• 한국초등과학교육학회지:초등과학교육
• /
• 제33권1호
• /
• pp.140-161
• /
• 2014

The purpose of this study was to analyze 181 papers about brain-based learning appeared in domestic scientific journals from 1989 to May of 2012 and suggest application conditions in elementary science education. The results of this study summarizes as follows; First, learning activity suggested by brain-based learning study is mainly explained by working of brain function. Learning activity explained by brain-based learning study are divided into 'learning according to specialized brain function, learning according to brain function integration and learning beyond specialization and integration of hemispheres'. Second, it searched how increased knowledge of brain structure and function affects learning. Analysis from this point of view suggests that brain-based learning study affects learning in many ways especially emotion, creativity and learning motivation. Third, brain-based learning study suggests various possibilities of learning activity reflecting brain plasticity. Plasticity which is one of most important characteristics of brain supports the validity of learning activity as learning disorder treatment and explains the possibility of selective increment of brain function by leaning activity and the need of whole-brain approach to learning activity. Fourth, brain-based learning brought paradigm shifts in education field. It supports learning sophistication on the understanding of student's learning activity, guides learning method that reflects the characteristics of subject and demands reconstruction of curriculum. Fifth, there are many conditions to apply brain-based learning in elementary science education field, learning environment that fits brain-based learning, change of perspectives on teaching and learning of science educators and development of brain-based learning curriculum are needed.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제57권2호
• /
• pp.93-110
• /
• 2018

One of the biggest changes in the 2015 revised mathematics curriculum is shifting to the second year of middle school in Pythagorean theorem. In this study, the following subjects were studied. First, Pythagoras theorem analyzed the expected problems caused by the shift to the second year middle school. Secondly, we have researched the reconstruction method to solve these problems. The results of this study are as follows. First, there are many different ways to deal with Pythagorean theorem in many countries around the world. In most countries, it was dealt with in 7th grade, but Japan was dealing with 9th grade, and the United States was dealing with 7th, 8th and 9th grade. Second, we derived meaningful implications for the curriculum of Korea from various cases of various countries. The first implication is that the Pythagorean theorem is a content element that can be learned anywhere in the 7th, 8th, and 9th grade. Second, there is one prerequisite before learning Pythagorean theorem, which is learning about the square root. Third, the square roots must be learned before learning Pythagorean theorem. Optimal positions are to be placed in the eighth grade 'rational and cyclic minority' unit. Third, Pythagorean theorem itself is important, but its use is more important. The achievement criteria for the use of Pythagorean theorem should not be erased. In the 9th grade 'Numbers and Calculations' unit, after learning arithmetic calculations including square roots, we propose to reconstruct the square root and the utilization subfields of Pythagorean theorem.

• East Asian mathematical journal
• /
• 제31권4호
• /
• pp.587-607
• /
• 2015

The 4th grade storytelling-based mathematics textbook according to the 2009 revised curriculum was introduced in 2013. This study analyzed and investigated their perceptions regarding the storytelling teaching and learning, the effects of the introduction of storytelling, the reconstruction of storytelling, the problems and improvements of the textbook and their feelings of the storytelling lessons. For this objective, we administered the open and multiple choice surveys to fifty 4th grade teachers who had taught storytelling mathematics in 2013~2014 school years, four of them gave in-depth interviews as well. The purpose of this study is to obtain implications for the effective and reliable settlement of the storytelling teaching and learning.

• 교육시설
• /
• 제8권2호
• /
• pp.5-12
• /
• 2001

As the exiting school facilities become old and unfit for new curriculum, the systematical remodelling process based on its educational and physical functions is required. due to the inadequate maintenance and repairing practices, unnecessary costs are expended. Therefore, this study aims to establish a remodelling decision-making model for improving the educational environment of the existing school facilities. According to the budget system, it proposes the concept of remodelling that includes the activities of extension, reconstruction, repair and improvement. This study classifies the performance evaluation for school facilities as that of safety, durability and educational function, and articulates the assessment standards, methods and elements. In the end, it suggests a rational model for remodelling decision-making that can provide efficient and comprehensive remodelling process, economic and sustainable school development.

• 한국수학교육학회:학술대회논문집
• /
• 한국수학교육학회 2007년도 제38회 전국수학교육연구대회 프로시딩
• /
• pp.37-50
• /
• 2007

평면도형의 탐구에서 기본이 되는 것은 무엇이며, 그것으로부터 평면도형의 내용들을 일관성 있게 구성할 수는 없는가? 이 글에서는 평면도형 탐구의 기본 요소가 삼각형이라는 관점을 제시하고, 삼각형을 중심으로 한 평면도형 탐구 활동 설계 및 교과서 내용 재구성의 몇 가지 예를 제시한다. 그리고 이러한 관점 및 설계가 지니는 수학교육적 의의에 대하여 논의한다.

• 한국수학교육학회지시리즈E:수학교육논문집
• /
• 제28권2호
• /
• pp.235-253
• /
• 2014

우리나라의 경우, TIMSS와 PISA의 두 국제평가에서 수학 교과에 대한 인지적 영역의 성취도는 매우 우수한 반면 정의적 영역의 성취도는 참가국 중 최하위권의 순위를 기록하여 우리나라 교육의 문제점을 드러내고 있다. 이에 우리나라 학생들이 취약한 정의적 특성 요인의 함양 방안을 모색해 보는 것은 의미 있은 일일 것이다. 이러한 취지하에, 본 연구에서는 PISA와 TIMSS 두 국제평가에 공통적으로 포함되어 있는 우리나라 학생들의 수학 학습에 대한 흥미와 자아효능감, 그리고 수학에 대한 가치 인식의 정의적 특성 요인을 대상으로, PISA와 TIMSS 결과에 나타난 우리나라 학생의 정의적 특성의 성취 실태 및 사례를 파악하여 이의 실천적 함양 방안을 모색해 봄은 의미 있는 일일 것이다. 본고에서는 수학 교과에서 우리나라 학생들의 정의적 특성 요인을 함양하기 위한 수업 사례를 살펴보고 이를 통해 실태를 진단하여 대안을 모색해 보고자 하였다. 이를 위해 학교 및 교사, 학생을 대상으로 수업 관찰과 면담을 실시하였다. 수학 교과에서의 정의적 특성 함양을 위한 실태와 대안은 교육과정, 교수 학습 및 평가 부문으로 구분하여 제시하고자 하였으며, 정의적 특성 함양을 위한 지원 방안은 학교 환경을 중심으로 모색하고자 하였다.

• 대한화학회지
• /
• 제58권3호
• /
• pp.313-323
• /
• 2014

이 연구의 목적은 예비 화학교사의 PCK를 신장시키기 위하여 교육실습과 연계된 대학 강좌를 개발하는 것이다. 연구자는 교육실습 연계 대학 강좌의 실러버스와 교수학습 자료를 개발하고, 교육실습을 나갈 화학교육과 예비교사를 대상으로 '화학수업의 실제'란 강좌를 개설하여 개발한 교육과정을 적용하였다. 연구 참여자를 대상으로 반구조화된 면담을 실시한 결과, 예비교사들은 이 수업이 이론과 실제를 연계 지어줌으로써 좋은 과학수업에 대한 안목을 형성할 수 있게 하였으며 실습에 대한 실제적 준비를 할 수 있었고, 반성적 성찰을 가능하게 하여 결과적으로 교수 능력을 신장시킬 수 있었다고 언급하였다. 이 연구를 통해 실습과 연계된 대학 교과목의 실습 전후 교육으로 교육실습 경험을 재구성함으로써 예비교사의 수업 전문성을 신장시킬 수 있음을 확인할 수 있었다.

• Maxillofacial Plastic and Reconstructive Surgery
• /
• 제35권4호
• /
• pp.265-275
• /
• 2013

The anterolateral thigh flap (ALTF) is a versatile fasciocutaneous or myocutaneous flap, which can be harvested incorporating several skin islands and muscle components. The perforator of the ALTF is usually derived from the descending or transverse branch of the lateral circumflex femoral artery, and these vessels are based mainly on musculocutaneous perforators traversing the vastus lateralis muscle, and also based on the septocutaneous vessels running in between the rectus femoris and vastus lateralis muscle. Despite its usefulness for the oral cavity reconstruction, anatomic variations of these nutrient vessels, such as three main branches of ALTF and its relations with sartorius, vastus lateralis, tensor fasciae latae and rectus femoris muscle, have been reconstructive surgeons to be hesitated for the selection of ALTF. For the better understanding of ALTF as a routine reconstructive procedure in oral and maxillofacial surgery, various anatomical findings must be learned and memorized by young doctors in the course of the special curriculum periods for the Korean national board of oral and maxillofacial surgery. This review article will discuss the vascular anatomy and relavant anatomical variations of ALTF with Korean language.

• Maxillofacial Plastic and Reconstructive Surgery
• /
• 제33권6호
• /
• pp.549-558
• /
• 2011

The latissimus dorsi myocutaneous flap (LDMF) was initially described at the turn of the century by Tansini et al, and latissimus dorsi myocutaneous free flap (LDMFF) was also first described for the coverage of a chronically infected scalp by Maxwell et al. As a pedicled flap, LDMF has been often used for breast reconstruction and for soft tissue replacement near the shoulder and the lower reaches of the head and neck. LDMFF is a flat and broad soft tissue flap with large-caliber thoracodorsal vessels for microvascular anastomosis. A skin paddle of the LDMFF can be more than $20{\times}40$ cm, so very large defects in the oral cavity and outer facial region can be covered by this LDMFF. Other advantages include consistent vascular anatomy, acceptable donor site morbidity and the ability to perform simultaneous flap harvest with tumor resection. For a better understanding of LDMFF as a routine reconstructive procedure in large defects of the oral cavity and facial legion, anatomical findings must be learned and memorized by young doctors during the special curriculum periods for the Korean national board of oral and maxillofacial surgery. This review article discusses the anatomical basis of LDMFF with Korean language.

• Maxillofacial Plastic and Reconstructive Surgery
• /
• 제34권5호
• /
• pp.367-375
• /
• 2012

Midfacial reconstruction following resection of extensive malignant oral cavity tumors constitutes a challenging problems for reconstructive surgeons. Rectus abdominis muscle free flap (RAMFF) can be considered as the optimal reconstructive option in this case, because this flap has some advantages including consistent deep inferior epigastric artery anatomy, easy to dissect with well defined skin boundaries, acceptable donor site morbidity and the ability to perform simultaneous flap harvest with oral cancer ablation surgery. The rectus abdominis muscle forms an important part of the anterior abdominal wall and flexes the vertebral column, which is a long strap-like muscle divided transversely by three tendinous intersections, fibrous bands which are adherent to the anterior rectus sheath, which is thickly enclosed by the rectus sheath, except for the posterior part below the arcuate line that is usually located midway between the umbilicus and symphysis pubis. Below the arcuate line, this muscle lies in direct contact with the transversalis fascia and parietal peritoneum. For the better understanding of RAMFF as a routine reconstructive procedure in oral and maxillofacial surgery, the constant anatomical findings muse be learned and memorized by the young doctors in the course of the special curriculum periods for the Korean national board of oral and maxillofacial surgery. This review article will discuss the anatomical basis of RAMFF with Korean language.