• Journal of the Korea Computer Industry Society
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• v.3 no.2
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• pp.125-140
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• 2002

As the society turns into one based on knowledge, there has been the general project of education informalization carried out. In this respect, the Seventh Common and Basic National Curriculum has adopted information and communication education which implies a broader meaning than just computer education. It also planned to make it mandatory to allocate one hour of computer class a week at the Int and second grade course and higher grades beginning at 2001, as well as to increase the initial one hour gradually by the year coming. In addition to the one hour of mandatory computer class a week, it advises teachers to use computer so that it can account for at least 10% of teaching-learning process in ten subjects per each grade which takes the Seventh Common and Basic National Curriculum. This study intended to learn about computer education curriculum at school and information and communication technology education found in the Seventh Common and Basic National Curriculum(1st∼10th grade) and to examine if they have a consistency for each grade. In addition to that, investigated the actual state of school by checking students' ability to operate computer and teachers' opinion through questionnaire survey.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.3
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• pp.457-477
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• 2016

The purpose of this study is to analyze and diagnose the type of errors indicated by the students in the process of calculation of the fractional multiplication and division, and to propose teaching methods, to effectively correct errors. The results obtained through this study are as follows. First, based on the results of the preliminary examination, 6 types of errors of the fractional multiplication and division has been organized. In particular, the most frequent types of errors are algorithm errors. Therefore, a teacher should explain the meaning and concept of fractional multiplication and division. Second, 4 prescription methods are proposed for understanding fractional multiplication and division. Third, according to the results of this study, it was effective to diagnose underachievers' error types and give corrective lesson according to the cause of the error types. Throughout the study, it's concluded that it is necessary to analyze and diagnose the error types of fractional multiplication and division, and then a teacher can correct error types by 4 proposed prescription methods. Also, 5 students showed interest while learning, and participated actively.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.625-642
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• 2015

The purpose of this study was to develop and verify the feedback-enhanced performance assessment model through a variety of assessment strategies focused on the development of students. In order to achieve the purpose of this study, we analyzed the achievements of the sixth grade curriculum standards and set the central achievement standards in core competencies. We then established an evaluation plan to take advantage of a variety of methods and develop an assessment tool for process-based evaluation during lessons. We applied this assessment model to 6th grade students while teaching and learning mathematics in the classroom. The result of applying the performance evaluation model showed the improvement of students' reflective thinking ability. Also, some students who was not achieved at the level of 'N' could develop to the level of 'N + 1'. A long term research using various assessment strategies should be continued for effective help of students' mathematical development.

• School Mathematics
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• v.5 no.4
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• pp.521-540
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• 2003

The processes of mathematics development and the results of it are always those of making a conquest of the circumscription by historical inevitability within the historical circumscription. It is in this article that I try to show this processes through the history of calculus. This article develops on the basis of the dialectical materialism. It views the change and development as the facts that take place not by individual subjective judgments but by social-historical material conditions as the first conditions. The dialectical materialism is appropriate for explaining calculus treated in full-scale during the 17th century, passing over ahistorical vacuum after Archimedes about B.C. 4th century. It is also appropriate for explaining such facts as frequent simultaneous discoveries observed in the process of the development of calculus. 1 try to show that mathematics is social-historical products, neither the development of the logically formal symbols nor the invention by subjectivity. By this, I hope to furnish philosophical bases on the discussion that mathematics teaching-learning must start from the real world.

• School Mathematics
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• v.11 no.4
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• pp.665-683
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• 2009

The purpose of this study is to improve forward mathematics study by analyzing the effects of the teaching and learning process applied situation-based mathematical problem posing activity on problem solving ability and mathematical attitudes. For this purpose, the research questions were established as follows: 1. How the situation-based mathematical problem posing activity(WQA activity) changes the problem solving ability of students? 2. How the situation-based mathematical problem posing activity(WQA activity) changes the mathematical attitudes of students? The results of the study were as follows: (1) There was significant difference between experimental group and comparative group in problem solving ability. This means that situation-based mathematical problem posing activity was generally more effective in improving problem solving ability than general classroom-based instruction. (2) There was not significant difference between experimental group and comparative group in mathematical attitudes. But the experimental group's average scores of mathematical attitudes except mathematical confidence was higher than comparative group's ones. And there was significant difference in the mathematical adaptability. The results obtained in this study suggest that the situation-based mathematical problem posing activity can be used to improve the students' problem solving ability and mathematical attitudes

• Hwankyungkyoyuk
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• v.13 no.2
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• pp.51-62
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• 2000

This study examined the current status of school environmental education (EE) in Germany, and attempted to propose strategies to develop school EE in Korea. The study intended to accomplish the following goals: First, this study attempted to examine the developmental process of school EE in Germany. Second, exemplary cases of site-based experiential education in Germany are selected and analysed to develop pedagogical strategies in school EE in Korea. The strategies for development proposed in this study can be summarized as follows: First, the focus of EE should go beyond that of "solving or curing"environmental problems and pollutions, and need to be re-directed to pursue an "education for sustainable development", a new paradigm for future EE. Second, EE should increasingly integrate outdoor site-based, experiential programs into the currently classroom-based and knowledge-driven forms of education, not only to maximize its educational effect but also and knowledge-driven forms of education, not only to maximize its educational effect but also to coordinate the instruction of EE in the context of the educational reform agenda, currently undergoing since the late 1990s, in Korea. Third, teaching-learning materials for EE should be variously developed, and programs should be encouraged to serve local needs and circumstances for effective classroom practices, and criteria for standardization and professionalization should be sought in developing these programs. Fourth, it is recommended that the Ministry of Environment secure funds to facilitate the local school authorities at the municipal and provincial levels to operate a mobile environmental support system, equivalent to the function of the "Lumbricus"in Germany. Fifth, an external support network should be established among the support agencies for EE. Especially, a professional agency or institute to academically support school EE and a special planning committee for enhancing EE need to be established for resource and personal development. Parents′voluntary participation should also be encouraged to establish a tripartite network of "school-community-government" to support and facilitate school EE.

• The Journal of the Korea Contents Association
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• v.14 no.9
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• pp.622-633
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• 2014

This study delineates the process of analyzing the illustrations in high school English I textbook. The goal of this study is to shed light on the issues related to producing better English textbooks. The methods include analysis of the illustrations in the textbook developed under the 2009 Revised National Curriculum and surveys of teachers and students' awareness about them. This study classified common features in the illustrations to devise four analysis criteria: cultural aspects, expression styles, expression techniques, and linguistic functions of the illustrations. The questionnaire was made for both teachers and students. The questions in the survey of teachers were about the relevance to the contents, the layout and formation, learners' interest, cognitive aspects, easiness of teaching and learning, and connectivity with language functions. In the survey of students, familiarity, interest level, learnability, favored expression technique and expression material were considered. The result of the surveys showed that the teachability and learnability are key factors in developing illustrations for English textbooks, and they should look familiar to the students.

• Journal of The Korean Association of Information Education
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• v.13 no.1
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• pp.69-76
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• 2009

This paper proposes a teaching plan of programming language class for university of education students amusingly with LEGO Mindstorms NXT robot. The goal of class is not fragmentary knowledge acquirement but problem-solving of maze. This robot communicates with GUI named NXT-G installed in computer via USB. GUI is not text-based but icon-based programming tool. This paper designs a semester with 3 steps such as beginner, intermediate, high-rank. Beginner step is consists of learning of basic functions such as GUI usage and several sensors of robot. Intermediate step is consists of solving of maze problem with low complexity. High-rank step is consists of solving maze problem with medium and high complexity. All maze problem-solving have 3 process with algorithm, flowchart, and programming with stack.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.165-170
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• 2020

In this study, after applying VR 360-degree video contents for intravenous infusion education, basic data on whether VR 360-degree video can be applied as educational content in the future is prepared by grasping the empathy and flow of nursing students in graduating grades. The VR 360 degree intravenous infusion educational content was developed in four-step process of planning, production, modification and completion. The design of this study was descriptive research, and the study period was from November 9 to November 22, 2019. The subjects of this study were 4th grade nursing students at a university, totaling 64 students. Nursing students watched VR 360 degree intravenous infusion educational content using HMD(head mounted display) under the safety management of the researcher. As a result of the study, the empathy of nursing students was 5.32±0.88 points and the flow was 6.02±0.84 points out of 7-point scale. The VR 360 degree intravenous infusion educational content developed in this study can be used as an educational medium in subjects and comparative departments, and it is necessary to specifically develop and verify teaching and learning methods in future studies.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.731-744
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• 2010

Nowadays in school mathematics, the skill and method for solving problems are often emphasized in preference to the theoretical principles of mathematics. Students pay attention to how to make an equation mechanically before even understanding the meaning of the given problem. Furthermore they do not get to really know about the principle or theorem that were used to solve the problem, or the meaning of the answer that they have obtained. In contemporary textbooks the conic section such as circle, ellipse, parabola and hyperbola are introduced as the cross section of a cone. But they do not mention how conic section are connected with the quadratic equation or how these curves are related mutually. Students learn the quadratic equations of the conic sections introduced geometrically and are used to manipulating it algebraically through finding a focal point, vertex, and directrix of the cross section of a cone. But they are not familiar with relating these equations with the cross section of a cone. In this paper, we try to understand the quadratic curves better through the analysis of the discussion made in the process of the discovery and eventual development of the conic section and then seek for way to improve the teaching and learning methods of quadratic curves.