• Journal of The Korean Association of Information Education
• /
• v.20 no.1
• /
• pp.13-20
• /
• 2016

Data are numbers and texts, images, sound etc in real world. But, data is represented as a sequence of 1s and 0s in computer. It is very difficult that elementary students understand the concept of data representation through traditional lecture method. In this paper, we analyzed the software education curriculum of KAIE and selected contents of data representation education for the mid-grade elementary students. Also, we developed teaching- learning materials and multimedia contents for data representation education. The method proposed in this paper is expected to contribute to software education for data representation education.

• Communications for Statistical Applications and Methods
• /
• v.18 no.1
• /
• pp.35-45
• /
• 2011

Some researchers insist that many students respond to the course evaluation surveys without sincerity and even without reading the questions. To analyze the pattern of student responses, the results of course evaluations for five semesters at Jeonbuk National University are reviewed. In mandatory course evaluations, 20% of the students marked the same option numbers to all questions regarding their lectures. In addition, consistent responses were over 50%. These results show that the university administration should reform the current course evaluation system in all respects.

• Education of Primary School Mathematics
• /
• v.8 no.2 s.16
• /
• pp.97-113
• /
• 2004

The purpose of this study is to develop instructional methods for the formalized algorithm through informal knowledge in teaching division of fractions. The following results have been drawn from this study: First, before students learn formal knowledge about division of fractions, they knowledge or strategies to solve problems such as direct modeling strategies, languages to reason mathematically, and using operational expressions. Second, students could solve problems using informal knowledge which is based on partitioning. But they could not solve problems as the numbers involved in problems became complex. In the beginning, they could not reinvent invert-and-multiply rule only by concrete models. However, with the researcher's guidance, they can understand the meaning of a reciprocal number by using concrete models. Moreover, they had an ability to apply the pattern of solving problems when dividend is 1 into division problems of fractions when dividend is fraction. Third, instructional activities were developed by using the results of the teaching experiment performed in the second research step. They consist of student's worksheets and teachers' guides. In conclusion, formalizing students' informal knowledge can make students understand formal knowledge meaningfully and it has a potential that promote mathematical thinking. The teaching-learning activities developed in this study can be an example to help teachers formalize students' informal knowledge.

• Journal of Gifted/Talented Education
• /
• v.20 no.1
• /
• pp.347-368
• /
• 2010

With wide recognition of importance on gifted elementary school students in computer, the numbers of public and private institutes recognizing and fostering the gifted elementary school students in computer have been increasing. In this paper, the current status and improvement plans of curriculum for gifted students in computer are discussed. First of all, a gifted student in computer is defined based on the diverse characteristics and conditions of those students. Then the current status of gifted information education curriculum is presented. Based on the discussion, various improvement plans for gifted elementary information education are proposed. Those plans include 1)development of standard curriculum, 2)development of curriculum reflecting knowledge, application and ethics of information education, 3)development of standard discriminant tools, 4)development of educational objectives, 5)development of educational contents 6)development of teaching-learning models and 7)development of evaluation methods.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.20 no.4
• /
• pp.577-586
• /
• 2014

Purpose: This study investigates patterns of small group interaction and examines the influence among graduate nursing students of online collaborative learning strategies on small group interaction patterns, task performance and learning attitude in web-based team learning environments. Method: To analyze patterns of small group interaction, group discussion dialogues were reviewed by two instructors. Groups were divided into two categories depending on the type of feedback given (passive or active). For task performance, evaluation of learning processes and numbers of postings were examined. Learning attitude toward group study and coursework were measured via scales. Results: Explorative interactions were still low among graduate nursing students. Among the students given active feedback, considerable individual variability in interaction frequency was revealed and some students did not show any specific type of interaction pattern. Whether given active or passive feedback, groups exhibited no significant differences in terms of task performance and learning attitude. Also, frequent group interaction was significantly related to greater task performance. Conclusion: Active feedback strategies should be modified to improve task performance and learning attitude among graduate nursing students.

• Journal of Elementary Mathematics Education in Korea
• /
• v.15 no.3
• /
• pp.599-617
• /
• 2011

This study is aimed at finding some drawbacks of current elementary mathematics textbooks and to give suggestions for ongoing new textbooks according to 2009 revised curriculums, by comparing and analyzing Korean textbooks and chinese textbooks of People's Education Press. The areas are confined to number concepts, addition and subtraction for comparative analyzing. The results are followings: Korea textbooks have more verbal expressions, designated instructive activities for students to do, similar algorithm applied for enlarging mathematical concepts, bigger number concepts and number usage of operations, and monotonous number sense activities. Therefore Korean textbooks, compared to China's, is more weaker in areas such as encouraging student's interest, in challenging mathematics, and in forming fundamental mathematical concept.

• School Mathematics
• /
• v.9 no.3
• /
• pp.427-445
• /
• 2007

This study presents the results of a case study that investigated a seventh grader's fractional reasoning related to multiplicative reasoning. In addition, by employing domain analysis and taxonomic analysis for analyzing qualitative data, I show how a qualitative methodology was used for the data collected by teaching experiment methodology. The study identifies three distinct issues that emerged as the student engaged in solving fraction problems: a view of fractions as operations vs. results, the issue of units, and mixed numbers vs. improper fractions. These three issues have instructional implications in that each of them is critical in developing multiplicative reasoning and investigating how they relate to each other suggests a way to improve multiplicative reasoning in fractional contexts.

• Journal of The Korean Association For Science Education
• /
• v.33 no.4
• /
• pp.778-793
• /
• 2013

The purpose of this study is to analyze observation characteristics through eye movement according to cognitive styles. To do this, we developed observation tasks that show the differences between wholistic cognitive style group and analytic cognitive style group, measured eye movement of university students with different cognitive styles after being given an observation task. The difference between two cognitive style groups is confirmed by analysing gathered statistics and visualization data. The findings of this study are as follows: First, to compare fixation time and frequency, we compared the average value of total time used in the observation task by the wholistic cognitive style group and analytic cognitive style group. The numbers of Fixation (total) and number of Fixations (30s), is based on the fact that the wholistic cognitive style group has more numbers of fixation (Total) and number of fixations (30s) means the wholistic cognitive style group can observe more points or overall features than the analytic cognitive style group, in contrast, the analytic cognitive style group tend to focus on a particular detail, and observe less numbers of points. Second, to compare observation object and area by cognitive style, the outcome of analysing visualization data shows that wholistic cognitive style group observes the surrounding environment of spider and web on a wider area, on the other hand, the analytic cognitive style group observes by focusing on the spider itself. Through the result of this study, there are differences in observation time, frequency, object, area, and ratio from the two cognitive styles. It also shows the reason why each student has varied outcome, from the difference of information following their cognitive styles, and the result of this study helps to figure out and give direction as to what observation fulfillment is more suitable for each student.

• School Mathematics
• /
• v.18 no.1
• /
• pp.143-157
• /
• 2016

North Korea had been reorganized its educational curriculum and new contexts were authored in 2013. In this study, mathematics contexts of North Korean secondary school's first grade in 2009 and 2013 were investigated. And the changes of content structure, content development, and content composition were analyzed. Results were as follows: First, with respect to the content structure, 1 chapter decreased, while lesson number was intact and 4 subunits increased. Second, with respect to the content development, considerable changes were presented. The tendencies that encouraged student and pursued a student friendly form were investigated. Third, with respect to the content composition, obvious changes were presented. It was investigated that the ratio of numbers and number operations, letters and expressions decreased nearly half. And new contents were supplemented in the areas of patterns, geometry, functions, probability and statics, equation of figures, set and statement. This changes suggests that differences between contexts of South and North Korea is narrowing compared to the past. In conclusion, the direction of North Korean mathematical education is changing for the general direction of South Korean mathematical education.

• Journal of Korean Elementary Science Education
• /
• v.19 no.2
• /
• pp.1-13
• /
• 2000

The purposes of this study were to survey the elementary students' conceptions of electric circuits and of electric currents, and to explore the relationships between them. The questionaire were developed into matched forms which corresponds to each conceptions of electric circuits and electric currents. The elementary students were selected from 4th and 5th grade in a elementary school in a large local city, which of the total numbers of students were 163. The student who have well-developed conception in electric circuits are superior in conceptions of electric currents to other student who have not in each items of questionnaire required to draw a simple basic electric circuits for lightening the bulb, to select the basic elements of circuits, to identify the arrangement of batteries and bulbs. So we concluded that the scientific conceptions of electric circuits could contribute to the scientific conceptions of electric currents, as expected in elementary science textbooks.