• Research in Mathematical Education
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• v.9 no.2 s.22
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• pp.125-133
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• 2005

This paper investigates student conceptual understanding and application on algebra using problem-based curricula. Seven principles which National Research Council announced were considered because these seven principles all involved in the development of a deep conceptual understanding. A problem-based curriculum itself provides a significant contribution to improving student learning. A problem-based curriculum encourages students to obtain a more conceptual understanding in algebra. From the results the national curriculum developers in Korea consider the problem-based curriculum.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.414-422
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• 2009

In this study, we investigated the influences of students' motivational characteristics on the processes of learning density concept using a discrepant event. The participants were 642 seventh graders from two middle schools. Tests of failure tolerance, self-efficacy and mastery/performance goal orientation were administered as pretests. A preconception test was also administered. The intervention was the students' individual study of the density concept with a worksheet that was designed to incorporate the major steps of conceptual change learning. The tests of attention, effort and conceptual understanding were administered as post-tests. The responses of 203 students who had been found to possess the target misconception were analyzed. The results of a path analysis revealed that students' motivational characteristics variables did not influence cognitive conflict. Failure tolerance and mastery goal orientation, however, influenced conceptual understanding via situational interest, attention and effort. Self-efficacy influenced conceptual understanding via effort. Performance goal orientation negatively influenced conceptual understanding via attention and effort. Cognitive conflict influenced conceptual understanding directly as well as indirectly via situational interest.

• Research in Mathematical Education
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• v.25 no.3
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• pp.171-173
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• 2022

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.172-180
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• 2014

The first purpose of this study is to distinguish difficult chapters in 'Speed of objects' chapter and find the factors which give difficulty to the teachers and students. Also, it attempts to compare the students' assessment scores with the degree of difficulty in teaching and also with the degree of difficulty in learning. This report is expected to help science teachers develop their PCK(Pedagogical Content Knowledge) for teaching the chapter professionally. 15 teachers who had taught the 'Speed of Objects' chapter and their 386 students took part in the survey to acquire information about the difficulties in teaching and learning. 386 students also received a test to examine their understandings of the chapter. The results of this study are as follow; First, the degree of teachers' and students' difficulty is only affected by the contents, and the degree of onerousness felt by teachers is higher than that of students. Second, The topics caused higher difficulty to teachers were 'Understanding the meaning of motion(2nd lesson)', 'Understanding the meaning and unit of speed(5th lesson)', 'Changing unit of speed(6th lesson)', 'Drawing a distance-time graph(7th lesson)', and 'Understanding the relative motion(10th). The topics that led higher difficulty to students were the contents of 5th, 6th, and 7th lessons. Third, the 'Speed of Objects' chapter can be divided into 4 types of difficulty according to the degree of teaching and learning; 'Strong difficulty', 'Learning difficulty', 'Weak difficulty', and 'Teaching difficulty'. Last, students showed low achievement to the tasks that were related with 'Strong difficulty' and 'Teaching difficulty'.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.326-335
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• 2016

The purpose of this study is to devise the concept of properties of the light on learning progressions for 3-6 grade students in the elementary school. For the purpose, this study creates a construct map of the properties of the light. Ordered multiple-choice items were developed in view of the construct map and presented to 200, 3~6 grade students in the elementary school. A partial credit model of Rasch model was used to analyze the results of those items, and the learning progressions was devised from the analysis results. The study can be summarized as follows: the construct modeling approach was used to devise the properties of light on learning progressions. As a result, the concept was selected for the core standards of construct map. Based on the construct map, the multiple-choice items were developed for students' conceptual understanding. The items were analyzed using the partial credit model, and the analysis findings showed that they were appropriate to assess students about their level of understanding of the properties of light. Finally, learning progressions were devised with the use of item analysis results.

• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.305-325
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• 2004

This study is on the teaching-learning of parameter concept in secondary school mathematics. In our school mathematics curriculum, parameter concept is explicitly presented at high school mathematics textbook. But student have difficulty in understanding parameter concept because this concept is implicitly used in the textbook from 7-grade mathematics. Moreover, it is true that mathematics teacher give a little attention to student's understanding of parameter con- cept. In this study, we analyzed concept definition of parameter and the extension of parameter on the basis of preceding research, our mathematical curriculum, mathematical dictionaries. After that, we concluded that parameter is explicitly called in t where x= f(t), y= g(t) and parameter is implicitly treated in the learning of relation between quantities in our mathematical curriculum. We pointed to the importance of parameter concept in the successful learning of school algebra. Specially, when the level of algebra is in the learning of relation between quantities, parameter is the key concept for understanding and representing of families of equations or functions. In mathematics class, students have opportunity to reflect that what the role of each variable(parameter, dependent variable, independent variable etc.) is, and where the information which determines it comes from. It is for mathematical communications as well as learning school algebra. Therefore, mathematics teacher's didactical attention is more needed to student have a good concept image of parameter before they learn explicitly its concept definition.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.1
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• pp.76-86
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• 2015

The purpose of this study is to take advantage of the smart teaching - learning programs about the unit of 'Earth and Moon' and find out how to apply the effect appears. Teaching-Learning program was conducted over eight lessons. And we analyzed the effect of the program at any time through the evaluation and interview. The results are as follows. First, this study proposed a method to assist in the teaching and learning of spatial ability for students' movement of the Earth and the Moon. The program takes advantage of N-Screen Applications were configured to allow both Earth observation insider perspective and the external multilateral perspective. This improves students' understanding qualitatively. Second, we applied the teaching and learning programs utilizing smart smart devices, and the result was a lot of low rank students' average score rises. In addition, we were able to see that many students' understanding and interest, self-confidence are improved.

• Journal of the Korea Society of Computer and Information
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• v.3 no.3
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• pp.55-61
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• 1998

The learning order of teaching materials to be a learning data in CAI is arranged from an easy item to a difficult one A learning in not necessary to be learned arranged this order. Actually the learning is done by the rules of trial and error on the sequences of an arrangement among items. In this papers, the constructed is modelled by the fuzzy inference after leaning the understanding on items by the intelligent CAI through the rile of trial and error of fuzziness. Given the difference of leaning and understanding, the leaning model is quantified by the order relationship among items and by the rules of fuzzy inference. The rule of trial and error of learning is restricted to the treatment of CAL system minimizing the rules of inference.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.258-260
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• 2022

In order to nurture talents who will lead the digital convergence era of the 4th industrial revolution that creates new knowledge and industries, research is being conducted on teaching methods that can improve the understanding of non-majors' SW concept, computational thinking ability, and convergence with majors is becoming Non-majors face difficulties in understanding and understanding the SW development environment, relevance to their major, and ability to converge. We used software education that is relatively easy to access for non-majors, and applied a demonstration-oriented model (DMM) that can be applied to beginners in SW education to understand the components and logical flow of ideas related to applications and majors used in real life. A convergence SW Learning method that combines repetitive implementation through instructor's demonstration and learner's modeling and learning motivational factors was proposed. In the experiment applying the teaching and learning method proposed in this paper, meaningful results were shown in terms of learning motivation and academic achievement in SW education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.9 no.4
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• pp.1067-1073
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• 2008

This study grasped the problem by examining the consciousness of professors about the e-Learning and reached a conclusion as follows. The understanding of the e-Learning in university should be reconsidered and diffused. To activate the e-Learning in university, the education system corresponding to course of the coming education should be introduced by hold the seminar and workshop periodically and establish vision and middle-short range policy for the e-Learning. Also, university should manage by characterizing a web-based class with the major for a learner hoping to take a cyber education course and propel contents development and interchange with a foreign university by concluding a convention for taking lectures having competitive power of an advanced country to make a worldwide university.