• Education of Primary School Mathematics
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• v.3 no.1
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• pp.79-88
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• 1999

This paper shows how the social tradition and belief of korea on education affects teachers and students and learning. 1 Interview with teacher. During surveying this teacher's class, we knowed that the teacher have accentuated algorism loaming and preparation fur external examination in math class. Teacher's beliefs about mathematics have a strong effect on the method of class and the performance of problem solving 2. Interview with students and short test. 1) Students usually had fine ability of calculation for number. But Many pupils didn't know the meaning of the operations. 2) The most of pupils are good at routine math problem solving but when the question whose the condition don't meet was given, they experienced difficulties.3.Korean sociocultural specialty on education: The korean place high emphasis on education and think of education as the means of success. This emphasis can be traced to the Confucian view. 1) tradition on examination culture. 2) the traditional convention of the learning method. Korean sociocultural specialty on education play role of strengthen role learning and algorism class. The important things to education reformation are getting a balance between practice and understanding. we should make changes not only in national dimension but also in math class.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.15-28
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• 2007

From a social constructivists' perspective, knowledge is not transmitted by language but it is constructed by social interactions with others. That is, it is viewed in social constructivism that learning is a process in which knowledge is constructed by communicative interactions with more capable others. In this vein, a class might be analyzed and characterized in terms of interactional patterns of teacher-student and student-student in class. For this, a primary math class was selected and observed and it was analyzed by the Flanders category system to investigate the effects of the math teaching based on verbal interactions on the learning of math. The class was taught in a teacher-centered and direct way but in the class math knowledge was taught through univocal communications in the form of question-answer. The results of this study appeared to suggest that verbal interactional patterns should take place frequently in math teaching in the sequence of a teacher's questions$\to$students' extensive responses $\to$ positive feedback for the students' responses by the teacher $\to$ the acceptance of the students' responses $\to$ the teacher's explanation or students' questions. In other words, math might be taught more effectively through the verbal discourse patterns proposed in this study.

• Journal of the Korean Chemical Society
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• v.56 no.5
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• pp.648-657
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• 2012

This study is examined for the effects of question generating strategy and feedback(teacher feedback and student peer reviews) on science achievement, self-efficiency and perception of the class in the middle school. Three classes of middle school 1st grade in a city were sampled for the study. The students in comparative group took traditional lessons and solved questions presented on worksheets distributed by a teacher. On the other hand, the students in the experimental groups 1 and 2 generated and solved questions by themselves after traditional lessons and then participated in the activity with peer's feedback and teacher's feedback, respectively. A self-efficiency test had been conducted before the treatments and the various tests such as achievement, self-efficiency and the perception of the class were carried out after treatments. The statistical results were analysed by ANCOVA, MANCOVA and t-test. The results of this study were as follows: First, there was significant difference between the control and experimental groups in the science achievement test (p<.01). But there was no significant difference between the experimental groups (p>.05). Second, both of the experimental groups showed enhanced self-efficiency compared with comparative group (p<.01). In sub-areas of self-efficiency, there were also meaningful results in the area of self-efficiency for control experimental group 1(p<.01), and in the area of difficulty preferences for experimental group 2 (p<.01). Third, the experimental group 1, given teacher's feedback, showed more positive perception of the class than the experimental group 2 that was given peer's feedback (p<.01).

• Journal of the Korean earth science society
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• v.42 no.2
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• pp.221-244
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• 2021

To examine the limitations of the the Blosser's (1973) 'Question Category System for Science', which is mainly applied to research in science education in Korea, we analyzed 30 hours of class conversation in a small group program (for first-year middle school students) with a researcher participating as a teacher. When classified according to Blosser's (1973) classification system, distinguishing between 'open and closed questions' was difficult. Questions with the same content were classified into different types depending on their context, whereas some questions could not be classified appropriately. Additionally, higher-level questions (open questions) were not more effective than lower-level questions (closed questions) in improving students' thinking ability or participation in class. The questionnaire's effect differed depending on the information provided by the teacher before questioning, and in many cases, previous question influenced the next questions. However, in the science education questionnaire research based on Blosser's (1973) classification, which is mainly conducted in Korea, each individual question is classified according to the cognitive level, disregarding the influence of context and prior and subsequent questions and the quality of instructions is evaluated by the frequency of higher level questioning. The results of this study indicate that the method of evaluating instruction quality based on the frequency of high-level questioning, which is currently conducted in domestic science education inquiry research, should be avoided.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.212-221
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• 2006

The purposes of this study were to examine the characteristics of teacher help in small group Thinking Science(TS) activities and analyze the way students respond to teacher help. For this study, twenty-four 5th grade and twenty-four 7th grade students were selected, to undertake TS activities. Out of the 8 activities students participated in, the verbal interactions in activity 4 and 6, by students in four small groups, which incorporated relatively active argumentation was analyzed. Students' cognitive level was identified through a science reasoning task and the students were grouped heterogeneously according to their cognitive level. This study showed that teachers predominately used simple confirmation questions in preference to metacognitive question. Also, teacher help varied according to one's personal traits, work experience and degree of activity recognition. It was discovered that when the teacher provided student appropriate metacognitive questions and sufficient feedback, students actively engaged in argumentation. On the other hand, when the teacher asked simple confirmation questions and interfered in the activity, students did not participate in argumentation actively.

• East Asian mathematical journal
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• v.29 no.4
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• pp.449-466
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• 2013

This paper started from a question: Can it help a student solve the problem to give supports in point of view of a teacher knowing the solution. We performed a case study to get an answer for the question. We analysed a case which students do not make full use of data in the mathematical problem from this point of view of the mental representation. We examined closely the cause for not making full use of data. We got that the wrong mental representation which the students get from data in the problem lead to not making full use of data. We knew that it is insufficient to present the data not making use of. To help a student truly, it is necessary to give a aid based on a student's mental representation. From the conclusion of study, We got that figuring out student's mental representation is important and hope that many investigation about student's mental representation for various problem occur with frequency.

• Korean Journal of Human Ecology
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• v.16 no.4
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• pp.711-722
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• 2007

The purpose of this study was to analyzed child care teachers' health state and a relationship between health promoting lifestyle and job stress of child care teachers. The subjects were 101 child care teachers in Busan. They responded to 'health state open ended question', 'health promoting lifestyle scale', and 'job stress scale'. For the analysis of the data, M(SD), frequencies, t-test, Pearson's correlation were run by using SPSS WIN computer program. The major findings of this study were as follows; First, the most uncomfortable symptoms of child care teacher's physical health state was respiratory organs and the main cause was classroom ventilation and dust. The most uncomfortable symptoms of child care teacher's mental health state was tension and the main cause was children's safety. Second, the mean scores of the variables were as follows : the mean score of health promoting lifestyle was 2.54. The highest sub factor of health promoting lifestyle was 'positive self recognition' and the lowest one was 'exercising'. The mean score of job stress was 2.80 and the highest sub factor was 'administration services'. They desire for a healthy life, but in reality, they are unsatisfied with their current health state and they are not able to practice certain actions actively to promote their health. Third, health promoting lifestyle was negatively correlated with job stress. The result of this study can be used as the basic data for reducing day care teacher's job stress, development of a program to promote day care teacher's health and improving day care teachers working environment.

• Korean Parent-Child Health Journal
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• v.10 no.1
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• pp.3-12
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• 2007

Purpose: The purpose of this study was to test a KPAAT(Korean Parent As a Teacher Test) and provide a basic data to develop parent education program. Methods: This is a secondary analysis study using 103 preschool mothers who were chosen from 2 kindergarten and child care center located at Kyounki-Do. Results: 1) Subjects' child-rearing attitude was above average at the point of $2.86({\pm}\;.20)$. 2) 16 sub-dimension(response to question, permissive attitude of play, control, control of play, expectation about child, understanding about learning, support of learning, encouragement of thinking, provision of imaginary play opportunities, support of play, encouragement of accomplishment motivation, propriety of child-rearing, affectional support, fixed idea, confidence about education, limitation) and 6 factors(response to question, permission of play, control & limitation, evaluation & support about child, encouragement of academic accomplishment, facilitation of the development of creativity) were above 2.50 except ($2.24{\pm}\;.29$) sub-dimension. 3) There was no significant difference statistically according to subjects' general characteristics. Conclusion: From this study, KPAAT can be utilized later childhood period. And nurses need to help mothers to have sound child rearing attitude.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.164-182
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• 2015

The purpose of this study was investigated the perceptions and expectations of science gifted elementary students in the laboratory-based science learning. For the purpose of this study, semi-structured interviews were conducted with 20 science gifted elementary students in J city. The question of the interview is constructed with perception and expectation of science gifted elementary students in divided with 4steps of understanding of lesson object, planning experiment, performing experiment and drawing conclusion in laboratory-based science learning and an attitude for science. The interview is progressed per individual and all the content of the interview is recorded. The result of this research is as follows. The science gifted elementary students have a wish for building an assumption and expectation and planning an experiment with discussion more than following the textbook and teacher present. In the step of the experiment, they wanted general more discussion of their own activities rather than teacher's instruction and they wanted teacher's instruction and they wanted teacher's mediation conflicts within small groups and comments for students' experiment results. The science gifted elementary students wish to open a science lab, which man who likes science can go and come freely and to study with friends who have a same interest to make a theme. And from top to bottom they want to test autonomous and ask to salute like a representative experiment of teacher. And they ask to have a chance to test individually and want to see a movie related to an experiment before doing an experiment. Like this, it presents that the scientifically gifted elementary students want to do an experiment what they can, want to have a class which can plan and can do an experiment by themselves through discussion with the unit more than following explanation of a teacher and a textbook without condition.

• East Asian mathematical journal
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• v.33 no.2
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• pp.177-197
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• 2017

The purpose of this study is to investigate and analyze the understandings of elementary pre-service teachers about 'estimation' in the elementary mathematics. Together with this analysis, we identify elementary pre-service teacher's Mathematical Pedagogical Contents Knowledge(MPCK), especially focusing to Subject Matter Knowledge(SMK). In order to this goals, we investigate contents relating to 'estimation' from $1^{st}$ curriculum to 2009 revised curriculum and compare 'rounding up', 'rounding off', 'rounding' in the elementary mathematics textbooks. As results of investigations, 'estimation' has been teaching at the 'Measurement' domain from $3^{rd}$ curriculum, but contexts of measuring weaken from $7^{th}$ curriculum. 'Rounding up(off)' is defined three types in the textbooks from $1^{st}$ to 2009 revised curriculum. And we examine elementary pre-service teachers through the questions on these 'estimation' contents. On the analysis of pre-service teacher's understanding relating MPCK, four themes is summarized as followings; the understanding of '0' in the 'rounding up', the cognitive gap between 'rounding up' and 'rounding off', the difference of percentage of correct answers according to types of question in the 'rounding up', and the difference between the definition of 'rounding up' and the definition of 'rounding'.