• Journal of the Korean School Mathematics Society
• /
• v.12 no.1
• /
• pp.47-70
• /
• 2009

The purpose of this research was to confirm one of constructivists' assumptions that even children 조o are with low reasoning ability can make reflective abstracting ability and cognitive structures by this ability can make generation ability of new knowledge by themselves. To investigate the assumption, learner-centered instruction were implemented to 2nd grade classroom located in Suseong Gu, DaeGu City and with lesson plans which initially were developed by Burns and corrected by the researchers. Recordings videoed using 2 video cameras, observations, instructions, children's activity worksheets, instruction journals were analyzed using multiple tests for qualitative analysis. Some conclusions are drawn from the results. First, even children with low reasoning ability can construct mathematical knowledge on multiplication in their own. ways, Thus, teachers should not compel them to learn a learning lesson's goals which is demanded in traditional instruction, with having belief they have reasoning ability. Second, teachers need to have the perspectives of respects out of each child in their classroom and provide some materials which can provoke children's cognitive conflict and promote thinking with the recognition of effectiveness of learner-centered instruction. Third, students try to develop their ability of reflective and therefore establish cognitive structures such as webs, not isolated and fragmental ones.

• Journal of The Korean Association of Information Education
• /
• v.17 no.1
• /
• pp.83-91
• /
• 2013

The Ministry of Education issues STEAM education as a part of convergence. Most important is "How to achieve goals of STEAM education". The goal of this paper searches possibilities that robot is a good tool for STEAM education. The main topic is photosynthesis unit as circumstantiation and "Deep sea exploration robot", is creative activity, in elementary science subject. Students complete 13 basic course about robot, then accomplish subject-oriented 10 robot application course about above topic. Basic course contains math and science elements that students learn in regular curriculum. Application course is organized following steps, photosynthesis with oxygen sensors, brainstorming, idea derivation, robot design, robot construction, demo and presentation and so on. These courses have elements of STEAM. Finally teacher has face-to-face meeting with parents and students. Most have positive aspects about this process in terms of creativity, study attitude, and school life. Specially low-ranking students win a prize in robot competition. So they can gain confidence and accomplishment. This paper don't show statistic chart, but we surely knew that robot education for STEAM education seriously affect creativity huminity and job search.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.4
• /
• pp.695-715
• /
• 2016

This study is on the teaching method for the students who belong to the same school (one, the gifted class, passed gifted education of Science High school ), 1-1, face-to-face learning (two, good students in regular classroom) with a teacher, paired learning teams (4 people, gifted classes), and group lessons (20 people, gifted classes) and using the justification analysis framework tool(PIRSO) of Kim(2010) analyzes the justification element of the students in the group classes regular polygons paper was to explore ways to improve the justification of the folding maps activities. As a result, the width of the largest polygon difficulty level appropriate to the class for gifted elementary school classes but the individual learning style of the 1-1 face-to-face with a teacher or discussion with colleagues and cooperative approach is justified, rather than the material of the study of origami activities it turned out to be more effective in improving the level of justification. Unlike the individual learning activities, the exploration for class is the need to strain in parallel to the student is selected as needed, rather than serial manner was confirmed that it is necessary to clearly present problems even from the beginning. Development of teaching through the implications obtained from this method of reconstruction activities and proposed improvement measures for questioning.

• Journal of The Korean Association For Science Education
• /
• v.31 no.1
• /
• pp.78-98
• /
• 2011

The purpose of this study was to analyze elementary school students' interpretation of data characteristics by cognitive style. Participants were elementary students in sixth grade who can use integrated inquiry process skills. The students were divided into two groups, analytic cognitive style and wholistic cognitive style according to their response to Cognitive Style Analysis. They performed scientific interpretation of data activity. To collect data for this study, participants recorded the result on scientific interpretation of data activity paper and researcher recorded the situation on videotape and interviewed with participants after the end of interpretation of data to get additional data. And the findings of this study were as follows: First, the study analyzed interpretation of data characteristics by the operator regarding different situations of interpreting data according to cognitive style. For example, in the intermediate state, analytic-cognitive style students showed high achievement in identifying variables, and wholistic-cognitive style students were active in using prior knowledge to interpret data. Second, the result of analysis on the direction of interpreting data and preference for data types in interpreting data activities according to cognitive style are as follows: Wholistic-cognitive style students showed relatively high perception of information through the top-down approach. On the other hand, analytic-cognitive style students usually used the bottom-up approach gradually expanding detailed information to the scientific question-related answer and showed a preference data of the table type. Through the result, this study aimed to help establish a data interpretation strategy for learners to solve problems based on understanding of interpretation of data characteristics according to learners' cognitive style, and purposed the instruction design suggesting the data requiring various data interpretation strategies to develop learners' data interpretation ability.