• The Transactions of the Korea Information Processing Society
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• v.6 no.5
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• pp.1323-1331
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• 1999

This paper suggests a multimedia educational system which has the ability to extract intelligent instruction on the distributed environment. The proposed system is designed for supporting individual instruction and real time user interaction. As the system based on CORBA, we put group managing module on it for multi user environment, so it has ability for distributed computing facilities. Using MHEG standard, we can provide multimedia courseware and real time user interaction. To diagnose students' responses and generate evaluations, we use several linguistic variables of fuzzy theory. There are two major advantages for using this system. This system can provide dynamic generation of problems and the ability to provide a dynamic instruction strategy. And it can increase reusability of courseware material for using standard of multimedia representation and communication. We use CORBA and MHEG to overcome the disadvantage of the Web, passive protocol and poor interactivity, HTTP.

• Journal of Educational Research in Mathematics
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• v.12 no.3
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• pp.425-442
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• 2002

One of important topics in mathematics education research is communication. Mathematical communication consists of writing, reading, listening and speaking. But, research on reading has not yet to have a commensurate emphasis, despite important changes that have occurred in the theory and practice of communication. This study is intended to search for reading in school mathematics. First, we explore theories of reading and reading instruction. Second, the factors involved in reading are examined. These factors are learners, texts and teachers. Third, we provide a variety of reading strategies that are reading and enacting strategy, reconstructing strategy, presupposing strategy, becoming an author strategy, sketch to stretch strategy and reading- cooperative learning strategy. They will help students to foster students' mathematical ability as well as reading skill.

• Education of Primary School Mathematics
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• v.19 no.3
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• pp.249-260
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• 2016

The purpose of this study was to analyze the effectiveness of an instruction to enhance students' questioning, that is 'mathematics instruction with students' question using question card' In order to achieve the goal of this study, research questions were established as follows. Is there any significant improvement on perception of mathematics classroom culture through 'mathematics instruction with students question using question card' Is there any significant improvement on mathematics learning attitude through 'mathematics instruction with students question using question card' The findings of this experimental results were obtained as follows. There was significant statistical difference in perception of mathematics classroom culture between the experimental group and control group. It also shown that instruction with students' questioning improved participants' mathematics learning attitude. In conclusion, the instruction with students' questioning using question card can be effective teaching strategy of improving students' perception of mathematics classroom culture and mathematics learning attitude.

• School Mathematics
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• v.9 no.4
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• pp.447-466
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• 2007

Math education in schools have to enable students to understand the importance of math and nurture the capacity to resolve various problems in daily life with reasoning, which is therefore, always applicable to the actual world. Proportional reasoning capacity is being often used in daily life, and some kind of unit is not fixed. So students are considering it very difficult. This study looks into the difficulties that students have in proportional reasoning, what kind of problem solving strategy is being used, what the problems are in current textbooks, etc. Based on this, it tried to check the concept changes in students' proportional reasoning by developing the instruction program for 'proportional expression' unit in the 6th grade. Based on the results, this study analyzes the features of proportional reasoning instruction programs and the instruction results. Also it analyzes in-advance & after examination papers of the experimental class and comparison class to contribute to the instruction method and instruction contents improvement of 'proportional expression' unit.

• Hwankyungkyoyuk
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• v.20 no.2
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• pp.1-15
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• 2007

The Environmental problem solving model is an instructional strategy to accomplish the aim of environmental education through investigation of environmental problems and issues of the community. This study is intended to compare the instructional effect of the structured model with the unstructured model of environmental problem solving. The experimental group received the structured instruction and the control group received the unstructured instruction. There did not appear to be any significant difference between the groups in regard to knowledge but in regard to knowledge of environmental issues, the experimental group was more effective than the control group. No significant differences existed between the groups in attitude. In regard to investigating skill and evaluation of environmental issues, the experimental group was significantly more effective than the control group. The experimental group was significantly more effective than the control group in regard to environmental action skills. To foster responsible environmental behavior, environmental education a number of methodologies must be considered and learners must be trained to become problem-solving citizens. It was noted that the structured instruction was more effective than the unstructured instruction in middle school where environmental issues were not taught as an independent subject. We conclude that environmental education must be systematically constructed and taught in a manner which takes into account both its goals and the characteristics of the various learners. We conclude that environmental education must be systematically constructed and taught in a manner which takes into account both its internal goals and the situations within which various types of learners explore environmental issues and solutions.

• Journal of Korean Library and Information Science Society
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• v.44 no.3
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• pp.261-286
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• 2013

I studied on the application of creativity to reading instruction in this paper. Reading strategies and creative thinking skills are categorized. And these are incorporated in the time process of reading instruction. In pre-reading process, Using Prior Knowledge and Reasoning of reading strategies are used and these are incorporated in Fluency and Creativity of the divergent thinking skill. In reading process, Increasing Sensitivity to Text Elements with the Highest Information Load and Structuring and Recognizing Structures of reading strategies are used and these are incorporated in Flexibility and Creativity of the divergent thinking skill. In post-reading process, Reasoning of reading strategies are used and these are incorporated in Creativity of the divergent thinking skill and convergent thinking skill.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.181-191
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• 2003

In this study, the effects of metacognitive teaching strategy on the students' scientific inquiry ability and scientific attitude were investigated. For the study, two classes of fourth grade from an elementary school in Busan were chosen. Each class was assigned to the experimental group which metacognitive teaching strategy was applied to and the comparative group that traditional teaching method was applied to. The tests of scientific inquiry ability and scientific attitude were administered before and after the instruction period. The results of this study were as follows. There were significant differences between the experimental group and comparative group in scientific inquiry ability and scientific attitude. It was concluded that metacognitive teaching strategy was more effective in the improvement of students' scientific inquiry ability and scientific attitude.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.385-392
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• 2006

This study investigated the effects of weekly reports as a method for encouraging student questions in middle school science instruction by focusing on student conceptual understanding, achievement, concept map, and perceptions of weekly reports. Seventh graders (N=211) from a middle school were assigned to control and weekly reports (WR) groups. All students were taught about the 'three states of matter', the 'motion of molecules', and the 'change of states and thermal energy' for eighteen class hours. Students in the WR group were required to write weekly reports for six of those periods. Results revealed that conception test scores for the WR group were significantly higher than those for the control group. Compared conception test scores by learning strategy, students using a surface learning strategy in the WR group scored significantly higher than those in the control group. While students employing a deep learning strategy in the WR group also performed better than those in the control group, the difference was relatively small. The scores of an achievement test and a concept map test for the WR group were significantly higher than those for the control group. However, there were no significant interactions between instruction and students' learning strategy in the two variables. It was also found that most students in the WR group positively perceived weekly reports.

• Journal of the Korean earth science society
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• v.26 no.3
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• pp.175-182
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• 2005

The purpose of this study was to investigate the effects of STS (Science, Technology and Society) instruction on 5th graders learning motivation and scientific attitudes, using ARCS (Attention, Relevance, Confidence, Satisfaction) strategies. A total of 53 fifth grade students were sampled from an elementary school, and were assigned to the experimental and the control groups. For four weeks, the experimental group was treated with STS instruction using ARCS strategies while the control group was treated with traditional instruction. The result of this study showed that STS instruction using ARCS strategies was more effective in the development of students' learning motivation and scientific attitudes.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.123-142
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• 2011

Recently, a number of researches acknowledge the importance of 'reflection' and 'reflective teacher education,' and they highlight the implication of 'reflection' on the teacher's profession or the teacher education. The reflective thought is interpreted as a subject that should be taught or a sort of strategy that a teacher should learn, while the aspect is excluded that reflection is the interaction between the innate knowledge and the practice. As a result, the reflective teacher education programs that increase the level of reflection are developed and practiced, and the reflection is accepted as a tool for increasing teacher professionalism. Reflective teaching is en essential and basic element for the development of teacher knowledge. In particular, such teacher knowledge might be being gradually expanded by a teacher's self-assessment on reflection on his own instruction. For this reason, this study develops an assessment framework on instruction which is comprized of teacher knowledge and instructional process. To accomplish this, in this study, teacher knowledge is considered as a whole practice knowledge combined by subject matter knowledge, understanding of learners, teaching and learning methods and assessment, and instructional environment. Also, success on instruction in mathematics class might depend on the acquisition of teacher knowledge, instructional planning, instructional execution, and furthermore reflection on instruction. Especially, this study emphasizes that 'reflection on instruction', the most important step of instruction be reflected and examined by the teacher himself.