• 한국조경학회지
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• 제31권6호
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• pp.41-52
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• 2004

Recently, park usage for environmental education has gained popularity in Seoul. Therefore this study was performed by analyzing the status and problems of nature classrooms in neighborhood parks and citizen's parks that are located in residential areas in Seoul, and then by suggesting improved methods and user programs. The results of this study are summarized as follows. 1) 18 out of 281 neighborhood parks and citizen's parks have nature classrooms in Seoul. Facilities of nature classroom are comprised of direction signs, plant name card, pond, pavilion, pergola, bench, green house, waste baskets, lighting, drinking fountain and others. However, they have many problems in terms of quality. Nature classrooms were classified into three types according to their location in each park. Among the three types, the most popular type was the one that is a part of a park A Total of 479 species of plant (155 species in tree, 324 species in herb) were planted in nature classrooms. There are many kinds of environmental education user programs, but these are not connected with the nature classrooms. Most nature education programs in nature classrooms were self-guided. 2) The Problems that appeared were the featureless place composition, a lack of programs related to nature classrooms, access restriction to certain natured areas, and so on. 3) Finally, this study suggests some solutions to the problems of nature classrooms in urban parks. The solutions include full access to the parks, the creation of diverse theme, and setting up interesting panel and leaflets in order to encourage more active self-guided education.

• 한국지구과학회지
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• 제25권3호
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• pp.129-141
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• 2004

A peer assessment method was implemented as part of an action research project where the primary goal was to create constructivist science classrooms. Student reflective writings, which had been created in the process of action research, were analyzed to examine the perceptions of the students concerning the peer assessment method employed in their earth science classrooms. Five perception categories and thirteen statements were developed from the student writings. These indicated that the students appreciated the positive nature of peer assessment and the effects of it as an alternative method for promoting learning. It was also revealed, however, that some students displayed inappropriate behaviors toward peer assessment which led to negative perceptions of the new assessment method. Implications for future use of peer assessment in science classrooms are discussed. Limitations founded in the present study as well as possible solutions are provided.

• 한국지구과학회지
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• 제26권4호
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• pp.329-335
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• 2005

The purpose of this study is to suggest the modification of activities to introduce the nature of science in earth science classrooms. A small modification can turn ordinary textbook activities into the nature of science activities. Since earth science could provide a good basis for the tentative, creative, and socially and culturally embedded nature of science, as well as appropriate understanding about scientific methods, careful modification of earth science activities could be effective for students to understand the nature of science. Considering which aspects of the nature of science are appropriate, along with the possible change in the activity, teachers will be able to modify textbook activities effectively. An example modification of H-R diagram activity was also suggested.

• 인간식물환경학회지
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• 제24권1호
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• pp.29-38
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• 2021

Background and objective: The physical environment where children spend most of their time is closely associated with their emotional development. To improve the emotional health of children, the introduction of natural elements in the indoor space has been suggested, the benefits of which have been shown in preliminary studies. This study aims to examine the effects that a biowall - a wall installation - in a classroom has on the emotional health of children in kindergarten. Methods: A total of four biowalls were separately installed in four kindergarten classrooms at a school in Seoul, South Korea, and the 60 children in these classrooms participated in the study. We assessed the children's emotional intelligence (via an Emotional Intelligence Rating Scale), resilience (via the Devereux Early Childhood Assessment), and eco-friendly attitudes (via the Children's Attitudes Toward Scale) before the installation of the biowalls and then again 3 months later. Results: The children's emotional intelligence, resilience, and eco-friendly attitudes had been significantly improved after the installation of the biowalls (p = .01). The sub-categories of the children's emotional intelligence and resilience were also significantly improved (p < .001). Conclusion: This study demonstrates the potential of biowalls-as an indoor environmental factor-in promoting the healthy emotional development of children. By bringing natural elements into indoor classroom settings, biowalls appear to increase children's direct/indirect contact with nature. To extrapolate the results of the study to the general population, future studies should be conducted with broader age groups.

• 교육시설
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• 제11권6호
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• pp.43-53
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• 2004

The future society, a knowledge and information society and at the same time a lifelong learning society, may be defined as the society that will embody the concept of human nature to help all the members of the society live together. The conclusions on the analysis of the types of classrooms $vis-\grave{a}-vis$ the special skills and aptitude training for students, lifelong education programs, and direction of spaces with free access after school hours are as follows : The spaces for school facilities in each domain are elaborated in Table 5. and Table 6. For spaces for special skills, aptitude programs, and lifelong education programs, there are general lecture rooms, special classrooms, and arts and physical fitness classrooms since most of the educational programs consist of culture, jobs, and hobby-related activities. Spaces are divided further into those exclusively for specific subjects and those for common use that can be utilized after school hours. They are presented in Table 8. Based on the conclusion with respect to the laying out of spaces in regular high schools, exclusive spaces for each subject and spaces for common use after school hours should be separately arranged.

• 한국초등수학교육학회지
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• 제1권1호
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• pp.87-98
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• 1997

실천은 내용으로서의 실천과 방법으로서의 실천으로 분류된다. 수하의 실천적 본질은 실제로 행하여진 수학자의 활동을 의미한다. 방법으로서의 실천을 위해서 학생들은 수학자의 도제가 된 입장에서 수학을 마치 수학자가 일상에서 하듯 배울 수도 있다. 수학을 배운다는 것은 공통의 언어를 공유하는 실천가들 사이에 진행되는 대회에 들어가는 것을 의미한다. 수학 교실의 모습은 수학의 내용을 개념과 절차의 형태로 획득하늘 활동으로 이루어지는 것이 아니라 수학적 사고의 개인적 실천과 협동적 실천으로 이루어져야 한다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제13권2호
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• pp.91-101
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• 2009

The mathematics curriculum reform has been carried out for almost five years (2004-2008) in the mainland China. But the teaching and learning in mathematics classrooms still are traditional in nature. Analyzing from the cultural angle, some reasons can be found: the orientation of teachers' role, teaching, and learning, the relationships between a teacher and the students, understanding the mathematics, and examination.

• 한국과학교육학회지
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• 제27권7호
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• pp.645-662
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• 2007

본 연구의 목적은 우리나라 중등학교 과학 수업에서 모델이 활용되는 양상을 탐색하는 것이었다. 대기 및 해양 지구과학에 관련된 총 13개의 비디오 녹화 자료와 그것들의 전사본을 계량적인 방법과 질적인 방법으로 분석하고, 3명의 현장 교사들과 면담을 수행하였다. 연구의 결과는 서로 연관된 여섯 가지 주장들로 요약되었다. 즉, 1) 우리나라 중등학교의 대기 및 해양 지구과학 관련 수업에서는 평면적 그림 모델과 기호 모델, 모상 모델과 도해적 모델이 주로 활용된다. 2) 지구과학 수업에서 교사들은 모델을 교과 내용을 전달하기 위한 하나의 표상 형식으로서 활용한다. 3) 우리나라 중등학교 지구과학 수업에서 교사들은 이미 그 구조가 결정된 전형적인 모델을 집중적으로 활용한다. 4) 지구과학 수업에서 종종 학생들이 직접 모델을 다룰 때에는 모든 학생들이 동일한 모델을 가지고 유사한 절차에 따라 활동에 참여한다. 5) 지구과학 수업에서 교사가 과학적 모델의 본성에 대해 설명하는 경우는 거의 없으며, 학생들이 과학적 모델의 본성에 대해 생각해 볼 수 있는 기회 또한 거의 제공하지 않는다. 6) 교사들은 지구과학 수업에서 과학적 모델을 활용하는 일의 가치가 교사의 교수법적인 의도에 비추어 판단되어야 한다고 생각한다. 이러한 연구 결과를 바탕으로 모델을 활용한 과학 수업과 과학 교육 연구에서 고려해야 할 점들을 논의하였다.

• 교육녹색환경연구
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• 제7권1호
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• pp.29-38
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• 2008

The purpose of this study was to discuss how traditional construction practices could be applied to school buildings. The spatial arrangement and constituents of Seoweon and Hyanggyo buildings were analyzed, and the spatial arrangement and ground plans of current schools were analyzed as well. As a result, it's found that how the characteristics of traditional architecture should be reflected in today's school design is one of critical matters that need an immediate attention. Based on the case study, there are some suggestions about the application of traditional construction techniques to school buildings: (1) The link between internal and external spaces should be stressed. The type of spatial configuration the could ensure nature accessibility is required. (2) The use of environment-friendly materials is recommended, and classrooms should be arranged in a way to let them function as multipurpose educational spaces. (3) It's not advisable to construct school buildings according to the sung-Confucianistic construction techniques of traditional educational institutions, but there should evidently be a change in tasteless school buildings, They should be built in small size and in consideration of harmony with nature and ecosystem, and boarding schools should be constructed in a more careful and discreet manner.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권2호
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• pp.99-121
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• 2019

This article looks back and also looks forward at the values aspect of school mathematics teaching and learning. Looking back, it draws on existing academic knowledge to explain why the values construct has been regarded in recent writings as a conative variable, that is, associated with willingness and motivation. The discussion highlights the tripartite model of the human mind which was first conceptualised in the eighteenth century, emphasising the intertwined and mutually enabling processes of cognition, affect, and conation. The article also discusses what we already know about the nature of values, which suggests that values are both consistent and malleable. The trend in mathematics educational research into values over the last three decades or so is outlined. These allow for an updated definition of values in mathematics education to be offered in this article. Considering the categories of values that might be found in mathematics classrooms, an argument is also made for more attention to be paid to general educational values. After all, the potential of the values construct in mathematics education research extends beyond student understanding of and performance in mathematics, to realising an ethical mathematics education which is important for thriveability in the Fourth Industrial Revolution. Looking ahead, then, this article outlines a 4-step values development approach for implementation in the classroom, involving Justifying, Essaying, Declaring, and Identifying. With an acronym of JEDI, this novel approach has been informed by the theories of 'saying is believing', self-persuasion, insufficient justification, and abstract construals.