• Education of Primary School Mathematics
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• v.13 no.1
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• pp.13-24
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• 2010

Mathematics educators oriented to reform-based curricular have asserted that mathematics teachers should lead instructions where all students in their classrooms are able to participated. In this paper, some practices for them to implement it are discussed. Before explaining them, some discussions are made about students ability to construct knowledge. One of them is that teachers should know different learners construct different understandings because of their differences of prior knowledge and reasoning ability. Also, it was discussed that teachers consider classroom environments, assigning children's sitting and tasks in the light of learning. The reason to state them is that perspectives of them should be changed. Finally, "Teacher's careful listening to learners' responses", "Why do think in that way?, How do you know?, What is it meant?", "accepting ideas from all learners", "no supporting a particular idea", "utilizing waiting time", and "teacher's responses to learner's errors and mistakes" are discussed as practices for letting all learners be participated in the mathematics instruction.

• School Mathematics
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• v.5 no.4
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• pp.555-572
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• 2003

In this study we analyze critically the educational studies on the history of mathematics, and the results of the questionnaires to the mathematics teachers and mathematics teacher educators and interviews with them in order to highlight the problems which ought to be settled for more efficient using the history of mathematics in the mathematics classes. We ought to deepen the understanding of the meaning of mathematical concepts and its essential viewpoints through the historical development of mathematics, going beyond the interest and motivation of learning mathematics. In this respect there are insufficient sides in the results of the educational studies in the history of mathematics and in the recognition of the mathematics teachers about using history of mathematics. And the teachings of the history of mathematics in the mathematics teachers education courses are not sufficient in that they just survey the history of mathematics, and it is the very important task to develop the historic-genetic materials in the school mathematics and study the historic-genetic approach to the mathematics texts.

• The Journal of Korean Academic Society of Nursing Education
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• v.10 no.1
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• pp.139-148
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• 2004

Purpose of this study was determining predictor variables of Korean nurses' intention to educate clients and their significant others using the theory of planned behavior (TPB). Nurses working in health institutions (N=221) were conveniently selected from 2 RN-BSN programs and 2 hospitals in Seoul and Kyunggi-Do. A packet of questionnaires was developed according to the guidelines of the TPB. Multiple regression and Pearson product coefficients were used to analyze the data. Korean nurses showed positive intention to education their patients. They also showed positive attitude toward the patients education while perceived strong social pressure of teaching the patients. Attitude, subjective norms and perceived behavioral control were the predictors of the intention as the theory proposed. Especially the perceived behavioral control was the best predictors among them. Time to prepare themselves for the patient education; high self-esteem as a teacher; a perception that patients want nurses as a resource person; and the quality of information that nurse perceived they had were the predictors among the perceived behavioral control variables. Three recommendation were identified for the effective patient education. Nurses should be prepared to teach patients in their nursing school so that they have self-esteem as a competent teacher. The professional patient educators who are well-prepared for educating patients and their family are strongly recommended. Finally, development of a patient education center in the health institution were also recommended for its quality control.

• Korean Journal of Acupuncture
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• v.34 no.3
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• pp.136-145
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• 2017

Objectives : Previous research on texts specializing in acupuncture and moxibustion in Korea have mostly been focused on those written in the Joseon period, leaving an academic void in the modern and contemporary eras. This research on the "Yeongsochimgugyeong" was undertaken to help readers' understanding of the text and to provide basic material for further research on modern-contemporary education of acupuncture and moxibustion. Methods : The original text of "Yeongsochimgugyeong" was examined along with books and news articles on related people. Information that was difficult to obtain through written documents was supplemented by interviews with people who knew about the situation at the time. The findings were organized as 1) the author and related people and 2) introduction of "Yeongsochimgugyeong". Results and Conclusions : The original text of "Yeongsochimgugyeong" was written by teacher Jeon, Gwangok, interpreted and annotated by his disciple Gwon, Yeongjun. It is presumed that they wrote this book as educators of Korean medicine for educational purposes on acupuncture and moxibustion before and after the Japanese colonial era. The book is consisted of an overview of meridianology, details on points and meridians, supplementing and draining methods, similar to the current text book. The contents and expressions of "Yeongsochimgugyeong" reflect the state of acupuncture and moxibustion education of the early and mid $20^{th}$ century, making it a valuable resource.

• Journal of the Korean School Mathematics Society
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• v.20 no.3
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• pp.303-323
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• 2017

This is a multiple-case study of how preservice secondary mathematics teachers teach a particular mathematics using a technological tool. In a performance interview, the preservice teachers demonstrated how they would teach a specific mathematical topic using Geometer's Sketchpad. The results of this study showed that the preservice teachers designed diverse types of lesson plans and implemented different pedagogical and technological techniques in their teaching demonstrations. The findings suggest that preservice teachers' pedagogical content knowledge is an important factor in the integration of technology into their mathematics teaching. Thus, mathematics teacher educators should help preservice teachers gain a robust pedagogical content knowledge in order to effectively teach mathematics with technological tools.

• Journal of The Korean Association For Science Education
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• v.11 no.2
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• pp.87-101
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• 1991

Science-Technology-Society curricula have been developed in several countries for the last 20 years. Those curricula were focused on social aspects of science, i.e., value-laden knowledge and scientific enterprise, and society-related scientific and technological issues, i.e., energy, pollution, natural resources. The major teaching models employed in those curricula were problem solving and decision making, which required the following teaching techniques: teacher as a manager, small group discussion, controversy as a motivational force for substantive learning, and sufficient factual information into the discussion. Further researches are to be made to ascertain whether or not the expectations of the curricula might be realized in practice. It was shown that most Korean biology teachers considered the STS-related goal of science education as more important than the other goals. Based upon the findings, some recommendations for development of Korean STS curriculum were made as follows: 1. The contents of the STS curricula are to be organized with the integrated mode; 2. The major teaching models throughout the contents are to be problem solving and decision making. These are considered to provide students with the opportunities to involve in debates on practical issues and to draw consensus from them; 3. Some degree of flexibility should be provided on teachers' implementation of the curriculum in terms of contents, teaching techniques etc.; 4. To increase the practicality of the curriculum, teachers should be involved in the development of the curriculum and the relevant research; and 5. Contents to be included in STS curriculum were suggested by some science educators, but the more systematic study is required in this respect.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.419-429
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• 2003

The developments of science education until the middle of the 20th century were often driven by personal ideas and achievements of some influential individual scientists (e.g. T. H. Huxley, H. E. Armstrong. L. Hogben, J. Conant). while that of the 2nd half of the 20th century can be characterized as collective efforts through various research grou ps of science educators (e.g. PSSC, HPP, Nuffield, SATIS). In this respect, John Tyndall(1820-1894), a physicist of the Victorian England best known as Tyndall's Effect, can be considered as one of the great scientists who made a big influence on science teaching and the popularization of science before science secured its place in school curricula. Tyndall worked as a research scientist at the Royal Institution of London, where various lectures and demonstrations of physical sciences were regularly performed for general public, and he was particularly famous for his fascinating physics demonstrations. In this study, we summarize his activities and achievements as a teacher as well as a popularizer of physics, illustrate some of his famous demonstrations and his ideas concerning physics teaching and discuss their implications to today's physics education.

• Asian Journal of Business Environment
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• v.7 no.1
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• pp.31-36
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• 2017

Purpose - The purpose of the study was to develop a reliable measurement tool for the evaluation of TQM application in Greek education settings and to examine the factors that determine quality of education. Research design, data, and methodology - A questionnaire commencing from the questions included in the Application Guide of Common Assessment Framework was used for research purposes. Each item was scored on a 5point Likert scale - to a sample of 112 educators (55 men, 57 women), all teachers working in public primary education schools. Factor analysis resulted in a questionnaire of 43 items consisting of five factors, teacher satisfaction, school management and operation, motivation, effectiveness of public school leadership and finance management. Results - Results revealed a positive correlation among all factors. Reliability results using Cronbach's α was high (a=.961) for all factors of the questionnaire ranging from α=.930 (for motivation) to α=.797 (for financial management). Additionally, ICC procedure revealed high values for the above mentioned factors. Conclusions - The study resulted in the construction of a reliable questionnaire focused exclusively on TQM that can be used in future studies using larger samples in different areas so as to draw useful conclusions regarding TQM application in Greek education settings and further identify the factors determining quality in education.

• Journal of Engineering Education Research
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• v.4 no.1
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• pp.88-98
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• 2001

This paper proposes a new direction of technical highschool in Korea and presents a network model for technical highschool. As a distributed intelligent portal, the network model connects to anywhere and consists of simulated practical exercise in a school's self portal intranet. A title of the simulated practice contents developed in a school would be posted on any open site connected to the network model so that anyone who want to use it in his/her practice class could download to his/her intranet portal site. This mechanism works in two good ways. One is a wide area networkness and another is an easy utilization of broad band width since teacher could use the contents in his/her school's own intranet band width. The paper also emphasize that teachers and educators should make an effort to develop good quality meta-contents.

• Korean Journal of Childcare and Education
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• v.1 no.1
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• pp.1-19
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• 2005

Interaction Scale between Teachers and Children for childcare teachers (ISTC) was constructed based on the research data completed by the Ministry of Gender Equality and Family with a participation of childcare teachers and early childhood educators. The results of this study were; First, the study found that the 42 items of the ISTC were categorized into eight factors by 205 childcare teachers: a positive language and behaviors of teachers, encouragement of positive interactions among peers, offering a nap time, toilet use, emotional intervention, free play participation, an equal care of children, and meals and snack time. Second, these factors exhibited a high correlation interactively. Third, the ISTC showed a high correlation with teachers' performance scale.