• School Mathematics
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• v.1 no.1
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• pp.19-37
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• 1999

In this study, we examined some matters related to the learning of variable concept in school mathematics on the basis of the theoretical foundation from the previous studies(e.g. Davis, 1975; Rosnick, 1981; IK chemann, 1981; Wagner, 1983.) and practices on variable concept teaching by evaluating the current state of that. Matters be discussed are as follows; the use of symbol for place holders in elementary mathematics, the dealing with sets those elements are literals and operations of such sets, the teaching of dummy variable, the construction of literal expressions that contains variables, the labeling indeterminates as a constant, the change in the exact meaning of variable according to the function concept, the teaching of a generalization by means of variables. After considering on these matters that are connected with the teaching-learning of variable concept, we suggested the alternative proposal to the current state of variable concept teaching.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.405-435
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• 2019

Despite the recent emphasis on value research in mathematics education along with the significance of values from a new perspective, there has been a lack of research on the values perceived by teachers and students in Korea. This paper analyzes how fifth-grade students would perceive the values of a master teacher with expertise in elementary mathematics education after her teaching of mathematics and whether their values on mathematics learning would change. According to the study, the students recognized that the master teacher valued understanding, preview-review, picture, problem, and reason in mathematics learning. Among these, the value of understanding was perceived as the core value. An analysis of the students' values on general mathematics learning and personal mathematics learning showed that preview and review were the most important before and after the master teachers' teaching. An analysis of the changes in the values of students showed the greatest change in the value of understanding. Instead of accepting the values of the master teacher as it were, students actively reconstructed and maintained them. Based on these results, this paper has drawn implications regarding the consideration of students' values in mathematics learning.

• Cross-Cultural Studies
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• v.35
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• pp.339-368
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• 2014

In Teaching Chinese as a Foreign Language, phoneme-based pronunciation teaching such as tone, consonants, vowels is the most common teaching methods. Based on main character of Chinese grammar: 'lack of morphological change' in a narrow sense, was proposed by Lv Shuxiang and Zhu Dexi, I designed 'Communicative oriented Chinese pronunciation teaching method'. This teaching method is composed of seven elements: one kind is the 'structural elements': phoneme, word, phrase, sentence; another kind is the 'functional elements': listening, speaking and translation. This pronunciation teaching method has four kinds of practice methods: 1) phoneme learning method; 2) word based pronunciation practice; 3) phrase based pronunciation practice; 4) sentence based pronunciation practice. When the teachers use these practice methods, they can use the dialogue and Korean-Chinese translation. In particular, when the teachers use 'phoneme learning method', they must use Korean and Chinese phonetic comparison results. When the teachers try to correct learner's errors, they must first consider the speech communication.

• Journal of Educational Research in Mathematics
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• v.13 no.2
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• pp.143-157
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• 2003

This paper is to make strides toward an enriched understanding of mathematics teacher learning and professional development. Different theoretical frameworks in understanding mathematics teacher learning are reviewed, followed by a discussion of the relationships of knowledge and teaching practice. This paper then analyses contemporary conceptions about effective professional development and, in particular, deals with teacher learning in inquiry communities. This paper introduces a research project describing transition processes from teacher- centered mathematics classroom culture to student-centered culture and analyzing teacher learning in communities and its concomitant change in teaching practice. On the basis of the emerging problems in doing the project, this paper finally addresses some crucial issues on teacher learning and professional development, including the management of an inquiry community, the description of teaching practice from the researcher's perspective, and the analysis of teacher learning in communities.

• East Asian mathematical journal
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• v.33 no.4
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• pp.431-451
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• 2017

This is a descriptive study with the intent of providing a rich characterization of teachers' perceptions of rate of change. The nature of teachers' perceptions and differences among teachers were examined by collecting data through a survey on teachers' conceptions of rate of change in terms of learning goals, prerequisites, and beliefs about teaching and learning of rate of change, and an interview individually assessing teachers' concept images and definitions. The participating 13 teachers were selected to provide a range of similar and contrasting levels of experiences based on the teachers' educational background and the number of years they had been teaching. Findings and implications of this study are discussed.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.723-731
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• 2006

In this study, twenty-eight 7th graders were interviewed to explore their emotional responses and perceived teaching-learning strategies for effective conceptual change by the types of cognitive responses to a discrepant event. The results revealed that cognitive conflict was more induced by a discrepant event when its reliability and validity were emphasized. The students' cognitive responses to a discrepant event, the existence of alternative hypotheses, and their clearness influenced the patterns of emotional responses such as interest and anxiety. Many students perceived that emotional responses would have positive influences on concept learning processes. In the cases of the students exhibiting cognitive responses such as belief decrease, peripheral belief change, and belief change, opinions about teaching-learning strategies for effective conceptual change were different depending on whether they had alternative hypotheses or not. Educational implications are discussed.

• Journal of the Korean Society for Library and Information Science
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• v.29
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• pp.257-279
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• 1995

Cooperative program planning and teaching is a strategy for developing and implementing resource based learning. This approach combines the classroom teacher's subject expertise and knowledge of the students with the teacher­librarian's specialized knowledge of the availability and use of learning materials. And the purpose of cooperative program planning is to develop learning experiences or units of study that effectively integrate the student's resource center activities with other learning experiences. There are also some conditions that are conducive to effective planning sessions. First, the teacher-librarian must be prepared to initiate planning with teachers, rather than waiting for teachers to come to them. Second, the teacher-librarian must be prepared to present suggestions in such a way that the teacher can respond. The purpose of this study is (1) to investigate the planning process of cooperative program planning and teaching in the previous studies and (2) to find general problems when the cooperative program planning and teaching apply in actual situation. For these purposes, I chose a school library and a teacher-librarian in Seoul to observe how this cooperative program planning and teaching carry out in the school library. Main findings are summarized as follows: (1) A teacher who teaches alone for one grade is more proper to carry out the cooperative program planning and teaching. Young teachers are usually more active to change their teaching methods. (2) The cooperative program planning and teaching is a program what needs a lot of materials. When there is no right reference book in a school library, it would be good to access DB through PC telecommunication. It is also possile to contact lirarians who work in large public libraries or university libraries. (3) The cooerative program planning and teaching needs cooperative working between a teacher-librarian and a teacher. Thus a teacher-librarian should be in his school in the day time like the other teachers for the program's planning process. ( 4) There has to be a guide to change into resource based learning in teaching method. Thus the Korean Library Association or Korean Library and Information Science Society should offer a seminar or a workshop about cooperative program planning and teaching for the teacher-librarians. (5) It needs a system that a teacher-librarian can know about student's assignments so that he can prepare reference books for them. (6) The school library can be able to offer excellent service like cooperative program planning and teaching to the teachers and students according to a teacher-librarian's enthusiasm.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.13 no.2
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• pp.197-219
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• 2002

Education is an intentional change of human behaviors. This change is implemented through the learning process of humans. The principles in the learning process and its psychological mechanism are based on learning theories. The objective insight about how they are related with school libraries as a basic organization supporting school education, what they can contribute and what their research methodologies are is a base for educational and academic research of school libraries. This study at first is to investigate learning and teaching theories for school libraries based on behavioral learning theories, cognitive learning theories and constructive learning theories which are general trends for learning theories. Then it is to introduce new theory 'library-based education approach (LBEA)'as an educational base of school libraries.

• The Journal of Sustainable Design and Educational Environment Research
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• v.3 no.1
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• pp.15-23
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• 2003

Focusing on both the form of open classroom and that of independent one which have been most planned and being built, this study was designed to see if the educational environment of their inner space, structure, and facilities gives a proper support to classroom activities during the various classes based on open education. Selecting representative teaching methods in elementary school, such as open simultaneous learning, learning through a medium, learning in the corner, subject learning, team teaching and learning hardening basics, this study surveyed problems and improvements using literature works, questionnaires, observing, and interviews. Through the study on learning space for open education, it has been known that the form of independent classroom fits into one classroom learning and open classroom into small group learning and individual learning, and that the form of open classroom connecting open space with a classroom are more desirable when there is change from large to small group.

• Journal of The Korean Association For Science Education
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• v.7 no.2
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• pp.15-20
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• 1987

This study was undertaken to analyze the research trends of Academic Societies related to science education in Korea. In this study ten areas such as historical change of science education, processes of science learning, science curriculum, science instructional method, teaching-learning materials and equipment for science education, evaluation on science education, survey on Korean science education, policy and management of science education, natural science, and etc were chosen by the criteria for the analysis. All research papers in "Phisics teaching" published from 1982 to 1986, "Chemical education" from 1974 to 1986, "Biology education" from 1977 to 1982, "the Journal of Korean earth science society" from 1979 to 1986, and "Journal of the Korean Association for Research in Science Education" from 1978 to 1986 were analyzed. The findings of the study are as follows: 1. About 41% of all research papers are about science curriculum and science instructional method. 2. There are few research stuaies on teaching-learning materials and equipment for science education. processes of science learning. historical change of science education.