• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.145-162
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• 2002

In this study, on the basis of the seventh national mathematics curriculum, the achievement standards were developed to specify the objectives and contents of teaching-learning and the assessment standards were also developed to differentiate students' levels of achievement at school mathematics. The achievement standards were developed on the following guidelines; 1) to present the minimum standards based on the national curriculum, 2) to develop the standards based on the order of curriculum, 3) to suggest the minimum but ultimate achievement target, 4) to comprise not only of the intellectual but also of psychological spheres such as knowledge, function, attitude, aptitude, etc., and 5) to suggest the standards comprehensively and concretely. The standards were developed on the basis of the middle areas of contents of the curriculum in order not to be too comprehensive, nor to be too detailed. Learning activities, on the other hand, were provided for the assistance of instructions with emphasis on creativity rather than on the routine instruction. The assessment standards were established based on the following principles; 1) to establish the assessment methods, contents, and situations which are to be used for assessment, 2) to establish the criteria of classifying the assessed into the upper, intermediate and lower levels, 3) to develop the assessment standards in a proportionate balance to achievement standards, 4) to establish the intermediate level as a standard, and 5) to establish the minimum level in the contents, concepts, values and attitudes of basic learning. This study also suggested the exemplary test items including short-answer and open-ended questions while putting emphasis on students' real performance to increase their ability in solving problems rather than in calculating. In addition to the test items, it introduced the grading system developed to grade the items with concrete guidelines and to report students' achievement on doing mathematics.

• Journal for History of Mathematics
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• v.24 no.3
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• pp.109-143
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• 2011

Augustus De Morgan became to be deeply interested in the education of pure mathematics since he came to teach in UCL because of the specific nature of natural philosophy lectures, the academical knowledge and reasoning powers of the students, and the negative attitudes of London society on mathematics. During his long tenure, he really tried his best to make his students understand the important concepts and the principles of pure mathematics, and logically explain the processes of inducing and proving the laws of pure mathematics. When he could not stay as a mere researcher, he had to concern himself with and pay attention to the problems of educating students. And then his teaching style was constructed in a specific way by the various attitudes about mathematics, the boundary relationship between the adjacent academical branches, and the social and systematic nature of UCL.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.1
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• pp.81-98
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• 2007

In order to help students learn geometric concepts in mathematics in an easy and interesting way, the present study restructured the textbook so that it utilizes GSP based on van Hiele's theory. In addition, we purposed to examine how effective the restructured textbook is in enhancing students' van Hiele level and to lay a base for the active use of GSP in learning figures in elementary school. In conclusion, the results of this study is expected to solve problems in the structure of the current textbook such as the violation of continuity in van Hiele's theory and inconsistency between the level of textbook contents and students' level through the restructuring of the textbook using GSP and provide helps for effective figure learning. In addition, this research is expected to be an opportunity for the active use of GSP in teaching figures in elementary school.

• School Mathematics
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• v.5 no.4
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• pp.555-572
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• 2003

In this study we analyze critically the educational studies on the history of mathematics, and the results of the questionnaires to the mathematics teachers and mathematics teacher educators and interviews with them in order to highlight the problems which ought to be settled for more efficient using the history of mathematics in the mathematics classes. We ought to deepen the understanding of the meaning of mathematical concepts and its essential viewpoints through the historical development of mathematics, going beyond the interest and motivation of learning mathematics. In this respect there are insufficient sides in the results of the educational studies in the history of mathematics and in the recognition of the mathematics teachers about using history of mathematics. And the teachings of the history of mathematics in the mathematics teachers education courses are not sufficient in that they just survey the history of mathematics, and it is the very important task to develop the historic-genetic materials in the school mathematics and study the historic-genetic approach to the mathematics texts.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.45-61
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• 2009

The powerful role of analogical reasoning in discovering mathematics is well substantiated in the history of mathematics. Mathematically gifted students, thus, are encouraged to learn via in-depth exploration on their own based on analogical reasoning. In this study, 57 gifted students (31in the 7th and 26 8th grade) were asked to formulate or clarify analogy. Students produced fruitful constructs led by analogical reasoning. Participants in this study appeared to experience the deep thinking that is necessary to solve problems made with analogies, a process equivalent to the one that mathematicians undertake. The subjects had to reflect on prior knowledge and develop new concepts such as an orthogonal projection and a point of intersection of perpendicular lines based on analogical reasoning. All subjects were found adept at making meaningful analogues of a triangle since they all made use of meta-cognition when searching relations for analogies. In the future, methodologies including the development of tasks and teaching settings, measures to evaluate the depth of mathematic exploration through analogy, and research on how to promote education related to analogy for gifted students will enhance gifted student mathematics education.

• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.332-348
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• 1995

The use of attitude as a psychological concepts dates back to 1918(Thomas and Znaniecki). Assessment of attitudes has been conducted by a number of researchers since then in a wide range of contexts: religion, government, industry, community interrelations, and education; and sociology and psychology. In science, the number of research summaries and meta-analyses points to the significance of the concept of attitude toward science. However, in spite of the wide spread use of attitude assessment in science, many of the existing instruments have severe limitations. Those limitations serve as the rationale for the construction of a new instrument to assess attitudes toward science The term "attitude" and "science" are somewhat ambiguous, taking on different meanings for different people in different contexts. Very often an assessment includes several dimensions of attitude and, therefore, provides no clear idea of what was really measured. As a result there is no consistency with respect to the construct among attitude instruments. To clarify this issue, Gauld(1982), Munby(1983a, 1983b), Blosser(1984) and Haladyna and Shaughnessy(1982) offer some guiding descriptions. Attitude as it relates to science is divided into two areas-scientific attitude and attitude toward science. Scientific attitude refers to a particular approach a person assumes for solving problems, for assessing ideas and information, and for making decisions. It includes such scientific methods and predispositions as objectivity, suspended judgement, critical evaluation, and skepticism. Munby(1983a, 1983b) characterized scientific attitude as thinking as scientists do, that is, acting on evidence in a disciplined way. Attitude toward science. on the other hand, may address scientific attitudes, scientists, scientific careers, methods of teaching science, scientific interests, parts of curriculum, or the subject of science in the classroom (Blosser,1984). It may refer to belief about processes, theoretical products, technological products, or the science-technology relationship (Munby, 1983).

• Journal of the Korea Society of Computer and Information
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• v.21 no.8
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• pp.127-141
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• 2016

With more emphasis on importance of software, many countries try to provide software education. Of course Korea includes informatics courses in 2015 revised curriculum, so that software education will be administered briskly in soon. However there are practical challenges including a lack of teaching hour in classes and the monotony of educational contents which occurs with that. To solve these problems, this research develop software education curriculum model that could be practically used for both middle and high school. First this study compare the curriculum of Korea to that of United States and United Kingdom. After analyzing the result, the curriculum model for middle and high school is developed. The curriculum model can be classified into three types, middle, high and advanced-high levels and include key concepts like collaboration and convergence, computational thinking, computing practice and programming, computers and communications devices, community, global, and ethical impacts. To assess the feasibility of our software education curriculum model, examination was made by expert group and a hearing was held by related researchers. Then the model was modified in a way that adjustable to Korea education system. This study provides some important guidances on designing a curriculum for software education at middle and high school. However, there still are difficulty adjusting to the elementary school and university course. To be able to further research, same kind of studies on elementary school and university course need to be done. Also, continuous modifications are required to reflect reality including technological advance, curriculum, and changes of education system.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.19-30
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• 2016

This study examined pre-service teachers' pedagogical content knowledge of fraction division in a context where they were asked to write a story problem for a symbolic expression illustrating a whole number divided by a proper fraction. Problem-posing is an important instructional strategy with the potential to create meaningful contexts for learning mathematical concepts, especially when real-world applications are intended. In this study, story problems written by 135 elementary pre-service teachers were analyzed with respect to mathematical correctness. error types, and division models. Patterns and tendencies in elementary pre-service teachers' knowledge of fraction division were identified. Implicaitons for teaching and teacher education are discussed.

• Korean Medical Education Review
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• v.23 no.3
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• pp.160-167
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• 2021

Rapid developments in technology as part of the Fourth Industrial Revolution have created a demand for educational technology (EdTech) and a gradual transition from traditional teaching and learning to EdTech-assisted learning in medical education. EdTech is a portmanteau (blended word) combining the concepts of education and technology, and it refers to various attempts to solve education-related problems through information and communication technology. The aim of this study was to explore the use of key EdTech applications in medical education programs. A scoping review was conducted by searching three databases (PubMed, CINAHL, and Educational Sources) for articles published from 2000 to June 2021. Twenty-one studies were found that presented relevant descriptions of the effectiveness of EdTech in medical education programs. Studies on the application and effectiveness of EdTech were categorized as follows: (1) artificial intelligence with learner-adaptive evaluation and feedback, (2) augmented/virtual reality for improving learning participation and academic achievement through immersive learning, and (3) social media/social networking services with learner-directed knowledge generation, sharing, and dissemination in medical communities. Although this review reports the effectiveness of EdTech in various medical education programs, the number of studies and the validity of the identified research designs are insufficient to confirm the educational effects of EdTech. Future studies should utilize suitable research designs and examine the instructional objectives achievable by EdTech-based applications to strengthen the evidence base supporting the application of EdTech by medical educators and institutions.

• Journal of Practical Engineering Education
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• v.9 no.2
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• pp.107-117
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• 2017

here are many cases that take a software education as a required course for non-major students in university curriculums. However, non-major students are experiencing various difficulties in the process of learning programming languages, and there is also the opposite opinion in terms of their effectiveness. In this study, we developed a design based software education model (DBSEM) and curriculum to solve these problems and applied it to undergraduate non-undergraduate students for the last 8 years. In the proposed method, we provide a specialized educational tool such as 'block-based programming tool', but developed 'core module' and 'concept learning module' for computational thinking and applied 'prototype design module' and coding strategy based on it. As a result, non-major undergraduates could easily learn block-based scripting tools and acquire core concepts of computational thinking.