• 한국과학교육학회지
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• 제22권5호
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• pp.957-969
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• 2002

Theoretical benefits and research findings on the use of Microcomputer-based Laboratory (MBL) are considered for using MBL in a way that will be of benefit to students and teachers, and discussed as a whole for further synthesis, including the formulation of a research agenda for future consensus-based action. Based on the findings obtained from a comprehensive review of the literature, using a systematic approach, the uses of MBL were compared and contrasted for advancing understanding of the teaching and learning processes in science and mathematics. A number of benefits were proposed by MBL developers but not investigated by educational researchers. A few research studies considered the following practical aspects raised by classroom science teachers: technical problems of MBL equipment; inaccuracy or incompleteness of presentation; efficient ways for handling class time with MBL instruction; and development of MBL curriculum materials for their own instruction. This lack of research related to the use of MBL in science classrooms resulted in educational research that was neither respected nor utilized by science teachers. Setting a research agenda based on the theoretical benefits and research findings is necessary for the effective use of MBL in science classrooms can help to maximize the prospects for successful school improvement projects while minimizing the innovation-related frustrations of individuals.

• 한국농촌건축학회논문집
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• 제16권4호
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• pp.51-58
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• 2014

This study is to clarify the actual condition of the plan of high schools in the rural area. Recently, many high schools are remodeling the buildings and facilities based on departmental system. This study, through analyzing on 5 remodeling cases of high school in gyeongnam area. This article discuses about the basic characteristics of the plan composition and the education program of 5 high schools. This study is showing the variation before and after remodeling and space organization types. The results of this study are summarized as follows; We studied 5 high schools in 2012~2013 of them, which located in the rural area. We studied the location of department classrooms, teachers' labs and home bases of them. 1) Most of them take horizontal zoning system in the department classrooms. 2) The number of teachers' labs were increased in most of floors. On the other hand, most of Labs' area were decreased. Every department classroom zone has one teachers' lab. 3) Sample schools took much more spaces of home-base and media-space than before.

• 교육시설
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• 제4권4호
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• pp.5-15
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• 1997

The purpose of this study is to analyze the plan type of school building, the present situation of the kind of room, and of the area composition, -the whole area of school building, the area per class, the area for each person, and the rate of the area composition by room- and the latest tendency with the utilization of the plans of 43 elementary schools and to offer the fundamental data on planning elementary school hereafter. The content of this study can be summarized and arranged as follows: 1. In contrast to the past the schools which is recently constructing intend to improve the spacial type and the level of area. 2. Specially, the location and the area of special classrooms, and teacher's spases is to be improved urgently in almost elementary schools. 3. Because even in the school with same number of classrooms, it is proved that there is the difference of the area by space in accordance with the type of plane, hereafter it is requested to investigate the efficient plane design. 4. Hereafter, it is urgently required to comprehend the practical application of these schools and to research for the space of the school which is compatible with the field of school on the fonduation of the requirement of users.

• 한국학교수학회논문집
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• 제17권2호
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• pp.207-234
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• 2014

본 연구의 목적은 초등학교 4학년 두 수학수업에서 나타나는 교실사회규범과 사회수학적 규범을 분석하고 두 교실의 교실사회규범, 사회수학적 규범을 비교함으로써 이 규범에 대한 형성을 알아보고자 한다. 이를 위해 1년 동안 26차시의 수학수업을 관찰하였으며 교사와 학생의 인터뷰를 진행하였다. 그 결과 초등학교 두 교사가 수업 상황에서 흐름, 수학적 개념이나 원리를 가르치는 방법에 대해 교실사회규범, 사회수학적 규범 등에서 어떤 유형과 의미를 선택하여 수업하느냐에 따라 교실의 전반적인 분위기, 교사와 학생의 상호작용 패턴, 규범에 의한 수학활동의 모습이 다르게 나타났다.

• Fashion, Industry and Education
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• 제15권1호
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• pp.59-65
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• 2017

Fashion professionals these days agree that changes in the fashion business are essential and highly value creativity as a genuine source for generating new ideas in fashion products as well as fashion business practices. As fashion professionals deal with problems of which solutions do not exist or that need innovative solutions for brand or product differentiation in the fast-paced environments, interest in creativity and creative problem solving in the field has increased; therefore, fashion educators have realized that there has been an increasing need for incorporating creativity or creative problem solving into the fashion curriculum. In this study, the researcher intended to review previous research on the use of creative problem solving in classrooms in various disciplines including the field of fashion education to provide insights and suggestions for fashion educators to integrate creative problem solving into the fashion education curriculum. Previous attempts to apply creative problem solving to solve issues in fashion classrooms have mostly limited to promoting divergent thinking techniques. It is suggested for fashion educators as well as fashion students to consider creative problem solving as a process consisting of the four distinct stages in which both divergent and convergent thinking techniques should be properly utilized stimulating various thinking strategies.

• 교육시설
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• 제11권5호
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• pp.35-43
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• 2004

The purpose of this study is to produce the architectural basic data for the planning of Kindergarten attached to the elementary school. For this study, 19 Kindergartens in Taegu city was selected and investigated as the sample of the survey. The results of this study are as follows. 1) 'The Independent-type' can be general application of the kindergarten's layout type. And it must be considered about connection with some public facilities in the elementary school. 2) The architectural guidelines for each rooms can be suggest as follow. Classrooms and the Playroom should be existed independently and be located about suitable area. The Location of the Playground should be considered about kindergartener's approach, distance from elementary school and noise. And the Playground needs washstands and shade resting places. In the Classrooms and the Playroom, the designer should consider about suitable area and storage. 3) The flexible space-program is necessary for each management type.

• 한국실내디자인학회논문집
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• 제21권3호
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• pp.163-173
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• 2012

Despite a lot of efforts, school violence is getting severe nowadays and especially it seems remarkably occurring among middle school students. Many studies show that most school violence occur in classrooms where the students spend most of their time in studying and socializing for their everyday life. The purpose of this study is to identify design elements of middle school classroom and to suggest some design plans for preventing school violence, in the point of view of CPTED. For this objective, six middle schools were selected from Gangseo-gu, Seoul, and the questionnaire and survey were conducted to identify the status of school violence and the physical classroom environment in each schools. An analysis was carried using SPSS to identify the correlation between the school violence and the physical environmental design elements. The results are as follows : although each selected school shows different status of school violence and the physical environment in classrooms, commonly the occurrence and the fear of violence are related to the classroom environment. Therefore, In order to plan classroom for preventing school violence, 'the proper size of classroom avoiding overcrowd', 'elevation design for the sense of belonging and territoriality', 'improvement of deteriorated environment' should be considered for reduce the causes of violence. And 'maximization of natural surveillance from hallway', 'accessibility of teacher' should be considered for rapid management of violence.

• 대한물리치료과학회지
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• 제9권4호
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• pp.141-153
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• 2002

Problem based learning(PBL) is one of the learning strategies from the constructivism. It is a learning centered students. The tutors are facillitators as activators, helpers and cooperators not organizer in the classrooms. PBL makes that students learn creativity, independence, reasoning skits, communication and collaboration for problem solving. As the PBL process, students get the problems that are in real situation, discussed with others for brain storming, self directed study and revisited to the situation. They think critically and apply to the real situation. When students are to be physical therapists, they are easy to adopt their job and efficient to manage well. But inspite of a lot of advantages to them, there are much conflict to use as the learning strategies. Students perceived one of best learning method that they have experienced, but there are stress, burden, anxiety, timeless to prepare, lack of information and so on. PBL is effective to learning health oriented subjects, problem solving, even a lot preparation and processing for learning. It is reduced the differences between theories in colleges and practices in the fields. In processing of PBL, students get more many skills than the conventional learning. As trying many times to the classrooms, we can fixed to PBL with mistakes and conflict for better the development of the teaching and learning.

• 고전문학과교육
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• 제16호
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• pp.29-63
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• 2008

The purpose of the study is to describe the phenomena of reading classical Korean literature in middle school classrooms. This is one of a series of fundamental works to seek a desirable direction for classical Korean literature education. The results of the study are as follows. First, it was investigated which classical Korean literature middle school students read. As a result, it was found that the students read the works given mostly in their Korean language textbooks. A modern language is used for classical Korean literature in middle school textbooks. The textbooks have the largest number of tales with four pieces, followed by novels, essays, and sijos, Korean verses. Secondly, it was investigated how middle school students read classical Korean literature. It was found that they read it in class mainly through one-way lecturing by teachers. As a result of conducting a questionnaire survey of students and teachers, it was found that the lessons in classical Korean literature did not fulfill the students' expectations. Thirdly, my own real teaching cases were arranged to be presented, in connection with the matter why students should read classical Korean literature. This matter is embodied with a teacher's short verbal explanation focusing on motivation concerning the object of study.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제24권3호
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• pp.137-173
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• 2021

Research and national standards, such as the Next Generation Science Standards (NGSS) in the United States, promote the development and implementation of K-12 interdisciplinary curricula integrating the disciplines of science, technology, engineering, mathematics, and computer science (STEM+CS). However, little research has explored how teachers provide epistemic support in interdisciplinary contexts or the factors that inform teachers' epistemic support in STEM+CS activities. The goal of this paper is to articulate how interdisciplinary instruction complicates epistemic knowledge and resources needed for teachers' instructional decision-making. Toward these ends, this paper builds upon existing models of teachers' instructional decision-making in individual STEM+CS disciplines to highlight specific challenges and opportunities of interdisciplinary approaches on classroom epistemic supports. First, we offer considerations as to how teachers can provide epistemic support for students to engage in disciplinary practices across mathematics, science, engineering, and computer science. We then support these considerations using examples from our studies in elementary classrooms using integrated STEM+CS curriculum materials. We focus on an elementary school context, as elementary teachers necessarily integrate disciplines as part of their teaching practice when enacting NGSS-aligned curricula. Further, we argue that as STEM+CS interdisciplinary curricula in the form of NGSS-aligned, project-based units become more prevalent in elementary settings, careful attention and support needs to be given to help teachers not only engage their students in disciplinary practices across STEM+CS disciplines, but also to understand why and how these disciplinary practices should be used. Implications include recommendations for the design of professional learning experiences and curriculum materials.