• (The)Study of the Eastern Classic
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• no.72
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• pp.265-298
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• 2018

This paper examines the contents and meaning of the education reform theory among the social reform theory of Wie Baek-gyu(1727~1798), a representative Confucian scholar of Honam in the 18th century, and suggests the moral educational implications of his educational reform theory. Wie Baek-gyu, who lived through the Yeongjo and Jeongjo eras, diagnosed the contradictions and problems of society at that time as the absence of morality. And emphasized the reform of school education as a center of ways to overcome social disruption. The educational reform theory he envisioned was to systematize the process from child education to higher education centered on the system reorganization of the school, and to formulate school education in conjunction with the selection of talent. He emphasized the cultivation and practice of moral character in the course of admission and curriculum of the school, and suggested a system that reflects the opinions of the local people in the admission process, thereby establishing the school as the center of the local society. His educational reform theory, which embodies the school system based on moral education and further shapes the school system and educational contents as the center of edification and recruitment of talented people, is a big indication of the curriculum of the current moral curriculum that emphasizes the cultivation and practice of inner morality based on personality education. In this paper, I summarized and reviewed the general contents of his perception of the times and social reform theory, the diagnosis of the educational reality that is the basis of his educational reform theory, and the specific contents of the education reform theory. Based on this, I presented the meaning to the current moral and curriculum.

• Korean Journal of Comparative Education
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• v.20 no.3
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• pp.75-96
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• 2010

In Korea school-based management has been introduced for upgrading the quality of education from mid 1990's. Due to the change schools began to seek educational consulting services. However, educational consultancy still lies in the rudimentary stage. Recognizing the problems, it compares educational consultancy between Korea and United Kingdom. The study utilizes diverse methods such as literature review, interviews, document analysis. It covered the issues such as history and background, consultants, clients, tasks and processes, and support system for consultancy in both countries. The major findings are as follows. First, they had similar origin and motive for educational consultancy, but differences in the government's approach. Second, educational consultants in both countries have similar backgrounds and qualifications. But there are big differences in consulting firms and agencies. Third, there are also big differences in terms of clients. Fourth, there are differences in terms of consultancy tasks, but similar in consultancy process. Fifth, there are also big differences in service fees and incentives. However, there are similar problems in terms of consultancy training program and professional association of educational consultants. Based upon the findings it could draw implications such as providing more financial resources for Korean schools to purchase consultancy services.

• Journal of the Korean Institute of Educational Facilities
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• v.20 no.4
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• pp.11-22
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• 2013

The concept of Green campus has recently become an issue with the fact that universities are classified as energy gluttons. This study clearly defines the meaning of domestic green campus, and explores the operating system of green campus and related associations. Then, it draws implications from the case of Harvard University. For the research, reports and research papers of the University are examined thoroughly, and detailed information were confirmed through visiting to the official home page and emails with authorities. The green campus support institutions of the United States are making efforts to integrate overlapping functions and create a synergy effect through internal interchange and information exchange, and substantive collaboration. Also, it is drawing active participation from students and faculties of American universities by publicizing and raising various methods of funding to manage them. The primary factors of Harvard University's success are: voluntary participation from all members, the coordinated operation of the administrative division to be the center of the green campus initiative and the cooperation of each department. Other critical factors of Harvard's success are their fundraising capability, and specialized management institution. The study has significance in that it draws applicable implications on domestic Green campus through in-depth analysis, which surpasses introduction of preceding studies.

• Journal of Educational Research in Mathematics
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• v.21 no.2
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• pp.121-134
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• 2011

Stevin is known as the inventor of decimal fractions, even though many mathematicians had the concept of decimal fractions and used it before Stevin. Why? To respond to such a question, we studied about its significance which 'La Disme' had in the history of mathematics. These can be summarized as its notational aspect, the manner of developing the book, the conceptual revolution and the practical purpose. And the chapter and verse of are little known when compared to its reputation. So in this paper we considered its contents in detail and discussed some didactical implications in relation to teaching and learning of decimal fractions in elementary school : importance of place values, similarity of calculation to natural numbers, using common fractions to justify, emphasis on the applications of decimal fractions, relation to measuring units, necessity of teaching number sense, using notational aspects.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.623-644
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• 2014

Many researchers have supported in various aspects that elementary students should experience alternative algorithms as well as formal standard one for addition and subtraction. Korean elementary mathematics textbooks have some units for alternative algorithms for addition and subtraction. In special, the change of unit sequence in the second grade revised mathematics textbooks may cause the necessity for discussion about teaching sequence and teaching purpose between alternative algorithms and formal standard one. Therefore, this study aims to consider the purpose of teaching alternative algorithms and to induce implications for their teaching strategies and sequence. To do this, related references, curriculum and textbooks were analyzed. Four lessons were observed and three teachers were interviewed. The main content of this study is the result of analysis on students' activities and teachers'teaching approaches. This study also includes didactical implications based on the result.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.391-410
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• 2017

This study aims to analyze mathematically gifted students' characteristics of generalization and justification for a given mathematical task and induce didactical implications for individual teaching methods by students' learning styles. To do this, we identified the learning styles of three mathematically gifted 6th graders and observed their processes in solving a given problem. Paper-pencil environment as well as dynamic geometrical environment using Geogebra were provided for three students respectively. We collected and analyzed qualitatively the research data such as the students' activity sheets, the students' records in Geogebra, our observation reports about the processes of generalization and justification, and the records of interview. The results of analysis show that the types of the students' generalization are various while the level of their justifications is identical. Futhermore, their preference of learning environment is also distinguished. Based on the results of analysis, we induced some implications for individual teaching for mathematically gifted students by learning styles.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.715-730
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• 2016

The purpose of this study is to analyze Descartes's point of view on the mathematical connection of algebra and geometry which help comprehend the traditional frame with a new perspective in order to access to unsolved problems and provide useful pedagogical implications in school mathematics. To achieve the goal, researchers have historically reviewed the fundamental principle and development method's feature of analytic geometry, which stands on the basis of mathematical connection between algebra and geometry. In addition we have considered the significance of geometric solving of equations in terms of analytic geometry by analyzing related preceding researches and modern trends of mathematics education curriculum. These efforts could allow us to have discussed on some opportunities to get insight about mathematical connection of algebra and geometry via geometric approaches for solving equations using the intersection of curves represented on coordinates plane. Furthermore, we could finally provide the method and its pedagogical implications for interpreting geometric approaches to cubic equations utilizing intersection of conic sections in the process of inquiring, solving and reflecting stages.

• Journal of Korean Society of Archives and Records Management
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• v.15 no.3
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• pp.193-217
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• 2015

The main purpose of this study is to analyze the educational effectiveness of historical thinking contents through the experimentation methodology. The procedures of this study will review foreign and domestic historical thinking cases of archival contents for history education; derive some implications from the review; and apply the implications to classes targeted for first year high school students. It can be said that classes utilizing historical thinking contents have beneficial effects on the subcategories of historical thinking, that is, chronology comprehension ability, historical inquiry ability, historical imagination, and historical judgment ability. The average between before and after examination results shows a statistically meaningful difference. In addition, this study shows that students obtain better scores after examination than before.

• Journal of The Korean Association of Information Education
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• v.16 no.2
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• pp.233-243
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• 2012

The purpose of this study is to suggest the direction and implications of robot education by analyzing domestic research trend related to robot education and effectiveness papers from 2001 to the recent time. For examining the research trend related to robot education, 112 papers in total 10 kinds of professional academic journals of National Research Foundation of Korea were selected and they were analyzed by academic journal, year, research form, research subject, research object and research method. As the result of analyzing the number of papers by year, they are greatly increased from 2007. And, for the research subjects, they showed high rate of research, programming education and children's response research in order. For the research method, the experimental research was fulfilled the mostly. In the research on the educational effects of robot, it's reported to be effective in creativity, problem-solving ability, academic accomplishment of subjects, justifying factors of studying concentration and studying attitude. Based on the studying material, direction and implications of robot education were suggested.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.435-453
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• 2018

The results analysis of National Assessment of Educational Achievement(NAEA) can provide various implications for teaching and learning in the school field. In this study we analyzed the deviation of NAEA achievement level-based correct-answer rate and the distribution of the responses percentages for three years from 2015 to 2017 focused on multiple-choice items. First we calculated the deviation of correct-answer rate between advanced level and proficient level and between proficient level and basic level, and then we selected the items whose deviation of correct-answer rate is more than the third quartile. We explored what the content areas, behavior areas and achievement standards of each item are and what the achievement standards and characteristics of these questions are. Based on the results of the analysis, we intended to derive implications for appropriate teaching-learning methods at each achievement-level.