• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.379-388
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• 2019

The purpose of this study is to derive implications for support plans for the settlement of the Integrated Science subject based on observations and analyses of integrated science lessons implemented in schools since 2018. For this purpose, we observed and analyzed the lessons for the same achievement standard [10 Integrated Science 07-01] implemented by four science teachers with different science majors. The features of integrated science classes were analyzed in light of curriculum reconstruction, science competency development, learner-centered participatory instruction, and process-centered evaluation aspects. For example, in terms of curriculum reconstruction, science teachers have been reorganizing achievement standards into three/four lessons, optimizing learning contents based on core concepts, and helping students' understanding of cross-cutting concepts between science areas. Regarding science competency development, teachers focused their instruction on students' cultivation of diverse science competencies closely related to the achievement standard and development of the epistemology of science. In addition, teachers emphasized student activities and teachers' role as facilitator of learning to create learner-centered participatory classes, as well as assessment during lessons with feedbacks, etc. Based on the results, we suggested and discussed ways to support the settlement of the integrated science curriculum including the need for a teacher learning community, support for process-centered assessment, and the need to develop an authentic integrated science curriculum.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.163-180
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• 2019

This study introduces a development of calculus contents which makes to understand the main concepts of calculus in a short period of time and to enhance problem solving and computational thinking for complex problems encountered in the real world for college freshmen with diverse backgrounds. As a concrete measure, we developed 'Teaching and Learning' contents and Python-based code for Calculus I and II which was used in actual classroom. In other words, the entire process of teaching and learning, action plan, and evaluation method for calculus class with Python based coding are reported and shared. In anytime and anywhere, our students were able to freely practice and effectively exercise calculus problems. By using the given code, students could gain meaningful understanding of calculus contents and were able to expand their computational thinking skills. In addition, we share a way that it motivated student activities, and evaluated students fairly based on data which they generated, but still instructor's work load is less than before. Therefore, it can be a teaching and learning model for college mathematics which shows a possibility to cover calculus concepts and computational thinking at once in a innovative way for the 21st century.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.611-620
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• 2020

The purpose of the study is to find creativity factors of students in the process of small group modeling and relate them to the types of interactions among students. In order to capture students' detailed interactions, this study was conducted as an 'essential case study' through qualitative analysis. We have developed the modules of nine lessons about terraforming, and they were used in an actual classroom. In order to understand the creativity of the students in the process of modeling, students' discourses and interview data were analyzed using 19 creative factors or abilities. The findings are as follows. Frequently found creativity factors are Elaboration, Evaluation, Visualization, Resist premature closer, Originality, Analysis and Concentration. And students' interactions that affect students' creativity in the process of modeling can be classified into four categories: Suggestion, Agreement, Questioning, Refutation, and Conversion. Through each interaction, students demonstrated the process of expressing and modifying their own thoughts and ideas in the modeling process. The findings of the study suggest that it is important to the teachers to understand types of interactions among students and the relationship between the types of interaction and creativity factors for students' creative modeling in modeling-based learning.

• Journal of Music and Human Behavior
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• v.18 no.1
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• pp.79-102
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• 2021

The purpose of this study was to identify the teaching methods used in inclusive music classes at elementary schools by of music in elementary school inclusive classes through the application of understanding by design and differentiated instruction, and to explore the feasibility of inclusive education. To this end, based on the 2.0 version of the backward design template, a unit for music lessons for 3rd and 4th grade inclusive classes was developed. The unit presented elements of differentiated instruction that considered students with intellectual disabilities at each stage. In the first stage, goals and essential questions were presented by analyzing the curriculum's achievement standards. In the second stage, a performance task was developed using the GRASPS technique, guidelines and examples were presented. Various evaluation methods based on students' readiness, interest, and learning type were suggested. In the third stage, the unit's seven lessons were planned using the WHERETO model. Examples of differentiated instruction for students with intellectual disabilities were presented by flexibly using classroom elements. This study indicated that understanding by design and differentiated instruction can be applied to inclusive education. Future studies on more diversified educational design and strategies are needed for promoting inclusive education.

• Journal of Environmental Health Sciences
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• v.46 no.6
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• pp.627-635
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• 2020

Objectives: Indoor air quality has become more important aspeople spend most of their times indoors. Since students spend most of their times at home or at school, they are more likely to be exposed to indoor air pollutants. Ventilation in school classrooms can affect health and learning performance. In this study, ventilation deficiency was evaluated in school classrooms using Monte Carlo simulation. Methods: This study used sensor-based monitoring for six months to measure carbon dioxide (CO2) concentrations in classrooms in elementary, middle, and high schools. The volume of the classroom and the number of students were investigated, and the students' body surface area was used to calculate the CO2 emission rate. The distribution of ventilation rates was estimated by measured CO2 concentration and a mass-balance model using Monte Carlo simulation. Results: In the elementary, middle, and high schools, the average CO2 concentrations exceeded 1000 ppm, indicating that the ventilation rates were insufficient. The ventilation rates were deficient from July to August and in December, but showed relatively high ventilation rates in October. Forty-three percent of elementary schools, 56% of middle schools, and 62% of high schools showed insufficient ventilation rates. Conclusions: The ventilation rates calculated in elementary, middle and high schools were found to be quite insufficient. Therefore, proper management is needed to overcome the lack of ventilation and improve air quality.

• The Korean Journal of Archival Studies
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• no.74
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• pp.5-43
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• 2022

This study aims to explore the 'affective value' of records. Traditionally, records have been evaluated as having evidence value, information value, and artificial value. However, the 'affective turn' in the humanities and social sciences, which began in the 1990s, calls for discussion on the affective value of records. The overseas archive academia is in full swing discussing the emotional value of records after the 'affective turn'. However, there is no emotional discussion on records in the domestic archive academia. This study first conducts theoretical discussions to overcome these domestic limitations and explore the emotional value of archives in earnest. Following the theoretical discussion, a specific case will be dealt with next. As a representative storage of affect, which records the pain, sadness, and condolences of the domestic disaster era, this study investigates the record management case of the 4.16 Memory Storage. The Ferry Sewol disaster, which provided a dramatic opportunity to witness the unexpected ripple effect of affect in Korea, and the 4.16 Memory Storage as a recording activity, can be seen as a representative example of affective recording of the pain and sadness of survivors of the trauma incident. It will capture the differentiation of affet recording, which is different from the record management practice, and demonstrate empirically how this differentiation is implemented from collection to evaluation and service through the '4.16 Memory Storage'.

• Journal of Korea Entertainment Industry Association
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• v.15 no.8
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• pp.279-290
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• 2021

As the university's academic management was not carried out smoothly due to COVID-19, and most of them were conducted as non-face-to-face classes, students' dropout is steadily increasing. In this study focus group interviews were conducted to analyze physics students and professors' recognition of the COVID-19 non-face-to-face class environment. Based on the results, the implications of non-face-to-face classes for physics education were presented. Physics students described their feelings about un-tact teaching as 'the class in which the body is comfortable but the mind is uncomfortable', 'a person who is smarter than me seems to explain a book, reading it' and 'a short clip lecture which may be comfortable but cause losses to me', while the professors also described them as 'a fully transformed class system' and 'a online class putting much burden on me'. Regarding school dropout, students said that the concerns about dropout during non-face-to-face classes were deepened about transfer or transfer. The professors said that the department atmosphere had lost vitality due to the increase in non-face-to-face classes and academic dropouts, and had a lot of worries because of the recruitment rate and external university evaluation. The implications of the COVID-19 non-face-to-face class situation for physics education suggest that it is required to strengthen the interaction between professors and students, finding ways to enhance the sense of reality to supplement laboratory classes and giving opportunities to professors to share their pedagogical contents knowledge in physics.

• The Mathematical Education
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• v.62 no.2
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• pp.211-236
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• 2023

The purpose of this study is to derive implications of preservice mathematics teacher education in Korea by analyzing the case of edTPA used in the preservice teacher training process in the United States. Recently, there has been a growing interest in promoting professional competencies considering not only the cognitive dimension related to knowledge development of preservice mathematics teachers but also the situational dimension considering reality in the classroom. The edTPA in the United States is a performance-based assessment based on lessons conducted by preservice teachers at school. This study analyzes the professional competencies required of preservice mathematics teachers by analyzing handbooks that described the case of edTPA in which preservice mathematics teachers in the United States participate. The edTPA includes planning, instruction, and assessment tasks, and continuous tasks are performed in connection with classes. Thus, the analysis is conducted on the points of linkage between the description of evaluation items and criteria in the planning, instruction, and assessment tasks, as well as the professional competencies required from that linkage. As a result of analyzing the edTPA handbooks, the professional competencies required of preservice mathematics teachers in the edTPA assessment were the competency to focus on and implement specific mathematics lessons, the competency to reflectively understand the implementation and assessment of specific mathematics lessons, and the competency to make a progressive determination of students' achievement related to their learning and their uses of language and representations. The results of this analysis can be used as constructs for competencies that can be assessed in the preservice in the organization of the preservice mathematics teacher curriculum and practice training semester system in Korea.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.339-345
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• 2023

Pre-service teachers have established and developed their own teaching strategies and professional language teaching skills based on their pedagogical and learning experiences. In this regard, it is conceivable that pre-service teachers' feedback may have distinct viewpoints and focuses. Therefore, the purpose of this study is to analyze pre-service teachers' feedback to microteaching demonstrations. Participants in the study were 40 prospective elementary school teachers. They were invited to offer feedback on microteachings video-recorded by their peers. According to the findings, we identified a total of 708 comments. The majority of feedback was categorized as teacher talk(40.1%) , followed by teaching and learning activity (20.9%), interaction (12.6%), teaching materials (11.4%), classroom atmosphere and learning environment (8.9%), lesson flow (3.7%), review and evaluation (1.3%), and introduction and objectives (1.1%). The most frequent types of feedback were the teacher's use of appropriate speaking rate, tone, and intonation. This finding reflects the fact that English teachers realize the importance of the teacher's English proficiency, therefore we suggest that teacher education institutions need raise awareness not just of teachers' English skills but also of their diverse perspectives.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.552-563
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• 2009

The purpose of this study is to investigate the students' perception of the learning support system of Korea Science Academy and to propose improvements to it. The impact of the science learning support system on 129 gifted students in Korea Science Academy (KSA) was estimated by using Likert-type items and the multiple-choice method approach for more comprehensive evaluation. The results of our investigation are as follows: First, the learning support system of KSA appears globally useful to the students. The list of educational usefulness to the students comprises, in the decreasing order of utility, classroom work, Internet, lab activities, reading rooms, library, research meetings and clubs, academic advisors (AA), SAF (Science Academy Fair), e-learning system, and finally colloquia by invited lecturers. Second, what the gifted students hope for in the realm of learning support from KSA are learning guides by subject teachers, presentation skill program, the constructions of on/off-line learning communities, etc. It seems that the results of this study would be helpful in improving the learning support system, and will provide useful information for planning the direction of future science-gifted education programs at the high-school level.