• Science of Emotion and Sensibility
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• v.10 no.3
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• pp.433-441
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• 2007

Creativity has very important significance to children. Although active researches and educations on other studies (for instance, mathematics, science, logics, music, etc) are being done, evaluation or development on children's creativity in design is very inadequate. Therefore, this study is a basic research to develop evaluation to judge design creativity of children as an incipient stage of educational method development to develop children's creativity in design. Evaluation categories (originality - novelty/fun, practicality-function/possibility) that can evaluate design creativity of children were drawn out based on documentary records, and as the results or performing experimental research to figure out correlativity between creativity of idea and design creativity targeting children in second grade of elementary school, subordinate provinces of idea's creativity related to design creativity were fluency and elaboration. However, it does not mean that fluency and delicacy are the only subordinate provinces of idea's creativity related to design creativity, but they are more influential compared to other provinces (creativity, abstractness of title, and resistance to premature closure) This study is to prepare basic framework of educational method to improve design creativity education of children, and has its meaning to complement what are lacked in design creativity through the educational method.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.111-130
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• 2015

The purpose of the study was to investigate the differences between two groups of students according to information recognition styles such as visual learners and linguistic learners. Two instructional methods, algeblocks and factorization formula, were utilized to introduce the factorization. Four students were participated for the study, and two of them were visual learners and the other two were linguistic learners based on learning style test. Interviews and the diagnostic tests were implemented before the instructions which were lasted for 6 sessions. After the instructions all the participants were interviewed and the researchers also interviewed them 5 days later. The results of the study were the followings: 1. All the participants regardless of their learning style revealed that algeblocks were helpful in understanding the factorization. 2. Visual learners were more likely using algeblocks, while the linguistic learners were more enthusiastic and proficient in using formula to solve the problems. 3. Five days later, two types of learning style students revealed different tendencies. Visual learners mainly used algeblocks, and linguistic learners were not enthusiastic about using algeblocks and one of them did not use them at all. 4. Five days later, two visual learners could not remember the formula, but linguistic learners could remember the formula in somewhat different level.

• Communications of Mathematical Education
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• v.32 no.2
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• pp.225-244
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• 2018

Problem solving and its mathematical applications have been increasingly emphasized in school mathematics over the past years. Recently it is recommended that mathematical applications and modelling situations be incorporated into the secondary school curriculum. Many researchers on the approach have been conducted in Korea. This study is planning to investigate and establish the meaning of mathematical modelling and model, mathematical modelling process. And also it does the properties of problem situations introduced and dealt with in mathematical modelling activity. To accomplish this, this study is based on the analysis and comparison of those 24 articles. They are ones which have been published from 2007 to 2017 and are included in the five types of publication. Prior to this study, the previous study was conduct in 2007 with the same purpose. Namely, by the subject of 11 articles and 22 master dissertations published domestically from 1991 to 2005, the analytic and explorative study on the mathematical modelling and its understanding had been conducted.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.607-616
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• 2016

In the 2009 revised science curriculum, comprehensive verbs such as 'know (38%)' and 'understand (46%)' are used in more than 80% of the achievement standard. Many readers, such as teachers, textbook makers, etc. have difficulties in interpreting the meaning of achievement standard sentences with these comprehensive verbs. On the other hand, 'Trends in International Mathematics and Science Study (TIMSS)' uses more various and specific verbs to express the cognitive domain. In this study, we analyzed the 2009 revised science curriculum achievement standard focusing on the TIMSS cognitive domain assessment framework. We divided achievement standard to 228 sentences and three teachers analyzed the meaning of verbs in achievement standard. There were two main results of this study. First, the verb 'Know' was analyzed into different kinds of meanings, such as 'Describe (27%)', 'Recall/Recognize (25%)' and 'Relate (17%)', etc; and the verb 'Understand' was analyzed into 'Explain (37%)', 'Relate (27%)' and 'Describe (21%)', etc. Second, there appeared to have a disagreement among the three analysts during the process of interpreting the achievement standards when the level and scope of the contents of each grade is not clear. This study concludes that there's a need for continuous discussion on the use of verbs in achievement standard to promote clearer expressions for better understanding.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.346-353
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• 2007

In order to be efficient in teaching, a teacher should understand the current learner's level through diagnostic evaluation. This study has examined the major issues arising from the noble diagnostic assessment tool based on the theory of knowledge space. The knowledge state analysis method is actualizing the theory of knowledge space for practical use. The knowledge state analysis method is very advantageous when a certain group or individual student's knowledge structure is analyzed especially for strong hierarchical subjects such as mathematics, physics, chemistry, etc. Students' knowledge state helps design an efficient teaching plan by referring their hierarchical knowledge structure. The knowledge state analysis method can be enhanced by computer due to fast data processing. In addition, each student's knowledge can be improved effectively through individualistic feedback depending on individualized knowledge structure. In this study, we have developed a diagnostic assessment test for measuring student's learning outcome which is unattainable from the conventional examination. The diagnostic assessment test was administered to middle school students and analyzed by the knowledge state analysis method. The analyzed results show that students' knowledge structure after learning found to be more structured and well-defined than the knowledge structure before the learning.

• The Mathematical Education
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• v.42 no.1
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• pp.19-39
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• 2003

The purpose of this study is to find out effective ways to take care of the 8th and 10th graders' disposition causing math. disliking. To accomplish this goal, we proceeded as follows : First we categorized the 11 factors recognized as the reasons of math. disliking into 4 math. disliking causes such as psychological f: environmental cause, conceptual cause, relational cause and application related cause. Second, to take care of these tow causes, we developed materials which are closely related with the contents of the 8th and 10th graders' school mathematics. Third with these materials we taught the students who had proved to have the math. disliking trend, for one semester. As a consequence of this experiment we arrived at the following results. As for psychological & environmental causes, 35.7% of the 8th graders and 17% of the 10th graders proved to have been improved significantly. This result shows that the curing of the psychological & environmental causes is more effective in the 8th graders than in the 10th graders. i.e., the curing effects of the students' psychological & environmental cause for disliking math. decline as they get older. As for conceptual causes, 35% of the 5th graders and 30% of the 10th graders proved to have been improved significantly. In case of the 8th graders this ratio was similar to that of the other causes. But as for the 10th graders this ratio was a little low compared with that of the case of relation causes and application related causes. As for relational causes, 35% of the 5th graders and 49% of the 10th graders proved to have been improved significantly. Especially the 10th graders improved greatly. Among the four factors that compose this cause, especially hierarchy and connection factors were effectively cured. On application related causes, 47% of the 5th graders and 57% of the 10th graders proved to have been cured significantly. And among the four types of causes listed above, this was the most successfully cured one. Of the two factors of this cause, the basic application factor appeared to have been improved in all experimental groups. In connection with teaching methods, we found out the followings two facts. First, the more teachers push students to solve their tasks with their own efforts, the higher is the ratio of owe. Second, the more teachers teach students personally, the more effective are the teaching results.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.336-344
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• 2002

The purpose of this study was to analyse achievement of 'Scientific Inquiry and the Nature of Science' in the Third International Mathematics and Science Study-Repeat (TIMSS-R), which was performed in 1999 with 38 nations participating. Korean 8th grade students' achievement of 'Scientific Inquiry and the Nature of Science' was compared to that of other countries and other content areas in science. Average percent correct of items in each subcategory - Scientific Method, Experimental Design, Scientific Measurements, Describing and Interpreting Data - was also analysed. Although 'Scientific Inquiry and the Nature of Science' topics were not included in intended curriculum in Korea, Korean students' average scale score of 'Scientific Inquiry and the Nature of Science' was significantly higher than international average and, in comparison with other science content areas, achievement of that area was relatively high. The reasons could be that the most students studied topics related to 'Scientific Inquiry and the Nature of Science' through the implemented curriculum and that the Korean teachers recognized the importance of inquiry. According to the results to analyze subcategories, the average percent correct of Korea were higher than 50% except the 'Scientific Measurements' subcategory. However, the international average percent correct were lower than 50%. Especially, the average percent correct of Korea was the highest in 'Describing and Interpreting Data' subcategory despite there were many students who were confused at observation, hypothesis and conclusion.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.563-585
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• 2010

The major goals of this study are to find the factors that enhance self-directed math learning in college math classes and to provide the students with the opportunities to check and develop their self-directed math learning attitude. For these research goals, we prepared the questionnaires that asked about their learning motivations, basic learning ability, self-discipline strategies, and self-directed learning strategies. Another purpose of the questionnaires was to give them the chances to check and improve their attitude toward those learning strategies, motivation and ability. From the research results, we find that the important factors for self-directed learning are internal & external motivations, concentration ability, and the goal-setting and plan-making abilities. In addition, concentration ability, good habit, stress-control, recognition of math value, and self-directing ability are found to be necessary for the desirable learning environment. On the other hand, we find that the ability to perform note-taking, class preparation and review, time-control, and test-control is required for the selection and practice of self-fitting learning strategies. Finally, we provided our own self-directed math learning model. Our model, containing the necessary factors for self-directed math learning, is the revised and modified one of Knowles(1975)'s 5 stage self-directed learning model that comprises diagnosis of learning desire, setting learning goals, grasping human&material resources, selection and practice of proper learning strategies, and evaluation of learning results.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.251-266
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• 2013

With elementary school students who have learned the primary concepts of the four arithmetic operations as its subjects, this study has investigated in depth how schema and transformed schema are composed by recognition of the correct concepts and connection of concepts, that is to say, what schema learners form along with transformed schema with the primary concepts of the four arithmetic operations to understand the secondary concepts when power and mixed calculations are taken into contents. It has also investigated how the subjects use the schema they have formed for themselves and the transformed schema to approach problem solving, and how their composition of concepts and schema in problem solving ability achieve transformations. As a result, we can tell that the recognition of precise primary concepts and transformed schema work as important factors in the development from the primary to the secondary concepts. Here, we can also see learn that the formation of the schema created due to the connection among the primary concepts and the recognition of them and of the transformed schema play more important roles in the development toward the secondary concepts and the solution of arithmetic problems than any other factors.

• Education of Primary School Mathematics
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• v.23 no.2
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• pp.73-85
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• 2020

The purpose of this study was to examine the influence of the auxiliary questions of word problems presented to students on their problem solving-strategies and mathematical thinking and to discuss the educational implications of the results. As a result of making an analysis, problems that included auxiliary questions to give information on workable problem-solving strategies made it more possible for students of different levels to do relatively equal mathematical thinking than problems that didn't by inducing them to adopt efficient problem-solving strategies. And they were helpful for the students in the middle and lower tiers to find a clue for problem solving without giving up. But it's unclear whether the problems that provided possible strategies through the auxiliary questions stirred up the analogical thinking of the students. In addition, due to the impact of the problems provided, some students failed to adopt a strategy that they could have come up with on their own. On the contrary, when the students solved word problems that just offered basic recommendation by minimizing auxiliary questions, the upper-tiered students could devise various strategies, but in the case of the students in the middle and lower tiers, those who gave up easily or who couldn't find an answer were relatively larger in number.