• International Journal of Advanced Culture Technology
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• 제6권4호
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• pp.131-142
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• 2018

This research examines the impact of teachers' self-evaluation on their classroom interactions with students. Changes in class behavior were analyzed by following two experienced middle school teachers for one semester of self-evaluation, comparing their classes at the beginning and end of the semester. A qualitative research method was adopted to take, a deeper look at the effect of changes in the teachers' in class actions. Both of the teachers reported positive effects of implementing self-evaluation on their teaching pedagogy, focusing specifically on their interactions with students when asking question and giving feedback. By the end of semester, they were asking broader questions that encouraged their students to engage in deeper thought and, when giving feedback, the class atmosphere was much brighter with better communication due to the positive reinforcement provided. This research supports research into ways to enhance teachers' expertise and improve their teaching via self-evaluation, centering on teachers' actions in the classroom.

• 한국과학교육학회지
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• 제33권3호
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• pp.597-625
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• 2013

This study explored how teachers and students in different countries discursively interact to build 'Classroom Science Knowledge' (CSK) - the knowledge generated situatedly in the context of the science classroom. Data came from publicly released $8^{th}$ grade science classroom videos of five nations who participated in the Third TIMSS (Trend in International Mathematics and Science Study) video study. A total of ten video-recorded science lessons and their verbatim transcripts were selected and analyzed using a framework developed by the researchers of the study. It was revealed that a range of discourse modes were utilized and these modes were often sequentially connected to build CSK in the science classrooms. Although dominant discourse modes and their sequences varied among different lessons or different countries, the study identified three salient patterns of science classroom discourse: teacher-guided negotiation and the sequences of exploring - building on the shared and retrieving - elaborating. These patterns were found to be different from the discursive features commonly witnessed in the community of professional scientists and interpreted as implying the existence of unique epistemic cultures shared in science classrooms of different countries. Further studies are suggested to reveal detailed characteristics of these epistemic cultures of science classrooms, as well as to confirm whether any cultural traits inherently shape the differences in science classroom discourse among different nations.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제19권3호
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• pp.249-260
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• 2016

이 연구의 목적은 학생들의 질문 생성을 강화하기 위해 구안된 '질문 카드를 활용한 질문이 있는 수학 수업'의 효과를 검증하는 것이다. 이러한 목적을 달성하기 위해 다음과 같은 연구문제를 설정하였다. 첫째, 질문 카드를 활용한 질문이 있는 수업은 학생들의 교실 문화 인식을 개선하는데 효과가 있는가? 둘째, 질문 카드를 활용한 질문이 있는 수업은 학생들의 수학 학습 태도를 개선하는데 효과가 있는가? 실험 연구를 통해 다음과 같은 결과를 얻을 수 있었다. 실험집단과 비교집단은 수학 교실 문화 인식과 수학 학습태도에서 통계적으로 유의미한 차이를 보였다. 따라서 질문 카드를 활용한 질문이 있는 수학 수업은 활발한 상호작용을 유발하고 적극적으로 참여할 수 있는 기회를 제공함으로써 수학 교실 문화에 대한 인식과 수학 학습 태도를 긍정적으로 변화시키는데 효과가 있는 수업 전략이다.

• 대한수학교육학회지:학교수학
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• 제9권2호
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• pp.181-196
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• 2007

수학적인 언어를 정확하게 사용하지 못하면 수학적 의사소통이 제대로 이루어지기 어려우므로, 학생들에게 해당 학년 수준의 수학적 언어를 정확하게 사용하는 능력과 태도를 길러 줄 필요가 있다. 이에 이 연구에서는 초등 4학년 학생들을 대상으로 수학적 언어를 정확히 사용하여 의사소통하는 문화 형성을 시도하였으며, 그 과정에서 일어난 변화의 양상을 알아보았다. 이 연구에서 교사는 정확한 수학적 표현을 중시하는 교실 문화를 형성하려는 의도적인 노력을 기울였다. 그 과정에서 교사의 의도대로 지시대명사 사용의 감소, 기호화 활동의 증가, 부정확하거나 틀린 표현의 수정, 약속하기에 대한 존중, 주의 깊게 듣는 태도와 같은 변화가 나타났다. 이는 초등학교 4학년 수준에서 해당 단계의 수학적 언어를 정확히 사용하는 교실 문화를 형성하는 것이 가능함을 시사한다. 그러나 일부 학생들은 교사에 의해 의도적으로 추구된 새로운 문화에 방어적인 태도를 취하였다.

• International Journal of Advanced Culture Technology
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• 제7권4호
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• pp.194-207
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• 2019

This paper is the author's personal experience and interpretation as a student whilst participating in Professor Kyung-Sook Shin's English Literature graduate course, "Literature and Technology II: Feminisms and Digital Humanities," during the 2019 spring semester at Yonsei University, South Korea. Exploring the intersections of literary feminist theory and digital humanities, this paper examines not only the content, but also the methodology and political effects of collaboratively digitally annotating Elizabeth Barrett Browning's epic novel/poem, Aurora Leigh (1856) through the medium, Google Docs. In particular, this paper observes the students' interaction with the digital tools and literature-related pedagogy in two main parts. First, the democratic political nature of classroom culture when creating a new language/code during annotation. Second, the coexistence of cyberspace and the physical classroom space and its effect on time, specifically in the archival of the past, influencing of the future, and the splitting into the present multiverse. From a student's perspective in digital literary annotation, this paper shows that technology could become a way to decolonize and reprogram education to be more inclusive and collaborative.

• 한국가구학회지
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• 제10권1호
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• pp.103-111
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• 1999

In the age of knowledge and information when every aspect of economy, education and culture in society is changing rapidly, the teacher is not just a provider of knowledge in classroom. Ultra-modern educational tools and materials have come into being with the latest developments in science and technology and we see classroom teaching in general tending towards more 'open' classroom and study. What the students need most for the coming century is the cultivation of higher faculties such as creative thinking, the power to solve problems, and the spirit of inquiry. The present-day teacher is required to make use of various teaching medial in order to provide the students with better educational environment for developing these faculties, not the teaching method of the past with the teacher at the center. One way to enhance classroom environment is in reintroducing the modernized teacher's desk to the center of teaching apparatus. This paper is about the better way of designing the teacher's multimedia desk equipped with a PC that will make it possible for the teacher to utilize the internet-based educational resources.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권4호
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• pp.459-479
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• 2006

There has been an increasing concern of whether a real instructional change happens in a way to promote students' mathematical development. Against this background, this paper dealt with successes and difficulties an elementary school teacher went through as she moved on to student-centered instruction. The analysis drew on classroom observations for one year to illustrate how the teacher and students established social norms, sociomathematical norms, and classroom mathematical practices that could emphasize mathematical sense-making and justification of ideas. Close analysis showed many gradual but dramatic changes in terms of mathematics classroom culture. This led to consider possibly subtle but crucial issues with regard to implementing student-centered instruction.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제10권1호
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• pp.29-39
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• 2007

This paper is to give a brief introduction to a new discipline called 'conceptual metaphor' and 'mathematical metaphor(Lakoff & Nunez, 2000) from the viewpoint of mathematics education and to analyze the metaphors at 4th graders' mathematics classroom as a case of conceptual metaphors. First, contemporary conception on metaphors is reviewed. Second, it is discussed on the effects and defaults of metaphors in teaching and learning mathematics. Finally, as a case study of mathematical metaphors, conceptual metaphors on the concepts of triangles at 4th graders' mathematics classrooms are analyzed. Students may reason metaphorically to understand mathematical concepts. Conceptual metaphor makes mathematics enormously rich, but it also brings confusion and paradox. Digging out the metaphors may lighten both our spontaneous everyday conceptions and scientific theorizing(Sfard, 1998). Studies of metaphors give us the power of understanding the culture of mathematics classroom and also generate it.

• 영어어문교육
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• 제13권4호
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• pp.127-152
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• 2007

Recently, the number of students to choose to study in Australia has been increasing significantly. The purpose of this study is to examine how Korean primary school children perceive their own English language learning and cultural adaptation in Australia. A questionnaire survey was conducted with 34 Korean children aged 8-13 who were attending primary schools in Brisbane, Queensland. The study results show that they made diverse efforts to learn English language and culture in Australia, such as making English-speaking friends, watching TV/video/DVD, reading English books, and studying with a foreign tutor. Their English listening and writing abilities were thought to be improved most, followed by speaking, reading and cultural understanding after studying in Australia. The subjects were mostly satisfied with their study and life in Australia but they had difficulties with communicating in English, homesickness, foods, weather, insects, and discrimination. In particular, they had problems with understanding classes conducted all in English and participating in the classroom activities due to their low level of English ability and understanding of Australian classroom culture. The findings of this study have pedagogical implications for educators both in Australia and Korea.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제24권3호
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• pp.255-278
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• 2021

Proof serves a critical role in mathematical practices as well as in fostering student's mathematical understanding. However, the research literature accumulates results that there are not many opportunities available for students to engage with proving-related activities and that students' understanding about proof is not promising. This unpromising state of instruction of proof calls for a novel approach to address the aforementioned issues. This study investigated an instruction of proof to explore a pedagogy to teach how to prove. The teacher utilized the way of problem posing to make proving a routine part of everyday lesson and changed the classroom culture to support student proving. The study identified the teacher's support for student proving, the key pedagogical changes that embraced proving as part of everyday lesson, and what changes the teacher made to cultivate the classroom culture to be better suited for establishing a supportive community for student proving. The results indicate that problem posing has a potential to embrace proof into everyday lesson.