• School Mathematics
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• v.2 no.1
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• pp.29-51
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• 2000

In this study, we tried to suggest an example of the analysis on the use of mathematical manipulatives. Taking algebra tiles as an example of mathematical manipulatives, we analysed several effects resulted from the use of algebra tiles. The algebra tiles make it possible to do activities that are needed to introduce and explain the distributive law and factoring. The algebra tiles have a several advantages; First of all, This model is simple. Even though they cannot make algebra easy, this model can play an important role in the transition to a new algebra course. This model provides access to symbol manipulation for students who had previously been frozen out of the course because of their weak number sense. This model provides a geometric interpretation of symbol manipulation, thereby enriching students' understanding, This model supports cooperative learning, and help improve discourse in the algebra class by giving students objects to think with and talk about. On the other hand, The disadvantages of this model are as follows; the model reinforces the misconception that -x is negative, and x is positive; the area model of multiplication is not geometrically sound when minus is involved; only the simplest expressions involving minus can be represented; It is ineffective when be used the learning of already known concept. Mathematics teachers must have a correct understanding about these advantages and disadvantages of manipulatives. Therefore, they have to plan classroom work that be maximized the positive effect of manipulatives and minimized the negative effect of manipulatives.

• Korean Institute of Interior Design Journal
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• v.14 no.4 s.51
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• pp.79-86
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• 2005

According to the new multi-media appeared as a result of rapid growth of the information and science technique, the school library must be changed to the integration of the teach-study media resource from the existing print media. It means that the school library has to play a role of the study center with a different media from the existing teaching material, teaching instrument, facility and opportunity. The Information education must be conducted in the way of an integrated education course and able to do both information transaction and problem settlement. The education facility to solve this problem is the school library. Therefore, the school library becomes important more and more. It means that the school library is the center of entire study and education material for the teacher and student is focused on it. It is urgent to make the standard of the school library In order to cope with the new education and information environments. And especially it is very important to make a plan about the location and scale of the school library to improve the quality of the children's studying activity. The location of the school library is decided under consideration of the relationship with other room of school house and the proper scale of it is between 2.5units and 7.0units of classroom based on the number of class.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.416-429
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• 2018

In social constructivist teaching, knowledge construction is achieved through learners' collective social interaction. Vygotsky argued that this process is mediated with language use, and the development of higher order thinking is realized through the transition from inter-personal psychological functions to intra-personal psychological functions. In so doing scientific concepts are internalized to learners. This study examined the third grade elementary students' inter/intra-personal psychological functions and their internalization processes during social constructivist teaching plan about strata and fossils. The lessons were designed along with Wells' dialogic inquiry and Leach and Scott's social constructivist teaching-learning sequences. Results showed that a teacher's utterances of talking with questioning to switch attention, creating cognitive disequilibrium, and expanding the width of students' opinions could make effective inter-personal psychological function. In addition, a learner's inner speech expressed into social discourse through talking about personal experiences, comparing epistemic idea with visual representation, or applying to different situation showed his/her intra-personal psychological function. Some cases of learners' internalization through language use could be at the stage of knowledge building and understanding of the spiral of knowing, but not all. Thus it is argued that a teacher's deeper insight into Vygotskian social constructivist teaching can make elementary science classroom teaching more effective in their inter/intra-psychological functions.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.163-192
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• 2009

Currently, our country operates gifted education only as a special curriculum, which results in many problems, e.g., there are few beneficiaries of gifted education, considerable time and effort are required to gifted students, and gifted students' educational needs are ignored during the operation of regular curriculum. In order to solve these problems, the present study formulates the following research questions, finding it advisable to conduct gifted education in elementary regular classrooms within the scope of the regular curriculum. A. To devise a teaching plan for the gifted students on mathematics in the elementary school regular classroom. B. To develop a learning program for the gifted students in the elementary school regular classroom. C. To apply an in-depth learning program to gifted students in mathematics and analyze the effectiveness of the program. In order to answer these questions, a teaching plan was provided for the gifted students in mathematics using a differentiating instruction type. This type was developed by researching literature reviews. Primarily, those on characteristics of gifted students in mathematics and teaching-learning models for gifted education. In order to instruct the gifted students on mathematics in the regular classrooms, an in-depth learning program was developed. The gifted students were selected through teachers' recommendation and an advanced placement test. Furthermore, the effectiveness of the gifted education in mathematics and the possibility of the differentiating teaching type in the regular classrooms were determined. The analysis was applied through an in-depth learning program of selected gifted students in mathematics. To this end, an in-depth learning program developed in the present study was applied to 6 gifted students in mathematics in one first grade class of D Elementary School located in Nowon-gu, Seoul through a 10-period instruction. Thereafter, learning outputs, math diaries, teacher's checklist, interviews, video tape recordings the instruction were collected and analyzed. Based on instruction research and data analysis stated above, the following results were obtained. First, it was possible to implement the gifted education in mathematics using a differentiating instruction type in the regular classrooms, without incurring any significant difficulty to the teachers, the gifted students, and the non-gifted students. Specifically, this instruction was effective for the gifted students in mathematics. Since the gifted students have self-directed learning capability, the teacher can teach lessons to the gifted students individually or in a group, while teaching lessons to the non-gifted students. The teacher can take time to check the learning state of the gifted students and advise them, while the non-gifted students are solving their problems. Second, an in-depth learning program connected with the regular curriculum, was developed for the gifted students, and greatly effective to their development of mathematical thinking skills and creativity. The in-depth learning program held the interest of the gifted students and stimulated their mathematical thinking. It led to the creative learning results, and positively changed their attitude toward mathematics. Third, the gifted students with the most favorable results who took both teacher's recommendation and advanced placement test were more self-directed capable and task committed. They also showed favorable results of the in-depth learning program. Based on the foregoing study results, the conclusions are as follows: First, gifted education using a differentiating instruction type can be conducted for gifted students on mathematics in the elementary regular classrooms. This type of instruction conforms to the characteristics of the gifted students in mathematics and is greatly effective. Since the gifted students in mathematics have self-directed learning capabilities and task-commitment, their mathematical thinking skills and creativity were enhanced during individual exploration and learning through an in-depth learning program in a differentiating instruction. Second, when a differentiating instruction type is implemented, beneficiaries of gifted education will be enhanced. Gifted students and their parents' satisfaction with what their children are learning at school will increase. Teachers will have a better understanding of gifted education. Third, an in-depth learning program for gifted students on mathematics in the regular classrooms, should conform with an instructing and learning model for gifted education. This program should include various and creative contents by deepening the regular curriculum. Fourth, if an in-depth learning program is applied to the gifted students on mathematics in the regular classrooms, it can enhance their gifted abilities, change their attitude toward mathematics positively, and increase their creativity.

• The Journal of Sustainable Design and Educational Environment Research
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• v.21 no.3
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• pp.1-13
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• 2022

This study is a case study to identify the spatial composition and structural problems of existing schools for spatial innovation as a future school that can operate a credit system for old high schools and establish a mid-to-long-term arrangement plan as a credit system operating school capable of various teaching and learning in the future. The study results are as follows: First, most of the problems of the old high schools entailed that there was very poor connectivity between buildings as most of them were arranged in a single, standard design-type unit building and distributed in multiple buildings. In addition, the floor plan of each building is suggested to be a structure in which student exchange and rest functions cannot be achieved during the break period due to the spatial composition of the classroom and hallway concepts. Second, in the direction of the high school space configuration for future school space innovation, the arrangement plan should be established by reflecting the collective arrangement in consideration of the shortening of the movement route and the expansion of subject areas due to the movement of students on the premise of the subject classroom system. Moreover, it is desirable to provide a square-type space for rest and exchange in the central area where communication and exchange are possible according to the moving class. Third, as the evaluation criteria for relocating old high schools, a space program is prepared based on the number of classes in the future, and legal analysis of school land use and land use efficiency analysis considering regional characteristics are conducted. Based on such analysis data, mid-to-long-term land use plans and space arrangement plans for the entire school space such as the school facility complex are established.

• Korean Educational Research Journal
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• v.40 no.1
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• pp.17-42
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• 2019

Modality is the psychological attitude of the speaker, which is comprised by the sentences used in every language. Modality can be broadly categorized as perceptional modality and obligatory modality. This study summarizes the previous related literatures and theoretical branches of Korean linguistic studies. The study also proposes and classifies a modal concept on the Korean language, which is aimed at aiding Chinese people who are studying Korean. It further describes characteristics and expressions of modality in both the Chinese and Korean languages. This study aims to develop an effective teaching-learning program on the basis of the contrastive analysis between Korean language's modality, "-(으)ㄹ 수 있다," and the corresponding Chinese auxiliary verb, "能." Modality is a syntax item that reflects a speaker's subjective manner. There are many grammatical facets in Korean language books and teaching materials that are modal in nature. Further, modalities in Korean language are not only numerous but also have very rich meanings and functions. Based on the contrastive analysis, this study designs an effective teaching plan for Chinese people learning the Korean language. The designed system uses specific conversational occasions as the basis of learning, and it adapts the Korean language's modal system to classroom teaching. The system is expected to be effective during classroom teaching for demonstrating and learning modality in the Korean language.

• Journal of Science Education
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• v.47 no.1
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• pp.88-106
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• 2023

This study aims to investigate the disparity between the teacher's perception of student-centered inquiry classes and the actual implementation of such practices. Specifically, we compared an elementary science teacher's self-perception of her science lessons with the observers' evaluation using the Reformed Teaching Observation Protocol (RTOP) of the "Temperature and Heat" unit. Research data were collected through classroom teaching survey, interview, and science lessons video which were analyzed using the RTOP. As a result of the study, the teacher recognized that she was practicing inquiry-oriented/student-centered classes, but the results judged by the RTOP score were found to be transitional/student-affected classes by a slight difference. Teacher H planned and practiced classes based on a high understanding and content knowledge of the curriculum and created a science classroom culture that promotes active interaction among students as well as students and teachers. However, teacher-led aspects were still emphasized in teaching design and implementation, and the project theme and content were inappropriate to improve the quality of students' science inquiry experience. In the end, the slight difference between teacher's perception of inquiry-oriented/student-centered classes and actual implementation is related to how student-centered "lesson design" is and how to plan and implement classes supported by "procedural knowledge" for students' experience in the science inquiry process. These results indicate that the teacher's self-evaluation alone is not enough to determine whether the teacher's intentions and efforts are actually being implemented, and that it is necessary to conduct objective analysis, evaluation, and discuss the results of science classes by the external observers.

• Journal of Digital Convergence
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• v.11 no.5
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• pp.83-94
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• 2013

The e-Learning is one of best ways to generate the substitution effect for classroom learning, and robust and rational distribution structure for e-Learning industry is the key issue for successful educational performance of e-Learning, however the recent e-Learning market has a distribution status quite different from rational structure. This paper focuses on issues of e-Learning distribution status and alternatives for policy making. In order to make this study successful, we discuss about concepts and scopes of e-Learning distribution and various types of distribution structure by business models. We conducted an interview survey for business individual experts for distribution modelling. Based on the result of the survey, this paper describes issues of distribution structure and suggests alternatives for policy making in the Korea e-Learning market.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.59-66
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• 2010

Opensource LMS Moodle consists of module of various forms and can mount learning materials of various forms. We can mount the number of contents on the Web in Moodle. In doing so, We can configure effective courses for teaching-learning activity. Moodle can reflect course design of a wide variety of teacher using a variety of learning resources and learning activities. The results of operating during 1 semester, all faculty or students were satisfied with course using Moodle. Class in the classroom is interactive systems of teacher and students, but class has one-way system in reality. E-learning can be used to complement this phenomenon. Moodle gives a free and powerful features in designing e-learning courses. In this reserch we made up course applying typical teaching-learning of design and model the process of Glaser. We analyed teaching - learning activity case of Understanding and Application of Information science course of 2010year 1 semester in Seoul national University of Education using LMS Moodle and pursued future expansion plan of Moodle.

• The Journal of Sustainable Design and Educational Environment Research
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• v.14 no.3
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• pp.28-37
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• 2015

Despite the sharp decline of students in our country it has been a surge in new school needs. First, 88 elementary schools survey results, 80 percent plunge and students, and the school was very serious caused by an empty classroom. Second, Students period leading to utilization peaks were consuming on average 5.7 years. Third, Period average reception rate with more than 90% is 5.7 years, more than 80% is 9.1 years, more than 70% was 12.3 years, 60% or more was 14.6 years, 50% or more is 16.6 years, at least 40% is 18.4, 30 % to 18.9 years, 20% or more was found to take is 20.5 years. Therefore, separated by urban and rural areas, urban areas are re-city redevelopment, renovation areas, separated by the old downtown areas and large-scale land development district, Newtown areas such as the restructuring of the school establishment or enlargement of a building and renovation, before relocation, consolidation the overall review will be made.