• 한국학교수학회논문집
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• 제8권1호
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• pp.35-53
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• 2005

본 연구는 교사중심의 수업틀을 유지하면서 학습자의 사고활동을 강조한 대안적인 교수 활동의 효과를 검증하는데 있다. 이 수업으로 수업을 받는 학생들은 학업성취도면에서 전통적인 교사중심의 수업을 받은 학생들 보다 우수하였다. 따라서, 대안적인 교수법은 학교 현장에 학생들의 이해를 촉진할 수 있는 교수법이며, 또한 교사 중심의 틀을 유지하고 있기 때문에 학교현장에 적용가능한 교수법이다.

• 대한수학교육학회지:수학교육학연구
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• 제11권2호
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• pp.239-256
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• 2001

The notion of metaphor has been increasingly popular in research of mathematics education. In particular, metaphor becomes a useful unit for analysis to provide a profound insight into mathematical reasoning and problem solving. In this context, this paper takes metaphor as an analytic unit to examine the relationship between objectivity and subjectivity in mathematical reasoning. Specifically, the discourse analysis focuses on the code switching between literal language and metaphor in mathematical discourse. It is shown that the linguistic code switching is parallel with the switching between two different kinds of mathematical knowledge, that is, factual knowledge and mathematical imagination, which constitute objectivity and subjectivity in mathematical reasoning. Furthermore, the pattern of the linguistic code switching reveals the dialectical relationship between the two poles of mathematical reasoning. Based on the understanding of the dialectical relationship, this paper provides some educational implications. First, the code-switching highlights diverse aspects of mathematics learning. Learning mathematics is concerned with developing not only technicality but also mathematical creativity. Second, the dialectical relationship between objectivity and subjectivity suggests that teaching and teaming mathematics is socioculturally constructed. Indeed, it is shown that not all metaphors are mathematically appropriated. They should be consistent with the cultural model of a mathematical concept under discussion. In general, this sociocultural perspective on mathematical metaphor highlights the sociocultural organization of teaching and loaming mathematics and provides a theoretical viewpoint to understand epistemological diversities in mathematics classroom.

• 한국지구과학회지
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• 제31권5호
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• pp.521-530
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• 2010

This study aimed to explore how to characterize the earth science inquiry in schools in terms of science teaching interaction and constructivist teaching practice. The constructivist teaching practices were analyzed with Reformed Teaching Observation Protocol (RTOP) in three aspects including (1) student oriented class implementation, (2) subject knowledge and representation, and (3) classroom communication. Fourteen earth science classes were observed and scored with RTOP. The class was evaluated to be transitional stage in terms of constructivist teaching, e.g., moving toward student-centered teaching practice. Especially, Korean teachers tend to lean their classes more on propositional knowledge than procedural knowledge. To interpret science teaching interactions, an earth science teacher with a RTOP top rank was selected. Her class was then videotaped for detailed analysis. I adopted the analytical framework of communicative approaches and discourse patterns among the five aspects of interactions presented by Mortimer and Scott (2003). It was found that this earth science teacher used more authoritative patterns than the dialogic. In addition, she used IRE discourse pattern more frequently. Interestingly, teachers interacted with their students more frequently in the form of repeated (or IRE chain pattern), that is IRFRF (teacher initiation-student response-teacher feedback-student response-teacher feedback) in the context of dialogic communicative approaches, while simple IRE occurred in an authoritative approach. In earth science classrooms, typical interaction may well be constructed in the form of IRFRF chains to allow students free conjectures and abduction.

• 영어어문교육
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• 제13권4호
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• pp.87-108
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• 2007

Given that various classroom contextual factors influence the nature of writing instructional practices, it would be worthwhile to explore these factors to generate better environment for learning to write. Among many factors, this study examined teachers' beliefs and knowledge, which would operate as a very influential contextual factor in that changes in principles and methods of teaching writing would be the results of their underlying beliefs and knowledge related to teaching writing. Three professional teachers who teach second- and third-grade English language learners (ELLs) were interviewed, and the analysis of teacher interviews was conducted. The research findings indicated that basically all of the teachers perceived the role of writing in second language learning as very important, sharing the belief that the ultimate goal of teaching writing is to have their students gain fluency in writing and that some of instructional methods such as integration of writing and other language aspects, content-based writing, and providing scaffolding are important. In addition, some beliefs that two ESL teachers shared included the importance of ample and continuous opportunities to write, vocabulary knowledge, and explicit instruction about writing. Other beliefs, including the importance of creating a comfortable writing environment and opportunities for writing for varied purposes and genres were represented.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제24권3호
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• pp.137-173
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• 2021

Research and national standards, such as the Next Generation Science Standards (NGSS) in the United States, promote the development and implementation of K-12 interdisciplinary curricula integrating the disciplines of science, technology, engineering, mathematics, and computer science (STEM+CS). However, little research has explored how teachers provide epistemic support in interdisciplinary contexts or the factors that inform teachers' epistemic support in STEM+CS activities. The goal of this paper is to articulate how interdisciplinary instruction complicates epistemic knowledge and resources needed for teachers' instructional decision-making. Toward these ends, this paper builds upon existing models of teachers' instructional decision-making in individual STEM+CS disciplines to highlight specific challenges and opportunities of interdisciplinary approaches on classroom epistemic supports. First, we offer considerations as to how teachers can provide epistemic support for students to engage in disciplinary practices across mathematics, science, engineering, and computer science. We then support these considerations using examples from our studies in elementary classrooms using integrated STEM+CS curriculum materials. We focus on an elementary school context, as elementary teachers necessarily integrate disciplines as part of their teaching practice when enacting NGSS-aligned curricula. Further, we argue that as STEM+CS interdisciplinary curricula in the form of NGSS-aligned, project-based units become more prevalent in elementary settings, careful attention and support needs to be given to help teachers not only engage their students in disciplinary practices across STEM+CS disciplines, but also to understand why and how these disciplinary practices should be used. Implications include recommendations for the design of professional learning experiences and curriculum materials.

• 디지털콘텐츠학회 논문지
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• 제11권2호
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• pp.161-168
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• 2010

과거에는 영어를 배우는 한국인 언어 학습자들이 문법구조에 대한 지식을 익히는데 학습 초점을 두었다. 문법구조 설명에 학습 초점을 맞춘 EFL (외국어 학습 교실) 수업 속 훈련된 강사들은 EFL 수업에서 선호하는 강사들로 보여졌다. 하지만, 학습 초점이 말하기 능력으로 영향력이 더하여지므로 한국인 영어 학습자들은 현제 '정확성' 보단 가능하면 '유창성'에 더 많은 관심을 보여 유창하게 영어 말하기를 희망한다. 본 연구는 ELT (영어수업 교실) 상황에서 비원어민 영어 학습자들이 원어민과 비원어민 영어교사의 차이점에 대하여 어떻게 인식하고 있는지 밝히고자 한다. 또한, 그에 따른 문제점들을 조사하고, 멀티미디어 응용을 통해 비원어민 영어 교사의 말하기 듣기 수업을 어떻게 개선할 수 있는지 밝히고자 한다.

• 한국초등과학교육학회지:초등과학교육
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• 제32권1호
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• pp.22-35
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• 2013

In this study, we analyzed the problems of grade 3~4 science textbooks developed for the 2007 revised national curriculum raised by elementary school teachers. 53 elementary school teachers were selected and asked to complete the open questionnaire to find out the problems they experienced or perceived when they taught the corresponding unit of the science textbooks. The responses were coded and categorized through researchers' cross analysis. The result revealed various problems in using the science textbooks in real classroom context. The problems were divided into three dimensions as inquiry activity aspect, science knowledge aspect, and science learning assessment aspect. Each dimension consisted of several categories. We explained the frequency and representative examples of the problems in each category. These can provide some guidelines and implications for new science textbook developers and science education policy makers.

• 비교문화연구
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• 제20권
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• pp.67-111
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• 2010

This paper examined the role of intermediate texts in the writing process in the context of an EFL composition class. From the tradition of teacher research, this study examined how the Korean college students in different proficiency groups created intermediate texts and used them while composing their own writing. The students produced various types of intermediate texts during the compositing process, which could serve as a basis of their writing. However, the patterns of using these intermediate texts differed widely across the proficiency groups. A writing cycle for the low proficiency group, or "surface reading-few intermediate texts-writing," indicates that less proficient students tended to engage in reading in separation of writing practices and thus produced few intermediate texts through their literacy practices. On the other hand, the students in the higher proficiency groups revealed the more integrated pattern (i.e., purpose reading/intermediate texts/writing), indicating that they often engaged in reading with specific writing purposes, practiced reading in connection to other writing practices, and elaborated written intermediate texts produced. This study argues that, to shift our student writers to a higher level category, we as teachers need to help them engage in reading and writing practices in the way they produce and use intermediate texts appropriate to their specific writing purposes.

• 한국보육지원학회지
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• 제20권2호
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• pp.59-81
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• 2024

Objective: This study aims to explore the intra-action between infants and picture book reading in a daycare setting, aiming to gain new insight into infants' reading experiences. Methods: The participants in the study were 12 infants from the Bluebird Class (1-year-old) at A Daycare Center. To comprehensively examine the context and flow of the infants' experiences, participant observation was conducted during free play sessions, held three to five times a week, in the morning, from December 19, 2022, to February 17, 2023. Results: Firstly, infants engaged in the intra-action with symbols such as text, images, lines, colors, and latent narratives in picture books, spontaneously encountering meaning-making. Secondly, they explored the potential of materials such as their own bodies, the dacare classroom environment, and blocks, creating narratives through the process of 'becoming'. Thirdly, infants generated shared experiences by creating interactions within their relationships with others in the daycare class. Conclusion/Implications: This study highlights a shift in perspective, recognizing infants as active readers who construct their own understanding. Additionally, it underscores the significance of cultivating an infant-centered environment and the meaningful role of teachers in supporting and facilitating such an environment.

• 영어어문교육
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• 제4호
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• pp.85-116
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• 1998

Since the 1980's language teachers have been urged to take more communicatively oriented practice instead of traditional audio-lingual and grammar-translation instruction. However, there are many reasons why communication-centered teaching approaches haven't been easily adopted in Korea. First of all many English teachers haven't been prepared for communicative language teaching. And class size is very large. Another reason is that students' reading and writing skills are more important than their speaking and listening skills to enter colleges. But the world has been changing rapidly. We have many chances to meet foreigners and to talk to them. So many students want to improve their communicative proficiency. The purpose of this study is how to improve their communicative proficiency by performing games in English classes. There are many advantages of using games and songs in the classroom. First, games are motivating and challenging. Second, students can improve their four skills(speaking, writing, listening and reading skills) by using games and songs. Thirdly, games and songs help students to study English without their conscious efforts and to practice English repeatedly because they are interested in them. Fourthly, games and songs create a meaningful context for language use. Lastly, students can learn English with less tension and anxiety. Therefore, English games and songs are worthy of using in classes. To use English games and song more effectively, more various and useful materials have to be developed for English teachers and have to be introduced pertinently into classes.