• Communications of Mathematical Education
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• v.13 no.2
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• pp.563-589
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• 2002

고학년으로 갈수록 지필 환경에만 머무르는 현실 속에서 생활 및 예술 작품 등에서 수학적 원리와 개념을 발견하도록 하는 테셀레이션 수업은 학생들의 흥미와 호기심을 유발하고 수학의 아름다움을 느끼게 하는 것 이상으로 기하학적 사고의 기초를 학습하는데 도움을 줄 수 있다. 이에 본 연구는 4학년까지 적용되고 있는 7차 교육과정을 중심으로 새롭게 등장하고 있는 테셀레이션에 대한 이해 및 교수 학습 자료가 체계적으로 정비되어 있지 못한 현실적인 문제의 해결 방안으로서 테셀레이션을 활용한 수학 학습의 내용을 분석하여 교사들에게는 테셀레이션의 이해 및 교수 학습 자료로서 , 학생들에게는 수학의 기하적 개념들을 쉽고 재미있게 학습할 수 있는 학습도구로서 활용할 수 있도록 하는 것을 목적으로 테셀레이션을 구현할 수 있는 컴퓨터 소프트웨어를 활용하여 테셀레이션 교수 학습 자료를 개발하였고 이를 위해 다음과 같은 연구 내용을 설정하였다. 가. 테셀레이션의 정의와 예 그리고 종류를 알아보고 테셀레이션 속의 수학적 개념을 활용방법과 함께 제시한다. 나. 제7차 초등 수학 교육과정 중 도형 영역과 규칙성과 함수 영역을 중심으로 테셀레이션을 적용할 수 있는 내용영역을 분석하고 컴퓨터 소프트웨어를 활용한 테셀레이션 자료를 제시한다. 다. 제작된 테셀레이션 교수 학습 자료의 효과적 활용을 위한 활용 방안을 탐색한다. 라. 제작된 테셀레이션 교수 학습 자료의 활용 효과를 알아보기 위해 적용 실험을 하고 이에 대한 학생들의 반응을 분석하여 학습의 효과를 밝힌다. 제작된 테셀레이션 교수 학습 자료의 적용 실험을 위하여 광주대성초등학교 6학년 한 반을 선정하였고 약 4주에 걸쳐 컴퓨터 소프트웨어를 활용한 테셀레이션 교수 학습 자료를 투입하여 4번의 활동수업을 실시하였다. 수업 후 작성된 학습지와 소감문 및 연구자에 의해 관찰된 수업내용을 바탕으로 다음과 같은 연구 결과를 얻을 수 있었다. 첫째, 제7차 초등 수학 교육과정 중 도형 영역과 규칙성과 함수 영역을 중심으로 컴퓨터 소프트웨어를 활용한 테셀레이션 자료를 제시한 결과 지필적 환경에서 제한적이었던 탐구하고 조작해보는 활동을 할 수 있는 역동적인 수학 실험실 환경이 제공됨으로써 도구적 이해가 아닌 관계적 이해를 하는 것을 확인할 수 있었다. 수학적 개념을 암기하는 것에서 벗어나 자연스런 조작을 통해 학생들이 개념을 이해하고 탐구하는 과정 속에서 학생들은 수학을 공부한다기 보다는 수학 속에서 재미있게 놀이한다는 생각을 가지고 수업에 참여하였고 배우는 즐거움을 알고 자신감을 가지며 더 나아가 창의적인 생각을 하도록 하는 기회를 줄 수 있었다. 둘째, 테셀레이션은 우리 생활 속에서 쉽게 발견할 수 있는 것으로 수학이 단순히 책에서만 한정되지 않고 다양한 분야 즉 디자인, 생활 속에서의 벽지문양과 포장지, 예술작품 등에 활용되고 있음을 체험함으로써 수학이 실생활에 광범위하게 활용되고 있음을 알게 하였다. 역으로 생활 속에서의 테셀레이션을 통해 수학적 개념을 찾는 과정을 통해 수학이 아름다우면서도 실용적이라는 생각을 심어줄 수 있었다. 셋째, 테셀매니아, GSP, 캐브리, 거북기하 등 평소 수업에서는 활용도가 적은 컴퓨터 소프트웨어를 활용함으로써 컴퓨터 소프트웨어 자체에서 오는 호기심뿐만이 아니라 직접 조작하여 테셀레이션 작품과 개념을 익히고 새로운 작품과 학습을 해 내는 과정을 통해 자신감과 성취감 등에 있어 큰 변화가 있음을 발견할 수 있었다. 컴퓨터 기능이 미숙한 학생의 경우 처음에는 당황해 하고 어려워하는 부분도 있었으나 조작할 시간적 여유를 주고 교사와 우수한 학생들이 도우미로서 역할을 잘해내어 나중에는 큰 어려움 없이 마칠 수 있었다. 테셀레이션이라는 용어가 아직은 생소한 현장에서 교수 학습 자료가 부족하고 그에 따른 이해도 부족한 현실 속에서 컴퓨터 소프트웨어를 활용한 테셀레이션 교수 학습 자료가 교수 학습 현장에 투입되어 유용하게 사용될 수 있는지 그 가능성을 조사한 것을 목적으로 한 본 연구의 결과로서 테셀레이션이라는 주제는 도형 영역과 규칙성과 함수 영역에서 평면 도형의 각과 모양 등의 성질을 탐구하게 하고, 대칭변환의 개념을 효율적으로 학습하게 할 수 있고, 반복되는 모양에서 규칙성을 발견하고 부분과 전체를 파악하여 패턴을 인지할 수 있게 하며 제작하고 분석하는 과정을 통해 여러 가지 수학적 개념과 수학적 창의성, 수학적인 아름다움을 느끼게 할 수 있음을 발견할 수 있었다. 또한 테셀레이션은 수학적 개념은 물론 수학과 미술, 수학과 일상 생활과의 연결성을 논의하고 확인하는 데 흥미로운 주제가 될 수 있다. 초등학교 교육과정에서 새롭게 도입되고 있는 테셀레이션을 활용하여 지도하기 위한 교수 학습 자료로 유용하게 사용될 수 있고 앞으로는 테셀레이션과 관련된 내용이 직접적으로 교육과정 내에서 다루어지고, 또한 테셀레이션을 적용한 수업이 학생들의 기하학적 사고 및 수학적 태도에 미치는 영향과 관련한 연구가 뒤따라야 할 것으로 본다.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.429-440
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• 2017

This study investigated the influence of paired think-aloud problem solving on interactions among the pedagogical content knowledge (PCK) components considered in the processes of making written test items by pre-service chemistry teachers. The processes of making written test items using paired think-aloud problem solving in four small groups consisting of two pre-service chemistry teachers were recorded and transcribed. The analysis of the results revealed that the 'assessment in science education' of the five PCK components, regardless of the roles (solver or listener), was most frequently used in making written test items. 'Subject matter knowledge' and 'students' were also frequently used although less than the previous component. However, 'curriculum for science education' and 'instructional strategies and instruction for science education' was a little used. In the aspects of integration, the integrations between two or three components of various types were frequently found. The integrations among four or five components were also slightly found. However, the integrations of 'curriculum for science education' with the other components were less frequently found. The integrations of 'instructional strategies and instruction for science education' with other components were hardly found. The usefulness, limitations, and effective use of paired think-aloud problem solving as a strategy improving competency to make written test items and the PCK of pre-service teachers were discussed on the basis of the results.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.625-640
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• 2012

The purpose of this study was to investigate the behavioral characteristics of elementary second graders depending on SL-BIS/BAS (Behavioral Inhibition/Activation System about Science Learning) in science learning situation. For this study, 20 second grade students participated. This study followed a phenomenological research method, a form of qualitative research. As the results show, students who have a sensitive motivation system to SL-BIS directly expressed their disappointment of the result and easily get distracted in class when they failed in science learning activity. They participated in group work passively, for example, they interacted less in the group or avoided answering questions. Even though the students have a lot of questions that were usually simple, empty or repetitive words. They have within themselves the good will of challenging difficult experiment that was their only expression of passive will. The students have a tendency to be dependent on their friends in an experiment, making it unlikely that they preferred group work from the beginning. Otherwise, students who have sensitive motivation system to SL-BAS endured science learning activity to the end regardless of the negative result. In particular, they were enthusiastically working on home-school materials. When the students succeeded in the experiment, they responded to the cheers and openly expressed their feeling. They were satisfied with their achievement. The students have more desire for in-depth activity. Their questions were more progressive, specific and expanded. They showed a strong desire to challenge difficult experiment and preferred to interact with their group members to help each other. Based on the results, they were limited but we could find that the behavioral characteristics of second grade students in science learning situations can be predicted with a score of SL-BIS/BAS t.

• The Journal of the Convergence on Culture Technology
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• v.4 no.4
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• pp.227-232
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• 2018

The purpose of this study is to highlight nationalistic characteristics of private school's military gymnastic education in early modern Korea. so deal with the process of Military Gymnastics between 1895, when modern public school in Korea was first established, and 1910, when Korea was deprived of its sovereignty by japan. The following conclusions have been drawn from the study. The main idea of military style-gymnastics came from the consciousness of crisis caused by threat of the Japanese aggression. At that time, Korean realized the importance of physical education by this crisis consciousness. And Korean people was interested in physical education that they could not think of in traditional education. This Gymnastic class was much more like military training and has a patriotic character.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.151-168
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• 2020

The use of software is effective in developing mathematical understanding that provides mathematical problems and ensures mathematical communication. In particular, various software may provide all of the skills and conceptual activities students need to understand mathematical concepts. Based on these arguments, I analyze domestic prior studies based on the perspective of how the shape education using software affects mathematics learning. Based on the five categories of visualization, manipulation, cognitive tools, discourse promoters, and ways of thinking, domestic studies have shown that the number and categories of research related to shape education using software are limited. In addition, it was confirmed that previous studies in South Korea have been focused on the application of software rather than analysis of the changing aspects of learners' mathematics learning. These implications might be used as a basis for setting the direction of research on mathematics education related to the education of software utilization in the future.

• The Journal of the Korea Contents Association
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• v.9 no.12
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• pp.836-842
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• 2009

On April 14, 2008, National Human Rights Commission of Korea's recommendation led to severe argument that hiring qualification of religious school. it shall not be an unlawful employment practice for a school, college, university, or other educational institution or institution of learning to hire and employ employees of a particular religion if such organizations is, in whole or in substantial part, owned, supported, controlled, or managed by a particular religion or by a particular religious corporation, association, or society, or if the curriculum of such organizations is directed toward the propagation of a particular religion. An employer is a "religious organization" entitled to the exemption. So If the employer is a school, its history and mission, the religion of the faculty and students, and the religious focus of the curriculum must be examined. Consequently it is possible for religious educational institution to reject specific religionist.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.971-984
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• 2015

The purpose of this study is twofold: to theoretically review the 'resources-based view' (RBV) developed by D. Hammer and his colleagues as an alternative cognitive theory and to illustrate the usefulness of the theory by applying it to interpret a science learning activity in which undergraduate students worked together to construct a model of the seasons. The theoretical review was based on the exploration of relevant literature and dealt mainly with three types of resources: conceptual, epistemological, and practical resources. The trial application revealed that scientific models have been developed through the combination of different pieces of conceptual resources activated from participants, rather than emerging as unitary wholes. However, all the activated resources were not included into a model, and some of the conceptual resources acted as constraints to constructing a scientific model. The implications included that science educators should be attentive and responsive to students' resources and help them use the resources productively to learn science.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1431-1449
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• 2013

This study is based on the assertion that science museums should consider visitors' views and expectations as they are not satisfied in many cases. In this study, we investigated 31 scientifically gifted students and 177 science high school students about their image of science museums. Using the questionnaire, it was found that only 51% of students visited science museums; however, the average number of visits was 4.2. This means that students tended to re-visit after the first visit of the science museum. Students had a 'good' image of science museums when they incurred hands-on experiences and observed new, interesting, curious and funny exhibits. And students had a 'bad' image of science museums due to the following aspects: lack of new and interesting exhibits, information and guide, diverse contents, and hands-on experience; deficiencies in environment; and inadequacy of the management, operation and composition of exhibits. Therefore, they hoped that science museums will provide more hands-on experiences and experiments, new and interesting exhibits, systematic management and composition of exhibits, information and guides, and a good environment. So science museums need to pay special attention to aspects like management, information guides and environment for the first-time visitors. Based on the above results, we suggested "Directions for a good science museum based on students' views". While asking students what topics they wanted to know and learn in a science museum, each student was given the choice of four topics; eventually, 2.9 answers overlapped for each topic. When classifying students' topics into four main themes for the Gwangju National Science Museum, the order from the most popular theme to the least one was 'science in everyday life', 'ocean/space/future science', 'light and science', and 'culture, art and science'. Among the topics mentioned by students, only 37% are exhibited in Seoul, Gwacheon, Daejeon, or Gwangju science museums. We hope that the results and research methods will be used for evaluation, re-construction, and reinvigorated presentation of science museums.

• Journal of The Korean Association of Information Education
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• v.19 no.4
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• pp.467-480
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• 2015

According to the 2015 Revised Curriculum, elementary school students will study software education for only 17 hours. Under these guidelines, it is impossible for student to achieve the objectives of software education. Therefore, we developed the software education curriculum model for elementary schools. After analyzing international and domestic trend in software education curricula, we developed a framework for software education that is divided into three parts: software, computer systems, and fusion activity. Each part has seven, color-coded levels that resemble a rainbow. This allows students to move to the next level after completing the achievement goals of the previous level, regardless of their grade. We expect that this model will be used in the future to develop textbooks, teaching materials, and tools for software education.

• The KIPS Transactions:PartA
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• v.12A no.6 s.96
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• pp.547-556
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• 2005

Online collaborative teaming, which has emerged as a new type of education in knowledge-based society, is being discussed actively in the areas of action learning at companies and project-based learning and inquiry-based learning at schools. It regards as an effective method for improving learners practical and highly advanced problem solving abilities, and for stimulating their absorption into learning through pursuing common goals of learning together. Different from individual learning, however, collaborative learning involves complicated processes such as organizing teams, setting common goals, performing tasks and evaluating the outcome of team activities .Thus, it is difficult for a teacher to promote and evaluate the whole process of collaborative learning, and it is necessary to develop systems to support collaborative learning. Therefore, in order to monitor and promote interaction among learners in the process of collaborative learning, the present study developed an extensible collaborative teaming supporting agent (ECOLA) in online learning environments.