• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.783-790
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• 2016

The 'Integrated Inquiry' unit is a new addition in the 5th~6th grade science textbooks, and was developed for the 2009 revised national curriculum. The unit deals with six integrated inquiry process skills: problem cognition, formulating hypotheses, controlling variables, transforming and interpreting data, drawing results, and generalization. The purpose of this study is to investigate the perceptions and the teaching practices of elementary school teachers on this unit in their school curriculum and where improvements can be made. Data was collected from questionnaires filled out by 92 elementary school teachers. The results are as follows: First, teachers do have a positive perception on the importance of teaching integrated process skills. Second, with that being true, this unit ended up receiving both positive and negative reviews by teachers. This research found that there were good and bad responses on the educational aspects of this unit in three particular areas: dealing with the development of integrated inquiry process skills, facilitating science learning in other units, and implementing open inquiry. Third, teachers have difficulties particularly in problem cognition, formulating hypotheses, controlling variables, transforming and interpreting data, generalization, and drawing results. There is a lack of student understanding as well as a lack of professionalism for teachers on this unit, and many issues related to the composition of the textbook. This study may have important implications for making improvements in this unit and teaching integrated process skills.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.73-88
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• 2019

The purpose of this study is to explore elementary teachers' difficulties on teaching science by analyzing questions that have been posted for a long time in an autonomous online teacher community named Indischool. For this purpose, 409 question postings(the 2007 and 2009 revised curriculum, third to sixth grade) were analyzed using the framework for analyzing questions about elementary teachers' science teaching(modified from Alake-Tuenter et al., 2013). The study revealed that there were more science-SMK questions than science-PCK questions, and most of the questions were 'about lenses' and 'in 2014 and 2015, when the curriculum was changing from the 2007 to the 2009 revised curriculum'. The long-standing difficulties in science-SMK were 'an application of facts and concepts in lenses' and 'an unexpected experimental error in electricity'. In particular, there are the principle of transparent cup-shaped objects acting as lenses, the process of image formation by convex lenses, experimental errors of 'compass movement due to current flow change' and experimental errors 'serial connection of bulbs'. The long-standing difficulties in science-PCK were 'understanding and response to context' and 'understanding and response to aims mentioned in standard document' and these are not related to physical units but to others. In particular, there are request class materials, activity ideas at the end of the semester and understanding the national curriculum guidelines. These teachers' difficulties should be reflected in the science teaching support system like a teacher's guide compilation, teacher's training curriculum development, etc.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.135-153
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• 2019

The purpose of this study was to develop teaching-learning plans applying ARCS strategies for food safety education, focusing on units related to the 'food selection and safe cooking'. To achieve this purpose, this study was conducted in the following order of analysis, design, development, assessment I, revision I, assessment II, revision II, and completion. In the analysis stage, 2015 revised curriculum and middle school technology-home economics textbooks(12 kinds) contents of 'food selection and safe cooking' among content elements of core concept 'safety' were analyzed. In the design and development stages, teaching-learning plans, teaching-learning materials, and evaluation rubric for teaching-learning outcomes using the ARCS motivation strategy were developed. In the phases of assessment I and revision I, evaluation items were selected as open-ended questions about food safety education factors and ARCS strategies, and their validities were verified by four experts. The teaching-learning plans for nine lessons were revised based on the feedbacks such as evaluation plans considering the correspondence between instruction and evaluation, strategy to reinforce intrinsic motivation, correction of improper contents composition, and so on. In the phases of assessment II and revision II, the validity of the three items, including relevance of each teaching-learning to food safety education, suitability of learning goals, and appropriateness of motivation strategy, was verified by seven experts. The final teaching-learning plans for 10 lessons were developed by revising and supplementing the data by compiling opinions of the assessment II. It is expected that this study can contribute to food safety education for middle school students, and that teaching-learning plans which apply ARCS strategies for food safety education will be used as good references for school teachers and curriculum developers.

• 제어로봇시스템학회:학술대회논문집
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• 1993.10b
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• pp.446-450
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• 1993

In this paper we propose an arc welding robot system, where two robots works coordinately and employ the vision sensor. In this system one robot arm holds a welding target as a positioning device, and the other robot moves the welding torch. The vision sensor consists of two laser slit-ray projectors and one CCD TV camera, and is mounted on the top of one robot. The vision sensor detects the 3-dimensional shape of the groove on the target work which needs to be weld. And two robots are moved coordinately to trace the grooves with accuracy. In order to realize fast image processing, totally five sets of high-speed parallel processing units (Transputer) are employed. The teaching tasks of the coordinated motions are simplified considerably due to this vision sensor. Experimental results reveal the applicability of our system.

• Journal of East-West Nursing Research
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• v.11 no.1
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• pp.58-64
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• 2005

The purpose of this study was to examine impact of hospital computerization on the nursing practice. The study was conducted using the repeated measured design. The subjects were 166 nurses working at surgical nursing care units in a tertiary teaching hospital. A questionnaire was developed based on the Burke's study, and reviewed by a committee for content validity. Eighty-eight nurses responded the questionnaire throughout the study. Indirect nursing care time significantly decreased(p<0.05) after the computerization. These decrease related to time saving in checking physicians' order and writing nursing records. However, the change in direct nursing care time was not clear. In conclusion, the computerization led to the decrease in indirect nursing care time but it did not link to increase in direct nursing care time. Therefore, nurse managers should take into account redesign of the nursing works after computerization.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 1996.10a
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• pp.13-16
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• 1996

This paper addresses the time and motion study on the woodworking in the primary school. Time study by stopwatch is performed for calculating the standard tie of woodworking. The operator process chart is developed for better illustration and teaching methodology. The purpose of this study is to present a good guideline for woman teachers or beginers(teachers), as well as to provide how much time units are adequate for a special woodworking unit of practice art. According to the result, the contribution of this paper is very much and it is very useful for both teachers and students.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.29-48
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• 2002

The purpose of this paper is to investigate the transfer in mathematics learning, especially focussing on arithmetic and algebra. There are many obstacles at the stage of transfer in learning. In the case of mathematics, each learning contents are definitely categorized by the learning level, therefore these obstacles are more happened than other subjects. First of all, this paper investigates the historical transfer from arithmetic to algebra by Sfard's perspectives. And we define prealgebra as the stage between arithmetic and algebra, which may be revised obstacles or misconceptions happened in the early algebra learning. Also, this paper discusses various obstacles and concrete examples happened in the transfer from arithmetic to algebra. To advance the understanding in the learning of algebra, we consider the core contents of the algebra learning which should be stressed at the prealgebra stage. Finally we present the teaching units of (pre)algebra which are sequenced from the variable concepts to equations.

• MALSORI
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• no.47
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• pp.51-72
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• 2003

The purpose of this paper is to design Speech Database for Korean pronunciation education. For this purpose, I investigated types of speech errors of Korean-learners, made texts for recording, which involves all types of speech errors, and showed how to gather speech data and how to tag their informations. It's natural that speech data should include Korean-learners' speech and Korean people's speech, because Speech DB that I try to develop is for teaching Korean pronunciation to foreigners. So this DB should have informations about speakers and phonetic informations, which are about phonetic value of segments and intonation of sentences. The intonation of sentence varies with the type of sentence, the structure of prosodic units, the length of a prosodic unit and so on. For this reason, Speech DB must involve tags about these informations.

• Journal for History of Mathematics
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• v.19 no.4
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• pp.13-30
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• 2006

The purpose of this study is to investigate the meaning and roles of rhymes in oriental mathematics. To do this, we consider the rhymes in traditional chinese, korean, indian, arabian mathematical books and the mathematical knowledge which they implicate. And we discuss the reasons for which they were often used and the roles which they played. In addition, we suggest how to use them in teaching mathematics.

• Child Studies in Asia-Pacific Contexts
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• v.2 no.1
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• pp.45-60
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• 2012

This project examined 2, 3, and 4-year-old children (N = 34) in a university campus child care setting to assess their understanding of the graphic features they use in their emergent writing (to distinguish it from a drawing of the same referent). The graphic features present in samples of the children's work were examined and compared to the graphic features children could identify through verbal and nonverbal communication. We examined the frequencies of graphic feature identification, as well as significant differences between graphic feature usage and graphic feature identification. The most frequently used graphic features were linearity, unidirectionality, and small size of units. The most frequently identified graphic feature was conventional letter. Overall, children used significantly more graphic features than they were able to identify. Significant relationships comparing the 2-year-old group and 4-year-old group's usage and identification were also found. The findings are discussed in terms of their application to early childhood classrooms. Teachers can apply these findings when engaging children in conversations about their emergent writing; these discussions are explored as a beneficial teaching tool.