• Title/Summary/Keyword: Classroom activity

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Effects of a Flipped Classroom using Khan Academy and Mathematical Modeling on Overcoming Difficulties in Learning Mathematics

  • Lee, Jiyoon;Shin, Dongjo
    • Research in Mathematical Education
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    • v.25 no.2
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    • pp.99-115
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    • 2022
  • This study examined difficulties middle school students have in learning mathematics and proposed a flipped classroom consisting of Khan Academy activities, small-group problem solving, and mathematical modeling to help improve their learning. A mixed-method approach was used to identify difficulties students have in learning mathematics, explore how the flipped classroom helped them reduce the learning difficulties identified, and examine if there were differences in students' mathematics achievement and their affective characteristics after participating in the flipped classroom. Qualitative analyses showed that students had difficulties in understanding mathematical concepts and finding effective ways to learn as well as negative views towards learning mathematics. This study also found that each activity of the flipped classroom had a different impact on student learning. Before class, the Khan Academy activities were most likely to help students understand mathematical concepts. In class, small-group problem solving activities were most helpful for students who had trouble finding effective learning methods and environments. Mathematical modeling activities were most likely effective in changing students' negative views towards mathematics. A quantitative analysis showed that the flipped classroom not only significantly improved the students' mathematics achievement, but also positively affected their confidence and motivation and how much they valued learning mathematics.

Investigation of elementary teachers' perspectives on science inquiry teaching (과학 탐구 지도에 대한 초등학교 교사들의 인식 조사)

  • Jeon, Kyungmoon
    • Journal of Science Education
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    • v.39 no.2
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    • pp.267-277
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    • 2015
  • This study explored elementary school teachers' perspectives on science inquiry teaching. First, an open-ended questionnaire was administered to elicit teachers' experiences of their approach to inquiry teaching. These self-reported approaches revealed three conceptions of teaching for inquiry learning in science: 'science process skills-centered' category focused on observing, classifying, measuring, and fair testing; 'generating scientific questions' category focused on students' question-generating; and 'illustrate concept and/or content' category focused on science content demonstration by making use of experimental procedures to obtain expected results. Second, teachers were asked to place 18 activity cards either close to or further from an 'inquiry-based science classroom' card. The relative distances from the activity card to the central classroom card were measured. The teachers perceived that students' activity of 'designing and implementing appropriate procedures' was the most important in supporting an inquiry-based science classroom. Understanding teachers' views has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development.

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A Study on the Renovation of Ordinary Classroom into Computer Laboratory (보통교실(普通敎室)을 개조(改造)한 컴퓨터실(室) 계획(計劃)에 관한 연구(硏究))

  • Joo, Young-Ju
    • Journal of the Korean Institute of Educational Facilities
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    • v.1 no.1
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    • pp.21-32
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    • 1994
  • It is time to put our top priority on the computer education to cope with rapid chage in technology and expansion of information. With 6th educational reform plan, from 1995 computer courses will be offered as elective subjects in the most of middle schools. However, detail planning for training of computer courses will be offered as elective subjects in the most of middle schools. However, detail planning for training of computer teachers and providing facilicles for computer education hasn't been adequately prepared yet, This will bring about confusion in computer education. The purpose of this study is to propose how to renovate the ordinary classroom into computer classroom. Followings are the suggestions for the educational specification for the renovated computer classroom for middle school in the urban area. 1) Purpose of computer classroom, 2) Size of computer classroom, 3) Curriculum design and class hour, 4) Facilities, 5) Environments, 6) Equipment and media(lighting and electric system, acoustical treatment, cooling/heating and ventilation system), 7) Activity area(Teacher workstation, Student workstation, Support area, Display surface). For the promotion of computer education, the legal, financial and administrative supports by concerned authorities should be established ahead of discussing the contents of computer education.

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An Analysis of the Flipped Learning Activities by the Activity Theory (활동이론 관점에서 플립러닝 수업활동 분석)

  • Lee, Soon-Deok;Jeon, Hee-Jeong
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.20 no.12
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    • pp.780-788
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    • 2019
  • This study is intended to analyze flipped classroom learning activities, which have recently been spotlighted as a learner-centered teaching method in universities, from the perspective of cultural and historical activity theory. A survey and some participation observations were conducted with one professor and the students who participated in Educational Methods and Technology courses at A university. The components of the flipped classroom learning activities were analyzed based on the model of the activity system, and contradictions that appeared in the interactions between components were analyzed. Four implications were proposed for a more advanced flipped classroom learning activity system: the professor's and the learners' true identity recognition and role performance, strengthening the organic link between online and offline activities, support for alleviating the burden of teaching and learning preparation, and readjusting the system to support its smooth operation.

A Study on the layout of multi-function classroom for the teaming activity and teaching process in elementary school (초등학교의 학습 및 교육활동을 위한 다기능 교실계획에 관한 연구)

  • Lee, Sang-Ho;Choi, Jin;Kim, Young-Shin
    • Korean Institute of Interior Design Journal
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    • no.29
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    • pp.145-152
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    • 2001
  • Open education, which has been introduced spontaneous1y to many countries, has been giving some strong influence to the primary education in Korea and has been widely used in Korea itself. This report deals with the ineffectiveness of the learning space which has been divided into common classroom and particular classroom. The division of the learning space sets the problem of defining which is the particular of common subject, and the problem of a child to move around for different subject. For the architectural design of school, it is essential for learning space to be suitable for the characteristics of each subjects. The space needed for individual subjects requires tole learning space that is different to the space needed for basic academic subjects. The introduction of different corners in the classroom can be the solution. Individual corners can be divided into the necessary coner, the standard corner, the elective corner and the corner fur facilities.

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An Analytical Study on Space Configuration in After-School Care Class for Elementary School - Focused on Guidelines of Emementary School Care Classes - (초등돌봄교실 공간구성특징에 관한 분석연구 - 초등 돌봄교실 길라잡이를 중심으로 -)

  • Kim, Sora
    • Journal of the Korean Institute of Educational Facilities
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    • v.28 no.6
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    • pp.3-13
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    • 2021
  • Introduced in 2004 as an 'After-School Academy' policy, the 'After-School Care Class' has become a universal program for elementary schools over time. While the concept of public education service has expanded and changed in various ways including educational welfare, the physical environment of the care classroom has undergone fixed changes within the uniform classroom structure of a standardized school space. The purpose of this study is to identify spatial characteristics of care classroom through chasing and analysing changes in the care class space configuration from 2004 to the present. The findings are as follows. The plan of the early care classroom wasn't much different from the existing common classroom, and it was only in 2007 that the kitchen and floor heating appeared for the first time.From the 2015 standard plan, prominent differentiation of the space between learning activities and resting area was shown, but the spatial characteristics are nothing more than a division that utilizes ready-made furniture. A distinctive feature of the 2018 Seoul care classes are diversity. In the case of the care exclusive classrooms, the division between the support space and the main activity space became more clear using furniture integrated open walls and various floor levels. In the case of a shift classrooms that is used together with common classrooms, it is characterized by flexibility that allows dramatically different classroom configurations for each time period by using a convertible furnishing space.

Changing the Culture of Elementary Mathematics Classroom : Sociomathematical Norms and Mathematical Practices (초등수학교실문화의 개선 : 사회수학적 규범과 수학적 관행)

  • 방정숙
    • Journal of Educational Research in Mathematics
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    • v.14 no.3
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    • pp.283-304
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    • 2004
  • This study is to make strides toward an enriched understanding of changing a prevailing teacher-centered mathematics classroom culture to a student-centered culture by analyzing six reform-oriented classrooms of three elementary school teachers throughout a year This study provided a detailed description of important classroom episodes to explore how the participants in each class established a reform-oriented mathematics microculture. Despite the exemplary form of student-centered instruction, the content and qualities of the teaching practices are somewhat different in the extent to which students' ideas become the center of mathematical discourse and activity. Given the similarities in terms of general social norms and the differences in terms of socio-mathematical norms and mathematical practice, this study addresses some crucial issues on understanding the culture of elementary mathematics classroom in transition.

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Effect of class Blog Activity on self-esteem for elementary students (학급 블로그 활동이 초등학교 학생들의 자아 존중감에 미치는 영향)

  • Yoo, Seoung-Han;Sung, Young-Hun;Lee, Jae-Inn
    • Journal of The Korean Association of Information Education
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    • v.9 no.2
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    • pp.177-185
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    • 2005
  • The latest BLOG is highlighted both freely writing about the personal life and the tool which is maintaining friendly relations with many people by trackback. In this study, this BLOG system is designed for improving self-esteem in the class by using these characteristic of BLOG. the internet activity of students and their normal activity in the classroom connects with The Star-Gift-Shop module. This module induces students to an active BLOG, activity with interest. as a result of this activity in the class BLOG system, students improves their computer application ability and confidence of them. Which is effected teacher's efficient classroom management.

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The Effect on the Mathematical Creativity and Disposition by the Open-ended Learning Activity Approach (개방형 학습활동이 수학적 창의력 및 수학적 성향에 미치는 효과)

  • Beak, Jong-Suk;Ryu, Sung-Rim
    • The Mathematical Education
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    • v.47 no.2
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    • pp.135-154
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    • 2008
  • The purpose of this study is to help to improve the method of math teaching by analysing how learner-centered teaching method offsets mathematical creativity and mathematical disposition. For this purpose, research questions are established as follows; (1) Mathematical creativity between open-ended learning activity approach(OLAA) and general classroom-based instruction(GCI) shows any difference? (2) Mathematical disposition between OLAA and GCI shows any difference? The results obtained through this study were as follows: (1) There was significant difference between OLAA group and CCI group in mathematical creativity. This means that open-ended learning activity approach was generally more effective in improving mathematical creativity than general classroom-based instruction. (2) There was no significant difference between OLAA group and GCI group in mathematical disposition. But the average scores of mathematical disposition except mathematical confidence improved a little. So we can say that open-ended learning activity approach brought an positive influence on students' mathematical disposition. The results obtained in this study suggest that the OLAA can be used to cultivate the children's mathematical creativity and disposition. Therefore, I suggest that teachers should use the OLAA to improve the children's mathematical creativity and disposition.

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