• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.625-647
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• 2015

How a pre-service teacher understands and comments on mathematics instruction can serve as the foundation of her teaching expertise. Given that prospective teachers observe demonstrative mathematics teaching implemented by an in-service teacher and make a comment on it during their practicum period, this paper specified the levels of their ability in commenting on mathematics instruction and explored the characteristics of such levels. It is significant that this paper provides a systematic and comprehensive analysis of such levels in terms of topic, agent, stance, evidence, and alternative perspective. The results of this study showed that the commenting levels may be classified by Level 1 (fragmentary), Level 2 (inspective), and Level 3 (analytical), and that the most frequent level of this study was at Level 2. Multiple regression analysis demonstrated that stance is the most influential in determining the levels of comments among their analytic components. An analysis of the participants' anecdotes showed that the experience of observing demonstrative teaching during the practicum may have impact on the belief of mathematics instruction and self-image as a teacher. Building on these results, this paper provides implications of teacher preparation programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.

• Human Ecology Research
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• v.58 no.3
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• pp.429-445
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• 2020

This study developed and validated a 'Parent-child Lexical Interaction Scale for Preschoolers (PLIS-P)'. First, we developed the preliminary scale with 7 factors after reviewing previous literature related to vocabulary and literacy instruction for young children and reflected on feedback from child studies experts and mothers with young children. Subsequently, to validate the scale, the online survey was conducted on mothers with 5-to 6-year-old children who live in Seoul, Gyeonggi, Incheon, Gyeongsang, Chungcheong, Jeolla, Gangwon, and Jeju. Responses from 309 mothers were used to conduct exploratory and confirmatory factor analysis and correlation analysis. The results were as follows. First, the result of exploratory analysis showed that the model with 7 factors was satisfactory: (1) vocabulary exposure, (2) word elaboration, (3) scaffolding, (4) play activity, (5) conventional instruction, (6) word type awareness instruction, (7) word morphology instruction. Second, confirmatory factor analysis confirmed the good fit of the model. Third, the concurrent validity was confirmed by correlation analysis using EC-HOME. Last, the internal consistency reliability of each factor of PLIS-P was also confirmed. This study developed both a theoretical framework of parent-child lexical interaction and a Parent-child Lexical Interaction Scale for Preschoolers. This scale can be used by parents, practitioners, and researchers to acquire knowledge about interaction related to words between Korean parents and young children.

• Korean Security Journal
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• no.9
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• pp.201-235
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• 2005

This study is designed to contribute for development of Private Security Business by fact-finding in instruction and training of private security guard serviced in this realm and domestic and foreign guard service and modeling effective and rational instruction and training program based on drawn problem. For this study, basically I collected and analyzed documents, theses, and papers of the inside and outside of the country. For practical use of data, I used materials of private security related institutes and police agency. And for private security educating training programs of the inside and outside of the country, I collected materials on internet, and with the help of police agency and interpol. For korean private security company's educating training programs, I made a study with the interview of private security company's businessmen. This study's conclusion is as follows. In a domestic private security enterprise, when set theory instruction minimize instruction and training program and must set up instruction and training program as practical affairs center enemy instruction, and theory instruction must be composed for instruction me that it is connected to practical affairs instruction too. The instruction course of private security guard instruction and training program composed with a security outline, a security plan, an information-gathering, civilian expenses, a security way, terror and terrorism, a related law, security trial, electronic security, a security analysis technique, company introduction, instruction and training program about a professional tube with theory instruction. Practical affairs instruction composed with the selection and a preventive security, close contact attendance security, vehicle security, security driving the security martial arts and self-protection liquor, first aid, security equipment, a gun and shooting, a security protocol, customer satisfaction, facilities security and expenses, a fire fighting instruction, teamwork training, explosive and a dangerous substance, physical strength, a documentation practical affairs, service, instruction and training program about foreigh language instruction.

• The Mathematical Education
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• v.45 no.4 s.115
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• pp.459-479
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• 2006

There has been an increasing concern of whether a real instructional change happens in a way to promote students' mathematical development. Against this background, this paper dealt with successes and difficulties an elementary school teacher went through as she moved on to student-centered instruction. The analysis drew on classroom observations for one year to illustrate how the teacher and students established social norms, sociomathematical norms, and classroom mathematical practices that could emphasize mathematical sense-making and justification of ideas. Close analysis showed many gradual but dramatic changes in terms of mathematics classroom culture. This led to consider possibly subtle but crucial issues with regard to implementing student-centered instruction.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.366-389
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• 2021

The purpose of this study is to extract the factors that compose the image of science teacher desired by elementary school students in inquiry-based instruction and analyze the structural associations between them. Factors that compose the image of science teacher desired by elementary school students in inquiry-based instruction were extracted through exploratory factor analysis (EFA). Based on the findings of EFA, the questionnaire has been further analyzed using confirmatory factor analysis (CFA). In addition, based on the factor structure identified through factor analysis, we comprehensively analyzed the image of science teacher desired by elementary school students in inquiry-based instruction. As a result of EFA, five factors were identified which compose the image of science teacher desired by elementary school students in inquiry-based instruction: namely, teaching strategy, assessment strategy, prior guidance, understanding students, learning development. The CFA results showed a relatively strong correlation between teaching strategy and learning development, teaching strategy and understanding students. As a result of a comprehensive review of students' perception of the image of science teachers in inquiry-based instruction based on the extracted factor structure, students perceived that it is important for science teachers to run inquiry-based instruction by reflecting their understanding of students. Students also perceived importantly that science teachers run inquiry-based instruction using effective teaching strategies and proper evaluation strategies.

• The Journal of Korean Philosophical History
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• no.25
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• pp.293-313
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• 2009

A general sequence of moral instruction in elementary school is advanced to understanding of contents, application of understanding, reflection of application. The understanding of contents as first stage of instruction is related with abstract moral concepts. A model of concept analysis as one of the moral instruction models could be applied to understand on abstract moral concept. We can find rationale of that model from the 'analysis of concept' that is proposed by John Wilson. His 'analysis of concept' is thinking technique based on informal logics of ordinal language. These technique is constituted of 'Isolating questions of concept', 'Right answers', 'Model cases', 'Contrary cases', 'Related cases', 'Borderline cases', 'Invented cases', 'Social context', 'Underlying anxiety', 'Practical results', 'Results in language'. And these techniques could be categorized some of stages like finding a concept for analysis, finding a cases for understanding, concerning on the contexts about using context, concerning on the verification of defined concept. But it has difficulties that directly applicate these stages and technique to elementary school students. For instruction in elementary school, teacher should be translated these terms about each stages and technique to terms suited for students. And it is good for students that these activity can inspire students' interests. In this thesis, I'm trying to translate original terms about concept analysis technique to terms that elementary school students can understand. And then, I'm intending to propose of moral instruction method about truth telling as a example.

• School Mathematics
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• v.4 no.4
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• pp.601-615
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• 2002

This paper analyzed <7-나> and <8-나> textbooks and teacher instruction activities in classrooms, focusing on procedures used to solve construction problems. The analysis of the teachers' instruction and organization of the construction unit in <7-나> textbooks showed that the majority of the textbooks focused on the second step, i.e., the constructive step. Of the four steps for solving construction problems, teachers placed the most emphasis on the constructive order. The result of the analysis of <8-나> textbooks showed that a large number of textbooks explained the meaning of theorems that were to be proved, and that teachers demonstrated new terms by using a paper-folding activities, but there were no textbooks that tried to prove theorems through the process of construction. Here are two alternative suggestions for teaching strategies related to the construction step, a crucial means of connecting intuitive geometry with formal geometry. First, it is necessary to teach the four steps for solving construction problems in a practical manner and to divide instruction time evenly among the <7-나> textbooks' construction units. The four steps are analysis, construction, verification, and reflection. Second, it is necessary to understand the nature of geometrical figures involved before proving the problems and introducing the construction part as a tool for conjecture upon theorems used in <8-나> textbooks' demonstrative geometry units.

• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.287-296
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• 2004

The purposes of this study were to analyze the problems of elementary science instruction, especially in experiment and observation, and suggest the directions to improve current elementary science instruction in terms of teaching methods and strategies. Data from instructions implemented by 7 elementary teachers were used to extract the problem of elementary science instruction. According to the results of instruction observation, such problems as follows are identified: 1) shortage of discussion regarding results of students' activities, 2) insufficiency of interactions among teacher-student/student-student, 3) shortage of guidance for students on observation, 4) absence of explanation on apparatus, 5) teachers' insufficient knowledge on science, 6) inappropriate use of teacher-made worksheets. Desirable directions for the improvement of present elementary science instruction were proposed.

• Journal of the Korean School Mathematics Society
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• v.8 no.1
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• pp.35-53
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• 2005

The purpose of this study is to analyze and confirm the effectiveness of two teacher-centered instruction methods in the context of linear functions: one with emphasis on mathematical thinking processes as an alternative to the more traditional method without such emphasis. The level of achievement of students under the teacher-centered instruction with explicit emphasis on mathematical thinking processes is consistently higher than that of students receiving the more traditional teacher-centered instruction. The alternative instruction method in the current study is expected to encourage and prompt students to better grasp and understand mathematical concepts, principles, as well as problem solving strategies. In contrast to other alternatives, the method offers the advantage of being readily incorporated into the actual teaching practices in the classroom, as the traditional frame of teacher-centered pedagogy familiar to teachers remains in tact.

• Journal of the Korean Society of Industry Convergence
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• v.20 no.1
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• pp.1-7
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• 2017

Most conventional processors execute program instructions in a sequential manner. On the other hand, VLIW processor can execute multiple instructions at the same time. It exploits instruction level parallelism to improve system performance. To that end, program code should be rearranged to VLIW instruction format by a compiler. The compiler determine an optimal execution order of instructions of a program code. This instruction ordering is also called instruction scheduling. The scheduling is an algorithm that decides the execution order for instruction codes in loop parts of a program so that the instruction level parallelism can be maximized. In this research, we apply an existing scheduling algorithm to a VLIW FCC and describe analysis results to further improve its performance. And, we present a solution to solve some limitation of the existing scheduling technique. By using our solution, FCC's performance can be improved upto 32% compared to the existing scheduling only setting.