• Journal of the Korean Chemical Society
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• v.59 no.6
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• pp.520-532
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• 2015

The purposes of this study were to examine what kinds of educational activities were carried out during the practice teaching based on CoRe and to identify the role of CoRe and its influence on the development of expertise of student teachers. This study was performed as qualitative case study. The subjects of this study were one practice supervisor teacher and two student teachers. Data were collected through recording CoRe discussion process, student teachers' instructional scene, and semi-constructed interview, and analyzed by an inductive method. Student teachers noticed their own misconceptions, and clarified the concepts based on CoRe during the discussion with supervisor teacher. They also supplemented their lack of knowledge and made up new strategies through the process of sharing their ideas. During the discussion, the supervisor teacher conveyed his teaching experience based on his own orientations toward science teaching. In this course, CoRe plays roles as follows. Firstly, CoRe played a role as guiding supervisor teacher's coaching process. Secondly, CoRe helped for the supervisor teacher to recognize their own PCK. Thirdly, CoRe served as a tool of helping their communication. In turn CoRe proved to be a useful frame for teaching student teachers during practice teaching. Student teachers were provided with a useful framework for preparing lessons by developing CoRe for the topic they teach. Developing CoRe with supervisor teacher at the planning stage of lessons enhenced student-teachers' subject matter knowledge and their PCK including knowledge of science curricula and knowledge of student's understanding of science. Also student teachers understood the components of PCK and experienced the positive understanding toward students, teaching activities, and themselves as a science teacher.

• Journal of Environmental Policy
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• v.6 no.2
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• pp.97-122
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• 2007

In 2006, the Ministry of Environment of the Republic of Korea, completed the construction on national environmental geographic informations including National Environmental Assessment Map, Ecological Map, Land Cover Map and so on. At this point of time, it is necessary to establish the advance strategy on national environmental geographic information, considering the complicated characteristics. Therefore, this study suggests the advance strategy on national environmental geographic information, reflecting results of analyzing the given condition and the trend of informatization. National environmental geographic information has spacial quality to be managed dispersedly in a department unit or an operations unit. According to this quality, requirements for users who need the policy based on national environmental geographic information and complex information are not satisfactory. And, the information system centering the process of administrative affairs should be converted to one putting decision supporting first in importance. Therefore, this study sets up "the realization of the sustainable land management system by advancing national environmental geographic information" as the vision of the advancing strategy. In order to accomplish the vision, this study established the purpose as follow; constructing strategic and geographic information based on knowledge, arranging the foundation to open information to the public transparently, building expanded and integrated national environmental geographic information, embodying the environmental administration based on national environmental geographic information, enhancing the efficiency of national environmental geographic information, and supporting efficiently the process of administrative affairs. And this study suggests executive plans to achieve the vision and the purpose as next; developing the quality control program to verify the information confidence, building the system to integrate and to provide environmental information, collecting information, readjusting laws and regimes in parts of the construction, the application and the management of the system, and operating the task process, human power, organization and information technology. This study puts the emphasis on providing the turning opportunity politically which is possible to make sure of the information confidence in quality, advancing from the expansion of one in quantity. However, this improvement strategy doesn't reflect all national environmental geographic information and current status of environmental administrations. Therefore, for applying the result of this study to the actual environmental administration, it is necessary to discuss regularly the systematic categorization of national environmental geographic information, to interview with the contracting parties and so on hereafter.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.2
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• pp.309-341
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• 2017

This study aims to investigate an approach to teach percentages in elementary mathematics class by analyzing calculating strategies with percentage the students use to solve the percentage tasks and their percentages of correct answers, as well as types of errors with percentages the students make. For this research 182 sixth graders were examined. The instrument test consists of various task types in reference to the previous study; the percentages tasks are divided into algebraic-geometric, part whole-comparison-change and find part-find whole-find percentage tasks. According to the analysis of this study, percentages of correct answers of students with percentage tasks were lower than we expected, approximately 50%. Comparing the percentages of correct answers according to the task types, the part-whole tasks are higher than the comparison and change tasks, the geometric tasks are approximately equal to the algebraic tasks, and the find percentage tasks are higher than the find whole and find part tasks. As to the strategies that students employed, the percentage of using the formal strategy is not much higher than that of using the informal strategy, even after learning the formal strategy. As an insightful approach for teaching percentages, based on the study results, it is suggested to reinforce the meaning of percentage, include various types of the comparison and change tasks, emphasize the informal strategy explicitly using models prior to the formal strategy, and understand the relations among part, whole and percentage throughly in various percentage situations before calculating.

• School Mathematics
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• v.7 no.4
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• pp.403-425
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• 2005

The study aims to get real picture of primary mathematics education based on RME in the Netherlands focusing on number and operations strand by reflecting and analyzing the documents in relation to the primary school mathematics curriculum. In order to attain these purposes, the present paper describes the core goals for mathematics education, Dutch Pluspunt textbook series for the primary school, and a learning-teaching trajectory by TAL project which are determinants of the Dutch primary school mathematics curriculum. Under these reflections on the documents, it is analyzed what is the characteristics of number and operations strand in the Nether-lands as follows: counting numbers, contextualization, positioning, structuring, progressive algoritmization based on levels, estimation and insightful use of a calculator. Finally, discussing Points for improving our primary mathematics curriculum and textbook series development are described.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.267-287
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• 2015

In this paper, based on the results of analysis on types and strategies of estimation in measurement in the textbooks according to 2009 revised elementary mathematics curriculum, the following four implications are suggested for curriculum development and textbook development for a later date. First, it is necessary to reconcile curriculum and textbooks in contents for estimation in measurement. In 2009 revised elementary mathematics curriculum, only estimation in length, estimation in capacity, estimation in weight, estimation in angular measure are presented. However, estimation in time and estimation in area are presented in textbooks. Second, it is necessary to introduce various strategies for estimation in measurement. In teacher's manual, three strategies like using referent, chunking, unitizing are illustrated. But in textbooks, such strategies are not illustrated properly. Third, the meaning of the 'estimate' need to be clarified. In textbooks, 'estimate' are used also in other contexts. Fourth, it is necessary to clarify whether or not to deal with estimation in time, estimation in area, and estimation in volume in the school curriculum. In 2009 revised elementary mathematics curriculum, estimation in time, estimation in area, and estimation in volume are not mentioned explicitly.

• Journal of Science Education
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• v.38 no.1
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• pp.29-40
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• 2014

The new paradigm of the 21st Century science education explores a wide range of possibilities that can foster students' interest toward science and creative convergence thinking. The purpose of this study was to utilize science visual media that can improve students' scientific creativity and artistic sensibility. Curriculum reorganization can be one solution for the primary convergence science teaching and learning strategies using science visual media. Through a new and exciting experiment to a various science visual media such as science picture, TV film, movie, UCC, etc., we hope this teaching and learning strategy can increase the students' scientific interest and attitude.

• Journal of Families and Better Life
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• v.31 no.1
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• pp.1-10
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• 2013

The purpose of this study was to examine the effects of teachers' responsiveness on teachers' strategies of problem behavior guidance. Teachers' responsiveness variables consisted of acceptance, sensitivity, consistency, warmth and teachers' strategies of problem behavior guidance variables consisted of positive proactive strategies, positive reactive strategies, negative reactive strategies. Subjects were 151 early childhood teachers in Seoul and Chungcheungnam-do. The collected data were analyzed using simple regression and hierarchical multiple regression. The main results of this study were as follows. Teachers' acceptance, sensitivity, consistency, warmth were positively related to teachers' positive proactive strategies and positive reactive strategies of problem behavior guidance. On the other hand, teachers' warmth was negatively related to teachers' negative reactive strategies. As results of examining relative effects of teachers' responsiveness on positive proactive strategies of problem behavior guidance, the influential variables were warmth and acceptance. The relative effects of teachers'responsiveness on positive reactive strategies of problem behavior guidance, the influential variables were sensitivity and acceptance. The relative effects of teachers' responsiveness on negative reactive strategies of problem behavior guidance, the only influential variable was warmth.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.3
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• pp.347-363
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• 2019

The purpose of this study was to investigate the effects of communication - oriented mathematical writing strategies on students' mathematics achievement and mathematical propensity. In order to achieve the purpose, three types of communicative math writing learning strategies such as writing their own thoughts and feelings, writing problem solving process, and explaining the mathematical concepts. In the comparative group, general lessons based on textbooks and tutorials were conducted. As the results, the students in the experimental group showed a significant improvement in mathematics achievement and a positive effect on the mathematical propensity as compared with the comparison group.

• Education of Primary School Mathematics
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• v.12 no.2
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• pp.117-132
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• 2009

The purpose of this study was analysis on types of strategies and errors when the sixth grade students were solving proportion problems of mathematics textbooks. For this study, proportion problems in mathematics textbooks were investigated and 17 representative problems were chosen. The 277 students of two elementary schools solved the problems. The types of strategies and errors in solving proportion problems were analyzed. The result of this study were as follows; The percentage of correct answers is high if the problems could be solved by proportional expression and the expression is in constant rate. But the percentage of correct answers is low, if the problems were expressed with non-constant rate.

• School Mathematics
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• v.9 no.4
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• pp.507-521
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• 2007

The purpose of this study was to investigate the effects of memory retention of mathematical concepts in multiplication in the inquiry-based pantomime instructions. Three months later after the pre-test, a comparison was made between traditional class (TC) and class with the inquiry-based pantomime (IP) approach in terms of students retention of mathematical understandings. Results of the study indicated that the If instructions promoted effective long-term retention of knowledge. We concluded that instructional strategies that promoted active engagement in learning using life examples and drawings produced effective long-term retention of knowledge.