levels in infants. This study analyses the difference between support requests and the professional practical of evaluations, content selection, and physical activity management plans displayed by teachers of one and two-year-old infants. Methods: The subjects of the study were 221 teachers from child care centers throughout J-do to whom a questionnaire containing 51 questions was distributed. Collected data was verified with a chi-squared test and an independent samples t-test. Results: First, among variables of professional practical of physical activities, some factors including class size, class planners and leaders, the number of outdoor classes per week and requisite time, parts of related education plans, parts of content selection for physical activities, and parts of the evaluation of physical activities showed significant differences depending on the class. Second, among variables of support requests when implementing physical activities, some factors including methods of preparing physical activity plans, teaching -learning methods, evaluation methods, body expression activity programs, and parts of physical exercise in the standardized child care curriculum of refresher and extension courses showed significant differences depending on the class. Conclusion/Implications: This study discusses the effective management of refresher and extension courses as a way to improve physical activity management plans and teachers' support requests for infants aged 1 to 2.

• Journal of Science Education
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• v.34 no.1
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• pp.33-46
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• 2010

The purpose of this study was to find out the image as science teachers recognized by pre-service science teachers. The data was collected from 312 pre-service science teachers from Kyungpook National University in Daegu and participants were asked to write about the image of science teachers they liked most and least in their secondary school years freely. The result of this research was as follows. The image as science teachers categorized 2 factors: science instructional situation, image of science teacher. Each factor was subdivided into more detailed ones. First of all, 'science instructional situation' category subdivided into lesson style, teaching-learning materials, teaching methods, and class atmosphere. In lesson style, 'experiment' and 'observation' gained the most favorable comments, and questioning-answering gained the least. In teaching-learning materials, print materials such as handouts, worksheets, reports were the most liked, and 'writing on the blackboard' was the least liked. In teaching methods, the 'detailed and systematic explanation of the theory and concepts' was preferred to rote learning and memorization lacking explanation. In class atmosphere, friendly and free atmosphere was the most preferred, and uncomfortable, boring one was the least preferred. Secondly, in 'image of the science teachers' category and 'quality as the teachers' sub-category, thoughtful and considerate teachers who respect students' personality was the most preferred. On the contrary, they didn't prefer teachers who were indifferent and humiliated students. Finally in 'characteristics of the teachers' sub-category, the participants liked clear, energetic voice, and mild expression, and they didn't like formal style, overly fancy clothes, etc. Based on the result of this study, more empirical study on the teachers' image is needed, and the thoughts of educational administrators, students, parents, and teachers should be reflected because an undesirable teacher can be advised and get opportunity to be a better teacher.

• Journal of Science Education
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• v.42 no.2
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• pp.214-229
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• 2018

The purpose of this study was to investigate the effect of science-based STEAM program on the positive science experience of elementary school students. The participants of this study were 64 fourth graders of S elementary school located in Gyeonggi-do. They were divided into the experimental group of 30 students and the comparative group of 34 students. The program was reorganized into the STEAM program, which emphasized communication with students in the second semester of 4th grade, centered on 'Earth and Moon' unit which were carried out in total 16 times. The experimental group was giving the science-centered STEAM program, and the comparative group was giving the general instruction model based on the instructional book guidelines. The results of the study are as follows. The science-centered STEAM program showed a further influence on the positive science experience of elementary school students. Based on these results, it can be confirmed that the class using the science-centered STEAM program positively influenced the improvement of students' positive science experience.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.157-171
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• 2004

본 연구에서는 수학일지 쓰기가 중학생의 수학적 태도에 미치는 영향을 조사하기 위해서 연구 대상 반을 선정하여 수학적 태도에 관한 설문 조사를 실시하고 고안된 수학 일지를 쓰도록 한 후 수학 성적이 상 및 하에 속하는 각 3명을 대상으로 두 차례 실시한 인터뷰 자료와 인터뷰 당시 연구자가 느낀 점을 적은 메모를 바탕으로 학생들의 수학일지 쓰기에 대한 인식을 분석하는데 그 목적이 있다. 본 연구에 따르면 수학일지 쓰기는 학생들의 수학적 태도, 수학 학습에 긍정적인 영향을 주었고 교사-학생간의 관계와 교사에게 긍정적인 영향을 주었다. 후속 연구에서는 충분한 사전 조사로 일지 쓰기의 횟수와 시간을 잘 결정하고 연구 기간을 충분히 잡아 학생들의 변화를 지속적으로 관찰하며 평가와의 연계로 학생들의 적극적인 참여를 유도할 필요가 있다고 본다.

• Communications of Mathematical Education
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• v.30 no.4
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• pp.435-452
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• 2016

This study was designed to explore students' instrumentalization in relation to the van Hiele's teaching method within a technology environment using GeoGebra. To carry out the study, a total of 4 lesson units was developed based on van Hiele teaching method for two slow learners in Gyeonggi province, Korea. The results of study were as follows. Instrumentalization of students was actualized from preparation, to adaptation, and to application stages. In preparation, and adaptation stages, depending on visualization, students used a trial-and-error method a lot, however in application stage the role of GeoGebra was just to check the solution of what they conjectured. Therefore, a teacher should prepare geometric tasks according to the processes of instrumentalization based on geometric teaching method. During instrumentalization and instrumentation of users, usage scheme(US) and instrumented action scheme(IAS) should be concrete.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.363-384
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• 2006

In general, teachers have opened a specially supplementary course for the underachivers in mathematics. But because of a lot of problems, the class has not been activated. So in this paper, for the purpose of maximizing the effect of the class, we introduce mathematical games and puzzles in the class for causing the students' interest in mathematics and adopt multi-step test, which is a test with multi level problems in a problem, for both selecting the underachivers in mathematics and supplementing learning deficiency. As a result of the process, the atmosphere of learning is positive and learning activities are voluntary and the altitude to the mathematics is improved.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.295-313
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• 2011

The purpose of this study was to analyze the teaching strategies used in the teaching practice of teachers charged with science-gifted middle school students. For this study, 4 teachers belonging to a professional gifted education institute were selected. Data for the study were classroom observations, semi-structured interviews, report of students, and photographs. The data were analyzed through the constant comparison method. As results show, the four teachers used different teaching strategies, and the teaching strategies had a close connection with each other. According to the learning types they chose themselves - acceleration or deepening - they used different teaching strategies. The 4 teachers' teaching practice were clearly different in teaching strategies, classroom atmosphere, interaction style between teacher-student and student-student, and report draw-up style. The teaching strategies identified in this study may be helpful to the teachers short in teaching experience in organizing their lessons and promoting their specialty in teaching for science-gifted students.