• Journal of The Korean Association of Information Education
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• v.14 no.4
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• pp.571-588
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• 2010

IPTV, a convergence service of broadcasting and communication, draws an attention as an educational media that provides various advantages including top quality of screen, easy access, and protection from harmful contents. In addition, a successful IPTV learning requires learners' active participations. Yet, the research on educational applications of IPTV is at the early stage focusing on teachers and developers' perspectives. Therefore, the present study conducted a survey on learners' current IPTV usage and intentions to use. Reflecting the results of the survey, we developed learner-centered IPTV learning scenarios based on self-regulated learning strategies and suggested its implementations.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.389-409
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• 2009

This article was to investigate the previous research as a research synthesis in the area of Mathematics Education for students with diversity including multi-cultural education, language minority, and social economic status. The following summaries were made: Recognizing equity in students with diversity; Restoring teachers' perspectives toward poststandardization; Introducing creative curricular based on students' characteristics; Application of the direct instruction; Foci on interests, challenges and mastery learning; Application of Anchored Instruction; Application of CRA; Tasks, tools, & classroom norms; Enhancement of connection and communication using small-group activity; Development of programs enriched by bilingual education; and Producing curriculum for students from North Korea.

• The Mathematical Education
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• v.63 no.1
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• pp.105-122
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• 2024

This study analyzed the research trends of 101 articles published in prominent international mathematics education journals over 24 years from 2000, when NCTM's recommendation emphasizing argumentation was released, until September 2023. We first examined the overall trend of argumentation research and then analyzed representative research topics. We found that students were the focus of the studies. However, several studies focused on teachers. More studies were examined in secondary school than in elementary school, and many were conducted in argumentation in classroom contexts. We also found that argumentation research is becoming increasingly popular in international journals. The representative research topics included 'teaching practice,' 'argumentation structure,' 'proof,' 'student understanding,' and 'student reasoning.' Based on our findings, we could categorize three perspectives on argumentation: formal, contextual, and purposeful. This paper concludes with implications on the meaning and role of argumentation in Korean mathematics education.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.179-197
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• 2015

Based on the importance of spatial thinking to understand celestial motion, this study aimed to investigate how spatial thinking was treated in astronomy classes. For this study, we analyzed four elementary teachers' science classes about the unit 'solar systems and stars' in 5th grade in terms of spatial thinking. The results showed that sharing perspectives and orientation explicitly between a teacher and students were important for students to understand celestial motion. Providing the earth-based and the space-based viewpoints simultaneously were helpful for students' understanding of celestial motion. Based on these results, this study suggested that clarifying the viewpoint and orientation, showing the earth-based and the space-based viewpoint simultaneously, and reorganizing the relative units of astronomy based on celestial motion and spatial thinking.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.735-760
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• 2009

Most of every teachers' life is occupied with his or her instruction, and a classroom is a laboratory for mutual development between teacher and students also. Namely, a teacher's professionalism can be enhanced by circulations of continual reflection, experiment, verification in the laboratory. Professional development is pursued primarily through teachers' reflective practices, especially instruction practices which is grounded on $Sch\ddot{o}n's$ epistemology of practices. And a thorough penetration about situations or realities and an exact understanding about students that are now being faced are foundations of reflective practices. In this study, at first, we explored the implications of earlier studies for discussing a teacher's practice. We could found two essential consequences through reviewing existing studies about classroom and instructions. One is a calling upon transition of perspectives about instruction, and the other is a suggestion of necessity of a teachers' reflective practices. Subsequently, we will talking about an instance of a middle school mathematics teacher's practices. We observed her instructions for a year. She has created her own practical knowledges through circulation of reflection and practices over the years. In her classroom, there were three mutual interaction structures included in a rich expressive environments. The first one is students' thinking and justifying in their seats. The second is a student's explaining at his or her feet. The last is a student's coming out to solve and explain problem. The main substances of her practical know ledges are creating of interaction structures and facilitating students' spontaneous changes. And the endeavor and experiment for diagnosing trouble and finding alternative when she came across an obstacles are also main elements of her practical knowledges Now, we can interpret her process of creating practical knowledge as a process of self-directed professional development when the fact that reflection and practices are the kernel of a teacher's professional development is taken into account.

• Journal of Internet Computing and Services
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• v.16 no.6
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• pp.123-131
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• 2015

Recently the development of ICT has a big impact on education field, and diffusion of smart devices has brought new education paradigm. Since people has an opportunity to use various contents anytime and communicate in an interactive way, the method of learning has changing. In 2011, Korean government has established the smart education promotion plan to be a first mover in the paradigm shift from e-learning to smart learning. Especially, government aimed to improve the quality of learning materials and method in public schools, and also to decrease the high expenditure on private education. However, the achievement of smart education policy has not emerged yet, and the refinement of smart learning policy and strategy is essential at this moment. Therefore, the purpose of this study is to propose the successful strategies for smart learning in public education. First, this study explores the status of public education and smart learning environment in Korea. Then, it derives the key success factors through SWOT(Strength, Weakness, Opportunity, Threat) analysis, and suggests strategic priorities through AHP(Analytic Hierarchy Priority) method. The interview and survey were conducted with total 20 teachers, who works in public schools. As a results, focusing on weakness-threat(WT) strategy is the most prior goal for public education, to activate the smart learning. As sub-factors, promoting the education programs for teachers($W_2$), which is still a weakness, appeared as the most important factor to be improved. The second sub-factor with high priority was an efficient optimizing the capability of new learning method($S_4$), which is a strength of systematic public education environment. The third sub-factor with high priority was the extension of limited government support($T_4$), which could be a threat to other public schools with no financial support. In other words, the results implicate that government institution factors should be considered with high priority to make invisible achievement in smart learning. This study is significant as an initial approach with strategic perspective for public education. While the limitation of this study is that survey and interview were conducted with only teachers. Accordingly, the future study needs to be analyzed in effectiveness and feasibility, by considering perspectives from field experts and policy makers.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.721-738
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• 2018

Nature of Science(NOS) has been a well-organized focus of science education and one of the key elements in defining and cultivating scientific literacy for more than a century. In recent years, a specific description of NOS, which is often known as 'the consensus view of NOS', has become very influential and has gained ready acceptance as an arrangement for both curriculum building and research into understanding of NOS by students and teachers in many countries around the world. This study has two purposes; one is to review some debates and criticism on the consensus view of NOS which consists of a list of sentences to describe nature of refined and general science, which have been heated up for the last few years by many prominent science education researchers, and the other is to consider alternative perspectives on NOS for the purpose of a new direction of NOS education. As a result of an investigation into such views as 'Teaching about NOS', 'Critical NOS', 'Critical Thinking-NOS', 'Whole Science', 'Features of Science' and 'Reconceptualized Family Resemblance Approach to NOS', some implications which focus on the generality and plurality of content knowledge of NOS based on current philosophy of science and sociology of scientific knowledge are suggested for the improvement of teaching and learning NOS.

• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.88-100
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• 2020

This is an exploratory study based on the literature reviews which examined the possibilities and necessities of multimodal writing curriculum for liberal education. The purpose of this study is to analyze the existing research results which utilized the teaching methods associating music and writing, and to find the educational implications, and finally in terms of writing education, to suggest the possibilities of writing classes' convergent forms with music extracted from the results of the existing studies. Those studies were categorized to four patterns: WAC, effects of therapy, materials for writing, and new literacy. Based on Meyrowitz's perspective, firstly music can be utilized as a circumstance, which means a teacher can indirectly take the emotional, reminding, and healing effects of background musics. Secondly, music can play an important role of materials in thinking and writing, which is the most generally utilized pattern today. The effects are found in all of affective, cognitive, and strategic domains by utilizing music as a sort of reading materials. Thirdly, the convergent writing of music and narrative is suggested. Music is an independent language that can interact with narrative and construct text meanings in this kind of writing classes. These three dimensions of convergence have different perspectives, but sometimes occur at a same time or as a connected pattern. This study proposes that writing teachers need to improve their competence in music as well and to have professional concerns and efforts to develop their convergent writing teaching skills with music for these classes. Finally, this study stresses that team teaching can be an alternative for them.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.277-294
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• 2023

Science education researchers have discussed more effective STPD(Science Teacher Professional Development) based on a variety of perspectives, pointing out the limitations of traditional STPD. In this study, we selected eight major issues for more efficient STPD based on the literature review, summarized the literature review contents for each issue, and proposed a draft STPD standard based on the literature review. Using the draft STPD standard, a questionnaire for the Delphi survey was developed and a two-phase Delphi survey was conducted. The questionnaire consisted of 25 statements describing the STPD standard, and respondents were asked to indicate the validity and importance of the statement on a Likert scale, followed by an explanation and suggestions for revision. Twenty-one science educators and science teachers participated in the Delphi survey, and the results of the second round of the survey showed high levels of agreement on the validity and importance of all statements describing the STPD standard. For the content validity ratio and coefficient of variation, all statements met the criteria, and for the convergence and consensus, all but two statements met the criteria. Two statements were revised to reflect comments from the Delphi survey and were included in the final STPD standard. As a result, we developed STPD standard consisting of 23 statements in eight categories, and we discussed the disadvantages and advantages of the developed STPD standard and how to utilize them, as well as suggestions for future improvement and research.

• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.43-65
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• 2011

The purpose of this study was to investigate the current status of English education for toddlers at home and institutes, and influential variables upon mothers' demand on English education for their toddlers. Four hundred forty-one mothers who have toddlers under 36 months-old were surveyed using a questionnaire. Data were analyzed using frequency and logistic regression. Results of this study were as follows: It was found that 30.9% of mothers were providing English education to their toddlers. They started English education when their toddlers were between 24 months and 36 months because of parents' decision or English education in child care centers. English education was mostly given to their toddlers once or twice a week, less than 30 minutes a time with Korean teachers who majored in English. English lessons were focused on simple dialogue using multi media, worksheets, and workbooks. In other sense, 66.0% of mothers showed a positive perspective toward English education for toddlers. The higher salary, years of education, and degree of agreement on English education based on physiological, linguistic, and social perspectives were, the stronger the demand on English education was. Results of this study suggested that appropriate guidance for English education for toddlers needs to be provided.