• School Mathematics
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• v.15 no.4
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• pp.941-955
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• 2013

In this study, we conducted mathematics teacher training courses for an applying of 'Socratic method' in school mathematics. Teacher training courses were conducted with a total of 3 hours for 68 secondary mathematics teachers. In these courses, we overviewed the characteristics of Socratic method. Moreover we examined the mathematics lessons by Socratic method. And we dealt with the educational examples of Socratic method identified in previous studies. In addition, the survey was conducted before and after the teacher training courses. Through the survey, teachers have an opportunity to check their knowledge on Socratic method and reflect on their mathematics class. Based on the survey response data, we analyzed mathematics teachers' knowledge on Socratic method and the changes in teachers' thinking on their mathematics class. Based on the findings of this study, we proposed three directions of teacher education.

• School Mathematics
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• v.11 no.1
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• pp.39-53
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• 2009

This study was conducted in 2008 with 80 in-service mathematics teachers. We took a course that was consisted of a lecture and a practice on Socrates' method. In our study, mathematics teachers conducted making a teaching plan by using Socrates' method. But we became know that we need to offer concrete ideas or examples for mathematics teachers in order to apply Socrates' method effectively. Therefore we tried to search for educational methods in using Socrates' method to teach school mathematics. After investigating of preceding researches, we selected some examples. On the basis of these examples, we suggested concrete methods in using Socrates' method. That is as follows. Socrates' method need to be used in the context mathematical problem solving. Socrates' method can be applied in the process of overcoming cognitive obstacles. A question in using Socrates' method have to guide mathematical thinking (or attitude). When we use Socrates' method in the teaching of a proof, student need to have an opportunity to guess the conclusion of a proposition. The process of reflection revision-improvement can be connected to using Socrates' method.

• School Mathematics
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• v.8 no.1
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• pp.89-106
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• 2006

In this research, we investigated the effects of mathematics education in using Socrates , method in a course of mathematics education in teacher's college. And we proposed some suggestions for education of future mathematics teachers. This study was conducted with 44 university students(third grade) who entered the department of mathematics education (future mathematics teachers) in 2005. We took a course in curriculum that was required for the future mathematics teachers in my department. In this course, we began with the reading the famous dialogue between Socrates and Meno's slave. And we analysed Socrates' questioning of Meno's slave and tried to understand what this dialogue is implicating in mathematics education. All the participants in this course was divided 11 groups. Each group designed a school mathematics class plan using Socrates' method and practiced their teaching plan by a performance(students' announcements). Through the analysis of research data. Five effects of mathematics education in using Socrates' method for future mathematics teachers were induced. Therefore, we suggest that future mathematics teacher need to have many opportunity to design and practice a mathematics teaching plan by using mathematics teaching-learning methods taught in their course.

• Journal of The Korean Society of Grassland and Forage Science
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• v.27 no.4
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• pp.269-274
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• 2007

This experiment was conducted to determine the effect of seeding method on winter survival and dry matter yield of Italian ryegrass(Lolium multiflorum Lam. "Kospeed") in paddy field for two years. The experiment was arranged in randomized complete block design with three replications. The treatment consisted of four different seeding methods, R-LS-P(rotary-line sowing-packing), R-BS-P(rotary-broadcast seeding-packing), R-BS(rotary-broadcast seeding), R-BS-TR(rotary-broadcast seeding-trifling rotary), BS-TR(broadcast seeding-trifling rotary). The emergence ratio of broadcast was decreased by 12% and winter survival was decreased by 17% compared with line sowing. The R-BS-TR treatment which was practical seeding method of rye was decreased seeding stand ratio by 65.2% and winter survival by 6.7% compared with others seeding methods. Dry matter yield of line sowing(8,151 kg/ha) was higher than that of broadcast(6,281 kg/ha) and R-BS-P treatment was the highest DM yield as 7,166 kg/ha. There was not found significant difference among seeding method in forage quality. The results of this experiment indicated that R-BS-P(rotary-broadcast seeding-packing) was recommendable the best seeding method after harvested whole crop rice in paddy field.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.537-554
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• 2014

In this study, we investigated a good way for teacher professional development. Based on this way, we designed teacher training program. We carried out teacher training program for 50 secondary school mathematics teachers in July 2014. In this teacher training courses, teachers conducted recording mathematics teaching-learning processes by dialogue between teacher and student according to Socratic method. We also shared the practices of teacher educators, teachers and colleagues. In this teacher training, we tried to cultivate teachers' abilities needed to a good mathematics instruction. And we aimed to equip the attitude that guided reflection on their mathematics class. Through the teacher training, teachers recognized the need to study on the thinking of students and take into account students' expected reaction on the part of learners. Also they developed an attitude as reflective practitioners and recognized the need of teacher learning communities for their professional development.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.509-525
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• 2016

This study is a follow-up study of the previous research for teacher education(Kim Nam Hee, 2006, 2009, 2013, 2014). This study was conducted with third grade students of the college of education in 2016. In this study, we guided to allow pre-service teachers to develop their teaching research ability and teaching practical skills using the results obtained from the in-service teachers training courses. Processes mainly performed in this study are as follows; learning the theory on Socrates' method, case study for thought experiment activities, instructional simulation using a Socrates' method, class analysis, textbook analysis, peer evaluation, self-assessment. Observing tutorial examples by in-service teachers, pre-service teachers were expanding their limited knowledge and experience. By analyzing the results obtained from this research processes, we checked the points to put more attention in future pre-service teachers education.

• KOREAN JOURNAL OF CROP SCIENCE
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• v.42 no.4
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• pp.459-465
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• 1997

This experiment was conducted to compare the change of growth and canopy photosynthesis between transplanting and direct seeding on paddy surface in rice. Total tiller number by the early vegetative growth stage was significantly higher in the direct seeding flooded paddy surface, while it was reversed from later vegetative growth stage in terms of tillering ability per unit period. But total panicle number was higher in direct seeding on paddy surface. Leaf area index, nitrogen content in leaf blade and canopy photosynthetic ability at later vegetative growth stage were lower in direct seeding on flooded paddy surface than transplanting. Biological yield at harvest stge, leaf area index and conopy photosynthetic activity at heading stage were gradually increasing according to nitrogen level increased both transplanting and direct seeding on paddy surface. Leaf area index, canopy photosynthetic activity, however, were lower in direct seeding on paddy surface than transplanting in the same nitrogen level. Nitrogen content per unit leaf area was high in transplanting.

• Proceedings of the Plant Resources Society of Korea Conference
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• 2003.04a
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• pp.90-93
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• 2003

사초용 유채의 추파 재배에서는 경태, 주경엽수, 분지수, 분지엽수등의 수량 구성 형질과 생초수량은 휴폭 50cm $\times$ 주간 30cm의 점파구에서 가장 우수하였고 건물수량과 조 단백질함량, IVDMD, 가 소화 건물수량은 가장 밀식된 산파구에서 높았으며 NDF, ADF, Cellulose, Lignin등의 조섬유 함량은 식물체가 밀식된 상태에서 극히 세장한 관계로 가장 낮았다는 보고가 있었으나 (Ahn 등, 1989 ; Macforlane Smith 등, 1985) 우리나라 에서는 사초용 유채의 춘파 파종법(재식밀도)에 관한 시험연구는 아직 수행된바 없다. 따라서 본 시험에서는 사초용 유채의 재식밀도가 수량구성요소, 수량 그리고 영양가치에 미치는 영향을 구명하고자 Volox 품종을 공시하여 춘파 파종량 시험을 시험한 결과는 다음과 같다. 1. 초장을 제외한 경태, 주경엽수, 분지수, 분지엽수 등의 수량구성형질과 생초수량은 휴폭 50cm에 주간 30cm의 점파구에서 가장 우수하였다. 2. 건물수량과 조단백질 함량은 가장 밀식된 산파구에서 높았다. 3. IVDMD와 가소화 건물 수량은 산파구에서 가장 높았다. 4. NDF, ADF, Cellulose, Lignin 등의 조섬유 함량은 식물체가 밀식된 상태에서 극히 세장한 관계로 산파구에서 가장 낮았다.

• Journal of The Korean Society of Grassland and Forage Science
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• v.36 no.4
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• pp.303-308
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• 2016

This study was carried out to determine the effects of application levels of fertilizer and sowing methods on yields and nutritive values of Italian ryegrass (IRG) in early spring. Five fertilizer levels were used: Treatment 1, 100-80-80 kg/ha; Treatment 2, 120-100-100 kg/ha; Treatment 3, 140-120-120 kg/ha; Treatment 4, 160-140-140 kg/ha; Treatment 5, 140-120-120 kg/ha of $N-P_2O_5-K_2O$ with silicate fertilizer 200 kg/ha. Dry matter (DM) yield was 8,330 kg/ha in Treatment 5, 7,686 kg/ha in Treatment 4, and 7,347 kg/ha in Treatment 3. There was no significant difference in total digestible nutrients (TDN) content. The content of crude protein was the highest in Treatment 5. Dry matter ratio was the lowest in Treatment 5. In Treatment 3, DM yield was 7,347 kg/ha, when total amounts of fertilizers were applied at one time. However, DM yield was 7,405 kg/ha, when 50% of pre-planting fertilizer and 50% of supplementary fertilizer were applied at different time. There was no significant difference between total application and split application of fertilizers. However, DM yield was 9,469 kg/ha in application treatment with 100 kg/ha of additional urea at three to four leaf stages of IRG. Regarding DM yield by sowing methods of IRG, the following order was found: drill seeding (8,176 kg/ha) > rotary-broadcast seeding-stamping (7,957 kg/ha) > rotary-broadcast seeding (7,810 kg/ha) > broadcast seeding (7,347 kg/ha) > broadcast seeding-rotary (7,034 kg/ha). DM yield (59.57%) was the lowest in broadcast seeding-rotary. Crude protein content was the highest with rotary work but the lowest with broadcast seeding.

• KOREAN JOURNAL OF CROP SCIENCE
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• v.31 no.4
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• pp.493-498
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• 1986

In order to evaluate the effect of various cultural methods developed during last 30 years on grain yield of wheat and barley and structure of plant stand for uptake of nutrient and water, solar energy use and com-petitive capacity with weed, 10 kinds of cultural practices were compared in the clayey upland soil. Row fertilization is more effective for uptake of N,P and K than rotary fertilization. Weed occurrence was deeply related with width of non-seeded area in the row and affected yield decrease. Winter injury was more serious in the cultural practices with thick plant community than in those with isolated individual plant. Root distribution was more remarkable in drill seeding or broadcasting than row seeding and had positively correlated with water consumption of barley.