• Journal of Educational Research in Mathematics
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• v.14 no.4
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• pp.367-385
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• 2004

This study intends to compare the way of introducing fractions in elementary mathematics textbooks of south and those of north Korea. After thorough investigations of the seven differences were identified. First, the mathematics textbooks of south Korea use concrete materials like apples when they introduce equal partition context, while those of north Korea do not use that kind of concrete materials. Second, in the textbooks of south Korea, equal partition of discrete quantities are considered after continuous ones are introduced. This is different from the approach of the north Korean text-books in which both quantities are regarded at the same time. Third, the quantitative fraction which refers to the rational number with unit of measure at the end of it, is hardly used in the textbooks of south. However, the textbooks of north Korea use it as the main representations of fractions. Fourth, in the textbooks of south Korea, vanous activities related to fractions are more emphasized, while in the textbooks of north Korea, various meanings of fractions textbooks from south and north Korea focused on the ways of introducing partition approach and equivalence relation as operational schemes of fractions, the following play an important role before defining fraction. Fifth, the textbooks of south Korea introduce equivalent fractions with number one using number bar, and do not consider the reason why that sort of fractions are regarded. On the contrary, the textbooks of north Korea introduce structural equivalence relation by using various contexts including length measure and volume measure situations. Sixth, whereas real-life contexts are provided for introducing equivalent fractions in the textbooks of south Korea, visual explanations and mathematical representations play an important role in the textbooks of north Korea. Seventh, the means of finding equivalent fractions are provided directly in the textbooks of south Korea, whereas the nature of equivalent fractions and the methods of making equivalent fractions are considered in the textbooks of north Korea.

• Communications of Mathematical Education
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• v.23 no.1
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• pp.109-128
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• 2009

This study aimed to investigate students' learning process by examining their perception process of problem structure and mathematization, and further to suggest an effective teaching and learning of mathematics to improve students' problem-solving ability. Using the qualitative research method, the researcher observed the collaborative learning of two middle school students by providing problem-posing activities of five lessons and interviewed the students during their performance. The results indicated the student with a high achievement tended to make a similar problem and a new problem where a problem structure should be found first, had a flexible approach in changing its variability of the problem because he had advanced algebraic thinking of quantitative reasoning and reversibility in dealing with making a formula, which related to developing creativity. In conclusion, it was observed that the process of problem posing required accurate understanding of problem structures, providing students an opportunity to understand elements and principles of the problem to find the relation of the problem. Teachers may use a strategy of simplifying external structure of the problem and analyzing algebraical thinking necessary to internal structure according to students' level so that students are able to recognize the problem.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.807-825
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• 2013

This study investigated two science teachers' practical knowledge shaped during their science classes which intend to realize social construction of scientific models. The teachers' practical knowledge was qualitatively examined in terms of five content categories defined by Elbaz through the reflection-in-action based on video data of their teaching as well as the reflection-on-action based on their narratives and interview data obtained after their classes. The results shows: 1) two science teachers implemented their practical knowledge on appropriate subject matter knowledge when they provided students with scaffoldings to support building scientific models during the classes. 2) The teachers' knowledge about science curriculum played important roles to change the purposes of the classes from the transmission of difficult science concepts to the construction of scientific model appropriate to learning goals. 3) The teachers' implementation of pedagogical knowledge changed toward supporting students' group activities and model generations aligned to the intention of social construction of scientific models. 4) The teachers' practical knowledge about their 'selves' showed that a teacher's perception and implementation of his/her roles of helper, guide, or facilitator are important for students to construct scientific models through group activities. 5) The two teachers' practical knowledge the milieu of schooling is realized by their modes of interactions with student groups during their classes. Two teachers acted like a co-player with his students or like a coach to students near a playground. We discussed domain-specific characteristics about scientific model construction.

• Journal of the Korean earth science society
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• v.30 no.3
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• pp.354-365
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• 2009

In this research, we investigated the support system and professional development in teaching practices of beginning science teachers through instructional consulting. Using open-ended interviews with the participating teachers and group discussions taking place on a regular basis to analyze and compare classes of six beginning teachers, we analyzed beginning teachers' professional development efforts centering around their teaching practices. The group discussion consisted of 6 beginning teachers and another 6 experienced teachers, they discussed and cross-analyzed beginning teachers' 9th lessons on middle school science unit, 'Work and Energy.' The characteristics of beginning science teachers' professional development drawn from this research are: (1) beginning teachers' teaching practices they were taught, (2) lack of reflection on their teaching practices, (3) no guidance for beginning teachers regarding ways to teach, (4) lack of communication between teachers about teaching science, and (5) lack of time for instructional preparation due to other heavy workload. Suggestions for ways to improve and support beginning teachers' professional development are discussed with experienced teachers. Required conditions for an effective induction program are also discussed.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.625-642
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• 2015

The purpose of this study was to develop and verify the feedback-enhanced performance assessment model through a variety of assessment strategies focused on the development of students. In order to achieve the purpose of this study, we analyzed the achievements of the sixth grade curriculum standards and set the central achievement standards in core competencies. We then established an evaluation plan to take advantage of a variety of methods and develop an assessment tool for process-based evaluation during lessons. We applied this assessment model to 6th grade students while teaching and learning mathematics in the classroom. The result of applying the performance evaluation model showed the improvement of students' reflective thinking ability. Also, some students who was not achieved at the level of 'N' could develop to the level of 'N + 1'. A long term research using various assessment strategies should be continued for effective help of students' mathematical development.

• Proceedings of the Korea Technology Innovation Society Conference
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• 1998.05a
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• pp.10-10
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• 1998

생명공학의 혁신적 발명성을 매우 잘 보여주는 성공사례의 하나가 사람락토페린을 함유한 형질전환 젖소의 개발이다. 우유의 모유화를 내걸고 있는 본 연구는 국내·외에 막대한 잠재시장 규모가 예상되고 있다. 그러나 생명공학 제품은 ‘생물 재해(Bio Hazard)’에 대한 우려와 윤리문제를 제기할 수 있기 때문에 대중인식(Public Acceptance)에 대한 연구가 매우 중요한 의미를 가지는 것이다. 이러한 상황인식하에 사람락토페린을 함유한 유제품에 대한 소비자행태분석(Consumer Behavior Analysis)을 수행하게 되었다. 본 연구에 사용된 연구방법은 비시장가치평가법 중 임의가치평가법(CVM)을 사용하고 있다. 임의가치평가법은 선진국 특히 본 이론의 발상지인 미국에서 환경재기 가치를 측정하는 방법으로 사용되어 오고 있는데 이를 신상품 및 과학기술의 가치평가법으로 확대하여 연구하여온 필자의 일련의 연구중의 한 시도이다. 좋은 CVM 연구를 수행하기 위해서는 CVM이 요구하는 가치평가방법에 맞추어 설문서가 구성되고 분석되는 일이 무엇보다도 중요한 일이다. 본 연구에서는 CVM의 연구방법에 맞추어 사람락토페린 강화우유에 대한 소비자지불의향(Consumer Willingness to Pay) 조사와 더불어 사람락토페린 강화우유에다가 DHA, 칼슘 등 새로운 기능성 물질을 추가하여 더욱 좋은 기능을 첨가한 경우의 구입할 용의와 지불의향에 대한 조사를 수행하였다. 본 연구에서는 과학기술에 의해 탄생된 신상품에 대한 임의가치평가법의 적용이라는 새로운 시도의 연구라는점을 감안하여 본 연구를 바탕으로 더욱 새로운 문제제기와 추가적인 연구가 필요하다고 생각된다.적인 자세를 견지한다. 한편, 적응의 원리에 입각한 교육은 문화와 전통에 대한 피동적 전승을 넘어서 사회의 변화에 따라 교육체제와 내용을 바꾸는 등 적극적으로 변화에 대응하고, 이러한 변화를 주도할 인간육성에 힘을 기울이는 교육방식을 취한다. 시대적 변화의 소용돌이 속에서 교육은 이제 기왕의 많은 교육적 신화들을 타파하고 뉴 밀레니엄을 준비해야할 기로에 서 있다. 현재의 변화를 슬기롭게 대처하고 미래의 변화에 능동적으로 적응하는 인간을 육성하기 위한 오늘날 교육의 사명은 우선 미래사회를 위한 교육정책의 방향을 수립하는 일이다. 교육정책은 국가의 교육방침으로서 현실 교육문제의 해결도 중요하지만 미래의 발전을 기약할 수 있는 장기적인 비젼과 목표 속에서 정립될 필요가 있다. 이러한 의도하에 본 연구는 21세기를 대비한 교육정책의 방향을 탐색하고 그에 따른 정책적 과제를 제시하는 데 그 목적이 있다. 이러한 목적하에 본고는 \circled1 과거 우리 나라의 교육정책을 반성적으로 회고하고, \circled2 미래사회에 대한 전망과 교육적 시사점을 분석하며, \circled3 마지막으로 21세기의 변화에 적응하기 위한 교육정책의 방향과 과제를 내용으로 제시하고자 한다.탄산염으로의 전환이 진행되고 있다. 이러한 배경으로부터 Uchida그룹에서 개발한 FeiCr/AVTi재료와 현재 분리판 재료로 사용증인 SUS 310, S SUS 316재료에 대해. 산화성 분위기의 5기압까지의 가압하에서, Li-K, Li-Na탄산염에 대하여 부 식거동을 검토한 결과, 가압하에서 내식성이 향상되는 것이 발견되었다. 이유로서는 가압하에서 용융탄산엽의 증가된 산화력으로 보다 치밀한 내식성 산화물 피막

• Research in Mathematical Education
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• v.7 no.3
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• pp.139-150
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• 2003

The purpose of this paper is to review the gifted education from a reflective perspective. Especially, this research touches upon the issues of selection process from a critical point of view. Most of the problems presented in the mathematics competition or in the programs for preparing such competitions share the similar characteristic: the circumstances that are given for questions are too artificial and complicated; problem solving processes are superficially and fragmentally related to mathematical knowledge; and the previous experience with the problem very much decides whether a student can solve the problem and the speed of problem solving. In contrast, the problems for selecting students for Gifted Education Center clearly show what the related mathematical knowledge is and what kind of mathematical thinking ability these problems intend to assess. Accordingly, the process of solving these problems can be considered an important criterion of a student's mathematical ability. In addition, these kinds of problems can encourage students to keep further interest, and can be used as tasks for mathematical investigation later. We hope that this paper will initiate further discussions on issues derived from the mathematically gifted student selection process.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.337-348
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• 2019

The purpose of this study is to examine epistemic thinking in middle school students in an argument-based inquiry science class. Participants of the study were 93 9th grade students from four classes of a middle school in a metropolitan city. Observations were made over one semester during which argument-based inquiry lessons on five subjects were conducted. Data was collected from argument-based inquiry activity worksheets and student questionnaires. After analysis of epistemic thinking in the written reflections, students were found to have the highest frequency of epistemic metacognitive skills, followed by epistemic cognition, epistemic metacognitive experience, and epistemic metacognitive knowledge. While investigating the effects of an argument-based inquiry science class on student epistemic thinking and after analysis of the reflections written for the first ABI activity and the fifth ABI activity, we found that all of the sub-elements of epistemic thinking have increased. The rate of growth for epistemic cognition is greatest, followed by epistemic metacognitive knowledge and epistemic metacognitive skills. Assessed for epistemic thinking, the level of epistemic thinking improved over the course of the argument-based inquiry science class. The results of the survey show that students actively participating and being recognized for their active participation in the argument-based inquiry science class are helpful in understanding scientific knowledge. Therefore, an argument-based inquiry science class is a teaching and learning program that allows students to understand and experience the epistemic nature of scientific knowledge and its construction through collaboration and agreement.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.935-946
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• 2016

This study aims to explore cognitive biases relating the core competences of science and instructional strategy in reducing the level of cognitive biases. The literature review method was used to explore cognitive biases and science education experts discussed the relevance of cognitive biases to science education. Twenty nine cognitive biases were categorized into five groups (limiting rational causal inference, limiting diverse information search, limiting self-regulated learning, limiting self-directed decision making, and category-limited thinking). The cognitive biases in limiting rational causal inference group are teleological thinking, availability heuristic, illusory correlation, and clustering illusion. The cognitive biases in limiting diverse information search group are selective perception, experimenter bias, confirmation bias, mere thought effect, attentional bias, belief bias, pragmatic fallacy, functional fixedness, and framing effect. The cognitive biases in limiting self-regulated learning group are overconfidence bias, better-than-average bias, planning fallacy, fundamental attribution error, Dunning-Kruger effect, hindsight bias, and blind-spot bias. The cognitive biases in limiting self-directed decision-making group are acquiescence effect, bandwagon effect, group-think, appeal to authority bias, and information bias. Lastly, the cognitive biases in category-limited thinking group are psychological essentialism, stereotyping, anthropomorphism, and outgroup homogeneity bias. The instructional strategy to reduce the level of cognitive biases is disused based on the psychological characters of cognitive biases reviewed in this study and related science education methods.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.565-578
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• 2008

The purpose of this study is to search for the factors that influence students' understanding of the nature of science through the experience of the cognitive processes of authentic open inquiries. The freshmen of a science high school practiced authentic open inquiries reflecting epistemological characteristics of authentic science. The case study was conducted with four focus students who were successful or unsuccessful at learning the nature of science during the authentic open inquiry activity. Questions that the focus students asked during the inquiries as well as students' answers to pre- and post-VNOS (C type) were analysed, and then elaborated in the semi-structured interview. The findings suggest that open inquiry activities provide the inquiry contexts that help science high school students to understand the nature of science, and that the characteristics of students' cognition influence the understanding of the nature of science. For instance, designing experiments with their own research questions had an influence on the students' understanding about the scientific methods and the diversity of research types, and drawing conclusions from their own data made students experience scientific reasoning. In addition, the experience of collecting anomalous data helped students to understand the role of inferences in generating scientific knowledge and the creative nature of scientific knowledge. In this inquiry context, the reflective thinking that came from proactive discussion among students, made students think about the validity of the designing experiments and interpreting data, and helped them to understand the uncertain nature of reasoning and the diverse nature of scientific methods. Moreover, divergent thinking linked to analogical thinking helped students to understand the creative nature of science.