• School Mathematics
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• v.13 no.3
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• pp.385-404
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• 2011

Currently, reflective teaching has been actively studied in terms of teachers' professional development relating to classroom instruction. The present study looked at, using the method of a case study, the differences between a novice and an experienced elementary school mathematics teachers' beliefs demonstrated during their reflective teaching. The findings of the study show that at the intial stage of reflective teaching, the novice teacher identified few errors during class and was not enthusiastic about applying the results of her reflective teaching due to lack of confidence. By contrast, the experienced teacher identified more errors during class than the novice teacher and had fewer reflections due to a sense of confidence. As the teachers' engagement in reflective teaching increased with time, they both felt the need for advice from experts on mathematics teaching and directed their attention to interactions with their students away from teacher-centered instruction. Further, the novice teacher engaged in more teacher-student interactions than the experienced teacher, and the experienced teacher increased the frequency of teaching reflection. Based on the findings, the article suggests a number of implications for the cooperative reflective teaching between novice and experienced teachers and the improvement of classroom instruction.

• Journal of The Korean Association of Information Education
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• v.17 no.1
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• pp.43-52
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• 2013

As a tool of programming education, a robot is effective in creative problem solving abilities and logical thinking skills. It also provides practical, operational learning experience to learners, when using as a tool of learning, it can help learners' specific understanding for the contents of education and lead to an active participation in learning. This research focuses on the robot's instrumental use in the mathematics class. So the lesson activities with relation to the fourth grade math curriculum were developed after the functional analysis of the robot and the extraction of educational utilization with function. The result shows that there wasn't a significant difference in achievement test but there was a positive response in the most of the survey items. It shows that robots lead to an active participation in class, to be interested in math class and were helpful to understand math concepts. There was also a positive response in the result of learner interviews such as dynamic, collaborative communication, experiential, practical lessons that are rare sights in normal math class.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.673-698
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• 2012

In this study, we suggest the standards for future mathematics classroom from environment, teachers, and students aspects. Future mathematics classroom should have the three environmental standards that perform responsible roles and appropriate functions of physical resources and classroom space. In the teacher standards' domain, we presented as a total of eight kinds. Concretely, we proposed the four standards for improvement of mathematical teacher's instructional expertise and the four standards for improvement of abilities of learners. The students standards consist of 4 domain a such as 3 standards of mathematical investigation and problem solving, 3 standards of cooperation and communication, 1 standard of utilization and operation of mathematical technologies and learning support systems, 2 standard of digital ethics and citizenship. Also, we developed the mathematical convergence instruction model and reported the results of its application after the lessons conducted in the classroom equipped with advanced environmental and technologies. We presented the convergence instruction model and scenarios focused on thoughts and actions of teachers and students in the future mathematics classroom.

• Journal of Information Management
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• v.43 no.1
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• pp.89-108
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• 2012

Deeper understandings of school library-assisted instruction from teachers are required to develop students' self-directed learning skills which can improve their learning capabilities, problem solving techniques and learning attitudes. The objective of this study was to examine whether there is difference in subject teachers' perception of the necessity and effectiveness of the group type, class model, and collaborative class of class utilizing the school library and to apply and activate class utilizing the school library constructively in the field of education. For this purpose, this study inquired into the concept, necessity, type and process of class utilizing the school library, etc. and conducted a questionnaire survey of 278 subject teachers sampled from 30 high schools in 10 areas of Gyeonggido.

• Journal of Digital Convergence
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• v.19 no.2
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• pp.489-500
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• 2021

The purpose of this study is to explore the experience and meaning of health domain in physical education practice process for female students, which can be used online. This study would like to provide physical education teachers with implications to revitalize female students' physical education. The research method used case study. Data composition and analysis used group interviews, in-depth interviews and field data. The results of study was first, the changes in classes and school sports after COVID-19 were divided into self-portraits of reality and school sports in COVID-19. Second, the new challenge was categorized into the practice process of the new online class in physical education and the change of movement for oneself. The discussion suggested the need for sympathetic consideration and communication in Corona-19, a path from crisis to opportunity. Follow-up studies should continue to study about girls' various experience participated in physical education classes, collaboration of the teacher learning community that teaches girls' classes and utilizing method of platforms and ICT that can motivate girls' physical education classes.

• Journal of the Institute of Convergence Signal Processing
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• v.24 no.3
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• pp.147-152
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• 2023

This paper is a study of a linear algebra course taught in a high school on-demand course. Compared to the regular course, flipped learning was added to the course, and applications to signal processing related problems were covered in consideration of students' career aspirations. Overall, the class was a mixture of traditional lectures and flipped learning. Flipped learning was implemented twice. The flipped class consisted of pre-class, in-class and post-class. To verify the effectiveness of the course, a survey was conducted and most of the evaluation items were above 4. The topics of the flipped learning were Markov chains and least squares problem, which are very important in the field of signal processing.

• The Journal of Korean Association of Computer Education
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• v.9 no.2
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• pp.27-36
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• 2006

This study intends to present essential models for collaborative learning in e-learning environment as well as to analyze learning behavior elements appearing in collaborative learning activities. In order to achieve goal of the study, the researchers analyzed existing cooperative learning models for face-to-face classroom, collaborative activity models based on instructional theory, and the structures and activities elements of learning community and collaborative activity models focusing on e-learning environment. As a result of the study, the researchers produced a generalizable collaborative learning model for e-learning which include general collaborative learning model, and further analyzed specific learning behaviors performed by learners while they proceed in this model based learning processes. The adequacy of this model and reliability of learning behavior elements were tested through experts' review meetings. The research result, suggesting generalizable collaborative learning model as well as learning behaviors elements which might occur within e-learning based collaborative learning, might work as a foundational model for software infrastructure and e-learning solution business. Moreover, its value might be maximized if its being used for enhancing learning content interoperability and reuse as well as for establishing international standardization for collaborative technology.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.341-351
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• 2016

The purpose of this study is to investigate the effects of pre-service teachers of elementary school who take courses in 'Science and Textbook Research' on science teaching efficacy and science knowledge after experimental treatment. For this purpose, this study was aimed at intensive course four classes (118 students) enrolled in the 'Science and Textbook Research' course and experimented from the beginning of September to the end of November. The experiment was about teaching textbooks and teaching methods for one semester, and the pre- service teachers of elementary school made the demonstration of science cooperation classes by group. The results and analysis of the study were analyzed by the corresponding sample test in before and after the group test. The conclusion of the study is as follows. First, after taking this class the pre - service teachers of elementary school were effective in science teaching efficacy. Second, after taking this course, pre-service teachers of elementary school were effective in acquiring science knowledge. Third, it was seemed to positive effect on Perception of pre-service teachers of elementary school in Demonstration classes. Pre-service teachers of elementary school have created science course plan by analyzing the tasks according to the principles of instructional design, and they found that they had the right mind and confidence in the lesson.

• Journal of the Korean Society of Marine Environment & Safety
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• v.25 no.6
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• pp.743-748
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• 2019

This study suggested a process of redesigning and implementing problem based learning to enhance students' active and collaborative learning activities and learning outcomes. The results of this study are as follows. First, the ef ect of class participation, academic self-regulated learning, and academic self-efficacy were examined. As a result, first, the average of learning activity, class extension, and participation in class was high in the difference between before and after class. Second, the post average scores of all the factors except the 'evaluation' were higher than before. Third, academic self-efficacy showed a significant difference only in 'task preference'. Finally, students' satisfaction with the class was also high. The professor was also able to grasp the characteristics of individual students by designing and operating the classes using PBL, and it was confirmed that the interaction with students increased. Based on the results of this study, we discussed the limitations and educational implications of the problem based learning class and propose successful problem based learning design and operation of the classroom.

• Journal of The Korean Association For Science Education
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• v.34 no.1
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• pp.10-20
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• 2014

This study compares the perceptions of elementary gifted child and science teacher in a science class for the gifted. In order to explore the research problem, students and teachers answered a written semi-structured questionnaire and participated in interviews regarding the gifted science class. The data was collected and analyzed. Science teachers recognized the characteristics of a good science class, especially in terms of educational content and teaching methodology. First, they suggested promoting inquiry skills, presenting a challenging task in atypical topic selection, student-centered curriculum, and controlling the pace of learning to recognize individual differences. Second, in terms of the science class skills and attitudes category, teachers recommended raising mutual satisfaction through vigorous interaction within a permissible atmosphere. Finally, science teachers need to strive for continued professional growth. Gifted children, meanwhile, want to investigate a wide range of topics without time constraints. Additionally, they may have to explore challenging topics further. They prefer to act like scientists in that they enjoy group activities, communication and cooperation. In particular, they want to be evaluated by others in a totally embedded assessment. Gifted children also expect teachers to understand the life circumstances and needs of the students. In addition, they asked for teachers to respect individual experiments and to show them how to safely use new equipment or research methods. As a result, gifted children and science teachers have to recognize the differences of opinion concerning a good science class for the gifted. This study can help formulate strategies to establish quality management of materials in gifted science classes.