• 한국초등과학교육학회지:초등과학교육
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• 제24권4호
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• pp.399-416
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• 2005

The purpose of this study was to examine the relationship between science teaching practices and beliefs about the nature of science. Defining teachers' beliefs as a broad construct, the researcher tried to examine not only the teachers' understanding about the nature of science, but also the effect and reflection in science teaching practices with regards to the nature of science. Guiding research questions were how the teachers' science teaching practices reflected their beliefs about the nature of science. The methodology of this study was qualitative approach that included interviews, classroom observations, and instructional materials. At an urban area of Korea, five beginning elementary teacher was chosen. The cross-case and grounded theory study design were adopted as data analysis process. The results of data analysis were checked by teachers for internal validity. This study identified the teachers' beliefs about the nature of science suggested by many researchers and revealed that these teachers' beliefs reflected a little in science teaching practices. On the occasion it was reflected, restricted merely within the narrow limits the way to teach the concepts and contents presented in science curriculum. In addition, some of the obstacles that these teachers' beliefs did not reflect the science teaching practices with regards to the nature of science were investigated in this study.

• 대한수학교육학회지:수학교육학연구
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• 제25권2호
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• pp.139-155
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• 2015

본 연구의 목적은 공동체의 맥락에서 일어나는 교사 학습을 관찰하는데 있다. 이를 위하여 공동체에서 교사가 노티스(주목) 하는 것의 종류와 공동체를 구성하게 한 파트너십의 역할에 관한 연구 문제를 제기하였다. 본 연구에서 관찰한 학습 공동체는 PRIME이라는 전문성 발달 프로젝트를 통해 대학과 학교간의 파트너십을 기반으로 생성된 팀들 가운데 하나로 세 명의 멘토교사와 세 명의 예비교사, 한 명의 대학에서 온 감독관이 참여하였다. 연구를 위하여 학교에서의 미팅은 오디오 녹음으로 자료화하고 관찰 노트와 인터뷰 등의 여러 자료를 내러티브 분석법을 이용하여 분석하였다. 연구 결과 참가자들은 학습 공동체에서의 활동을 통하여 교실 활동 상황을 포함한 교수 학습에 관한 활동과 자신들의 교수 학습에 관한 신념 등을 새롭게 노티스하게 되었다. 파트너십은 교사들 간의 관계를 강화하고 임무를 할당하며 다양한 공동체를 구성하는데 필수적인 역할을 하였다.

• 대한수학교육학회지:수학교육학연구
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• 제25권3호
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• pp.323-345
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• 2015

본 연구는 통계적 추론과 가추법의 관계를 알아보기 위하여 '큰 수의 법칙' 탐구활동에서 나타난 가추법의 유형을 살펴보았다. Peirce의 가추법, Eco의 가추법 유형, Toulmin의 논증패턴을 바탕으로 통계 수업담화를 분석한 결과, 가추법에 해당하는 수업담화에는 과대 코드화된 가추법이 가장 많이 나타났다. 반면에 학생들의 다양한 사고를 유도하는 과소 코드화된 가추법과 새로운 법칙이나 이론을 만드는 창조적 가추법은 낮은 비율로 나타났다. 추론과정에 사용된 계산기는 추상적 확률 개념을 이해하기 위한 경험적 맥락을 통해 학생들이 추론을 중심으로 한 논증과정에 적극적으로 참여하게 하였다. 이러한 연구 결과를 통해 통계 수업에서는 가추법에 대한 이해와 함께 도구를 이용한 통계적 맥락 형성이 중요함을 알 수 있었다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제27권3호
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• pp.249-266
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• 2013

본 연구의 목적은 수학교육에서 스토티텔링의 의미와 스토리텔링 수학 모델 교과서의 개발 원리를 문헌을 통해 도출하고, 개발된 교과서의 현장적용 결과를 보고함으로써 스토리텔링 수학 모델 교과서의 적용가능성을 탐색하려는 것이다. 스토리텔링 수학 모델 교과서는 학생들이 수학을 흥미 있고 의미 있게 학습할 수 있도록 개발한 교과서이다. 교과서의 학습 효과를 극대화할 수 있도록 개발 원리로 맥락성의 원리, 과정지향성의 원리, 소통의 원리, 다양성의 원리를 제안하였다. 또한 수학 모델 교과서의 적용 가능성을 판단하기 위해 현장적용을 실시하였다. 설문지 분석과 면담분석을 통해 스토리텔링 수학 모델 교과서가 교수 학습 방법에서 의미 있는 시도이며 수학을 흥미 있게 학습할 수 있는 대안이 될 수 있음을 알 수 있었다. 마지막으로 스토리텔링 수학 모델 교과서를 개발할 때 고려해야 할 부분에 대한 함의점을 제안하였다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제35권4호
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• pp.377-411
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• 2021

본 연구는 교수학습 맥락에서 수학교사의 중심신념과 주변신념의 탐색을 목적으로 한다. 이러한 목적을 위해 본 연구는 고등학교 현직교사 8명을 대상으로 가상의 수학 수업 동영상을 활용하여 수학적 신념 측면에서 교사 노티싱(noticing)을 분석하였다. 분석결과, 노티싱하는 교사는 동영상 속 수업교사의 교수학습 문제 상황에 대하여 자신의 수학적 신념을 반영하여 비판하고, 교수학습 대안을 제시하였다. 그리고, 본 연구의 노티싱 분석은 '교수학습의 학생참여'와 같은 특정 노티싱 주제에 반영된 교사들의 수학적 신념을 비교하여 교사 개인의 상대적 중심신념과 주변신념을 드러내었다. 이러한 연구 결과를 통하여 본 연구는 노티싱을 활용하여 교수학습 맥락의 제약조건에서 수학교사의 중심신념과 주변신념을 추출하는 모형을 제안하였으며 부가적으로 수학교사의 교수학습-의사결정-전문성을 관찰할 수 있었다.

• 한국멀티미디어학회논문지
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• 제6권4호
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• pp.676-684
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• 2003

eLearning can be defined as an approach to teaching and teaming that utilises Internet technologies to communicate and collaborate in an educational context. This includes technology that supplements traditional classroom training with web-based components and learning environments where the educational process is experienced online. The use of hypertext as an educational tool has a very rich history. The advent of the internet and one of its major application, the world wide web (WWW), has given a tremendous boost to the theory and practice of hypermedia systems for educational purposes. However, the web suffers from an inability to satisfy the heterogeneous needs of a large number of users. For example, web-based courses present the same static teaming material to students with widely differing knowledge of the subject. Adaptive hypermedia techniques can be used to improve the adaptability of eLearning. In this paper we report an approach to the design a unified implementation framework suitable for web-based eLearning that accommodates the three main dimensions of hypermedia adaptation: content, navigation, and presentation. The framework externalises the adaptation strategies using XML notation. The separation of the adaptation strategies from the source code of the eLearning software enables a system using the framework to quickly implement a variety of adaptation strategies. This work is a part of our more general ongoing work on the design of a framework for adaptive content delivery. parts of the framework discussed in this paper have been imulemented in a commercial eLearning engine.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권3호
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• pp.287-298
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• 2010

The purpose of teacher education can be accepted in various meanings but it is not too much to say that the ultimate purpose is focused on training teachers to teach instruction in school effectively. The purpose of this article consists in giving some suggestive points to the primary teacher education of our country by introducing education system, teacher education programs, real cases of teacher education in new zealand to the readers. To do this, I took part in four classes and observed the ones, interviewed some students and collected the materials of products of activity during one year and also videotaped for analysis in the case of needed and so we have reached the following conclusions. First, we have found that the teacher education program, practicum, management of class and assessment system of new zealand college of education are quite different with our primary teacher education systems and also various courses are established. Second, the teacher education in new zealand is focused on how they compose the environment of learning related to the context of one. Third, we have to think seriously how we can teach our students interestingly in our classroom. Finally, the global trend of instruction in new zealand teacher education is oriented to learner and so I felt that daily class itself is the one to cultivate creativity of learner.

• Journal of Information Technology Applications and Management
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• 제24권4호
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• pp.57-69
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• 2017

Due to the development of technology even in learning and education area, many studies have begun to make a new attempts to research by using SNS, breaking away from traditional learning methods. However, the limitations of these studies are restricted only to the use of wireless Internet and writing on Web sites. This study aims to conduct a research on English learning activities that utilize various technologies such as Bigdata, Facebook, Social Network Services (SNS) and English applications. In addition, this study looks into how these modern technologies can be integrated in the classrooms and which activities can be applied in the English classroom. This research is to suggest effective English learning methods through a thorough investigation on the effectivity of various technologies based on the Web 2.0 such as Flickr, blogs, MySpace, and online discussion board within the context of the English learning. To verify the effect of the study, the subjects are divided into experimental and control group. The experiment is proceeded with pre- and post-test. The experimental group is designed to verify the effects using SNS tools such as Facebook, Bigdata, and Online Massive Learning. A survey is conducted to determine the preference of utilizing social networking sites and to analyze the effects in class. The result is that the average scores for experimental group have improved more than the average of control group. The comparison of pre and post-test of the experimental group shows that the significance of the higher and median group was statistically significant at the p<0.01.

• 한국과학교육학회지
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• 제26권5호
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• pp.660-673
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• 2006

There have been many attempts to determine the value and the role of school laboratory experiment, but it seems hard to find consensus among these attempts from the perspective of education. This difficulty seems mainly due to disagreement on the concept of education, which has caused an instrumental attitude considering the school laboratory only as a means of developing science or pursuing various functions of school. However, the Endogenous Theory of Education (ETE), which claims education as 'a form of life', has recently paved the way for laboratory experiment to be justified as an opportunity of 'educooperation' allowing students to experience the intrinsic values of education in the medium of science. According to this theory, it is not the detailed practicals but the whole context where the laboratory activity is situated that matters in revealing the inherent educational phenomena. Through this new perspective, I observed two biology laboratory classes in a high school and analyzed the pattern of teacher-student and student-student interactions. Some meaningful educooperation was found in students' chattering, which has been traditionally considered as merely noise in the classroom, rather than in teacher-student interactions. This study discusses the reasons for these findings in detail and culminates in suggesting ways for accentuating the educational aspect of school laboratory activity.

• 한국항해항만학회:학술대회논문집
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• 한국항해항만학회 2015년도 춘계학술대회
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• pp.272-274
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• 2015

Success of communication at sea is directly linked with clear and complete delivery and receipt of the target message between interlocutors. It can be said that speakers' effective delivery of their intended message and listeners' precise decoding and accurate understanding are the keys to successful maritime communication. From this perspective, the scope of maritime English education and training needs to be reconceptualized and expanded into the area of communication itself, beyond the simple acquisition of, and familiarization with, IMO Standard Maritime Communication Phrases (SMCP). Therefore, in order to make learners' acquisition of marine communication knowledge more feasible, and the knowledge learned more practically applicable, training on effective and clear oral delivery should be also considered within the frame of maritime English education. Thus, critical training elements to realize this goal need to be suggested as guidelines. In this presentation, the theoretical background on this will be introduced in terms of English as a Lingua Franca (ELF) and Lingua Franca Core (LFC), which are the current mainstream forms of English communication in the international business context. Based on this, six key training elements will be discussed; that is, speech rate, word groups, pauses, nuclear stresses, consonants (including consonant clusters), and vowels (specifically long and short vowels). Finally, the practical pedagogical methods of each element, and its actual application into a real ESP classroom, will be suggested.