• The Journal of Korean Association of Computer Education
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• v.9 no.1
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• pp.19-28
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• 2006

In this paper, we have developed electronic textbooks for social studies centering on contents of a public educational process so that primary schools can use them as a text book. Also, we conducted a survey to find out how teachers perceived electronic textbooks in respect to site accessibility and utility, instructional design, progress of lesson, validity and accuracy of learning content, interface design, and web-based multimedia. In this paper, we presented a new model for electronic textbooks development, which is expected to be useful in developing electronic textbooks as a main text book, unlike other existing models. We applied the navigation utilizing book metaphors to the user interface, on the basis of the results from the analysis of the existing electronic textbooks. In addition, we provided affluent multi-media materials as well as hyperlink, a strong point of on-lines. Experimental results show that the academic achievement was high in knowledge-understanding areas and functional areas in the perspective of academic achievements of the learners.

• Education of Primary School Mathematics
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• v.19 no.3
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• pp.177-191
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• 2016

Students can calculate the addition and subtraction problem using informal knowledge before receiving the formal instruction. Recently, the value that a computation lesson focus on the understanding and developing the various strategies is highlighted by curriculum developers as well as in reports. Ideally, a educational setting and classroom culture reflected students' learning and problem solving strategies. So, this paper analyzed the similarity and difference with respect to the numeric sentence and word problem in the addition and subtraction. The subjects for the study were 100 third-grade Korean students and 68 third-grade American students. Researcher developed the questionnaire in the addition and subtraction and used it for the survey. The following results have been drawn from this study. The computational ability of Korean students was higher than that of American students in both the numeric sentence and word problem. And it was revealed the differences of the strategies which were used problem solving process. Korean students tended to use algorithms and numbers' characters and relations, but American students tended to use the drawings and algorithms with drawings.

• Journal of The Korean Association of Information Education
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• v.19 no.2
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• pp.175-186
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• 2015

In this study, we developed the PATROL teaching and learning model by using digital textbooks in Smart Classrooms to correct the disadvantages of Flipped Classrooms. PATROL is an acronym for Planning, Action, Tracking, Recommending, Ordering, and Leading. In the Planning phase, teachers should make a lesson plan. Next, students take Action by watching online contents and completing assignments in their digital textbook. After that, Tracking is needed to analyze the students' activities and the results. Then, Recommending is used to provide suggested instructional activities to teachers based on that analysis. Next, Ordering requires that students request new materials for class activities. Finally, Leading allows teachers to provide materials at the appropriate level to their students based on the students' learning activities. Applying the PATROL model at two elementary schools resulted in an increase in student-directed speech as well as an increase in the number of group and individual activities. Teachers also had more time to walk around the classroom.

• 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.26 no.4
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• pp.769-789
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• 2016

Pattern activities are useful to develop functional thinking of young students, but there has been lack of research on how to teach patterns. This study explored teaching methods of geometric patterns for developing functional thinking of elementary school students, and then analyzed the lessons in which such methods were implemented. For this, three classrooms of fourth grades in elementary schools were selected and three teachers taught geometric patterns on the basis of the same lesson plan. The lessons emphasized noticing the commonality of a given pattern, expanding the noti ce for the commonality, and representing the commonality. The results of this study showed that experience of analyzing the structure of a geometric pattern had a significant impact on how the fourth graders reasoned about the generalized rules of the given pattern and represented them in various methods. This paper closes with several implications to teach geometric patterns in a way to foster functional thinking.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.9-13
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• 2010

Supported by the Ministry of Knowledge Economy, this research explored the potentiality of the use of hands-on robots in elementary school curriculum. On the basis of the analysis of prior research, we defined the meaning and the characteristics of hands-on robots. The priority was given to the development of lesson plans in attempting to activate the use of robots in elementary school curriculum. Also considering the difficulties faced in schools and the characteristics of robot-based instruction, we classified hands-on robots according to the shape and the goal of use.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.119-145
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• 2011

We study on the Connected Mathematics Project(CMP), one of the American mathematics education reform projects which have been promoted since the 1990s, so that we can provide some suggestions for the recent research of developing the 2009 Korean Mathematics Curriculum. In this paper, we examine the background of the CMP, the controversies over the textbooks [CMP1 textbooks] developed by CMP[CMP1] implemented from 1991 till 1996, and the curriculum of the CMP[CMP2] revised from CMP1 and carried from 2000 till 2006. Through the literature study, we can see that the CMP2 curriculum has reflected some of those controversies of the CMP1 textbooks by introducing procedures for students' acquiring basic skills, reducing the number of lessons and the contents supposed to be learned in each lesson, putting more stress on algebra and adding data analysis contents more.

• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.331-345
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• 2017

The purpose of this study is to collect and analyze the student's pre-inquire and to obtain information on how to use the teaching-learning process. The specific research problem is to confirm the level of the student's pre-inquire, to identify the characteristics of each type, and to check what pre-inquire can be used in the teaching-learning process. The research was conducted on 149 children in the $3^{rd}$ and $4^{th}$ grade of elementary school, and collected a total of 2,034 inquires. As a result of analyzing three times, the students' pre-inquires accounted for 90% of Level 2 and Level 3, which are the inquires that give meaningful answers in the teaching-learning process. These results show that the pre-inquires presented before the students take up the new lesson are not low-level inquires and they can present meaningful inquires that can be used for teaching-learning. Next, as a result of analyzing the student's inquire by type, the factual question was the largest with 50%, followed by comprehension question, procedural question, application question, and prediction question. The factual and procedural questions showed that they could be used as learning activities during the teaching-learning process. Comprehension questions included in the wonderment question can be used as a learning question. And the application question is a question that can be applied to deepening activities, and the prediction question can be used in the inquiry and experiment process of learning activities.

• Journal of the Korean School Mathematics Society
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• v.23 no.3
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• pp.259-276
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• 2020

The purpose of this study was to identify how didactic transposition (teaching and learning methods) has occurred and developed in the teaching of graphs in elementary school mathematics textbooks for third and fourth graders according to the previous and current curricula. In this study, we analyzed the lesson units on bar graphs and line graphs in mathematics textbooks for each curriculum, from the fifth curriculum to the 2015 revised curriculum. We also investigated the implication of statistics education deriving from didactic transposition (teaching and learning methods). We found that the timing of teaching bar and line graphs was rarely changed as the curriculum has changed. In addition, the use of technology was not actively implemented in school statistics, although the curriculum emphasized the use of technology in statistical education. Lastly, the textbooks did not address the variability and distribution of data and the sample or sampling process, which are significant statistical concepts. Based on the findings of this study, we suggest how to teach statistical graphs and what to consider for the next mathematics textbook.

• Journal of Korean society of Dental Hygiene
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• v.9 no.1
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• pp.193-205
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• 2009

The purpose of this study was to examine the needs of learners in an advanced major course in a bid to strike a balance between theory and practice. And it's also meant to suggest an actual case of that effort in an advanced course. As a result of analyzing the collected data, the largest number of the learners who signed up for the advanced course chose that course to earn a bachelor's degree, and the second greatest group did that to bolster their expertise. The name of the college that offered that course (41.4%) had the most impact on their choice of it, followed by accessibility(28.6%). The most common thing they practiced in the oral health education course as one of major courses was forming a lesson plan, followed by teaching at schools and kindergartens, trial student teaching, producing PPT, making OHP materials, making a bulletin board and producing leaflets. During clinical activities for oral health education, the largest group considered it necessary to learn about more theories on educational psychology(54%), followed by the production of teaching media(29.9%) and teaching methods(25.3%). Likewise, the greatest group found it more necessary to practice educational psychology(42.5%), followed by the utilization of media(37.9%) and teaching methods(28.7%). An one-on-one interview was implemented before and after their classes to obtain more detailed information on their needs, and what their needs were in relation to the given curriculum was eventually confirmed, which made it possible to offer better education in response to their needs.