• Journal of Gifted/Talented Education
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• v.14 no.4
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• pp.93-112
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• 2004

Mentorship as an enrichment program as well as a promising educational method in the 21st century for the gifted students in science provides young scientists with opportunities to develop their abilities and attitudes regarding research. Kyungnam Institute of Gifted Education in Science (KIGES) has run mentorship program for five years. Many advantages of mentorship program for the science gifted students are reviewed including those of KIGES. A mentorship model for future student research programs is proposed as a way to facilitate the process of mentorship.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.401-424
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• 2008

A science program based on constructivism was adopted to 24 preschoolers during 13 classes in a semester. Performance in TTCT and science problem solving tasks were measured before and after the program. When their performance was compared with that of the control group in the same educational centers, it was shown that they outperformed in both creativity measures and science problem solving tasks. There was no gender difference in the effect of this science program.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.4
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• pp.5-31
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• 2008

In this study, after Library-Assisted Instruction is set out and executed, it is surveyed and verified the connection between Learning Attitude and Life competence. This study indicates that Learning Attitude and Life skills of Library-Assisted Instruction have close correlation and the extension of Life competence(Communication, Problem Solving. Self-Directed Learning) is under the influence of Learning Attitude. This study suggests that cooperative learning, Information Processing Model and constructivism learning theory have to be adopted as a means of increasing more educational effects and extensions of Library-Assisted Instruction.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.1
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• pp.175-195
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• 2013

Recently with the emergence of the digital age and the progress of the learning economy, the role of library is expanding from archiving and providing information to education and community service. In this paradigm child education programs at public libraries are strongly demanded by the community. The goal of this study is to analyze the educational roles of child education programs currently being implemented in public libraries. This research tries to incorporate the current child education program into a constructivist perspective. In conclusion, the designed and proposed model in this study was then applied to public libraries' reading education program, and the case was verified through empirical examination and investigation. These studies revealed that the designing of constructivist teaching and the learning model for child education programs was positively verified and found some strategic implication for the development of child education programs in public libraries.

• Journal of Educational Research in Mathematics
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• v.9 no.2
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• pp.383-404
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• 1999

This study began with an epistemological question about the nature of mathematical cognition in relation to the learner's activity. Therefore, by examining Piaget's 'reflective abstraction' theory which can be an answer to the question, we tried to get suggestions which can be given to the mathematical education in practice. 'Reflective abstraction' is formed through the coordination of the epistmmic subject's action while 'empirical abstraction' is formed by the characters of observable concrete object. The reason Piaget distinguished these two kinds of abstraction is that the foundation for the peculiar objectivity and inevitability can be taken from the coordination of the action which is shared by all the epistemic subjects. Moreover, because the mechanism of reflective abstraction, unlike empirical abstraction, does not construct a new operation by simply changing the result of the previous construction, but is forming re-construction which includes the structure previously constructed as a special case, the system which is developed by this mechanism is able to have reasonability constantly. The mechanism of the re-construction of the intellectual system through the reflective abstraction can be explained as continuous spiral alternance between the two complementary processes, 'reflechissement' and 'reflexion'; reflechissement is that the action moves to the higher level through the process of 'int riorisation' and 'thematisation'; reflexion is a process of 'equilibration'between the assimilation and the accomodation of the unbalance caused by the movement of the level. The operational learning principle of the theorists like Aebli who intended to embody Piaget's operational constructivism, attempts to explain the construction of the operation through 'internalization' of the action, but does not sufficiently emphasize the integration of the structure through the 'coordination' of the action and the ensuing discontinuous evolvement of learning level. Thus, based on the examination on the essential characteristic of the reflective abstraction and the mechanism, this study presents the principles of teaching and learning as following; $\circled1$ the principle of the operational interpretation of knowledge, $\circled2$ the principle of the structural interpretation of the operation, $\circled3$ the principle of int riorisation, $\circled4$ the principle of th matisation, $\circled5$ the principle of coordination, reflexion, and integration, $\circled6$ the principle of the discontinuous evolvement of learning level.

• Journal of Korea Game Society
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• v.13 no.3
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• pp.141-152
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• 2013

This research aims at suggesting a case of designing theme-based integrated learning for usage smart media. New approach and direction for developing a gaming instructional design was suggested which can encourage learners to participate in. Quest-based learning, the learning environment design where learners conduct various learner-centered activities, plays an important role of reinforcing the motivation, promoting experiential and cooperative learning based on social interaction. The design using QR codes has been proved to be able to offer the learner-centered learning environment which includes social interaction strategy required for learners expanding their cognitive structure, motivation enhancing strategy encouraging their consistent participation in learning, complex problematic situation and scaffolding strategy emphasized by constructivism. And it is expected to contribute to promoting the design of theme-based integrated learning which is being demanded in the educational environment recently by combining systematic design process and strategies.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.517-534
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• 2012

As observing the learning of middle school mathematics students for three years, I examined the relationship between students' procedural knowledge and their conceptual knowledge as they develop those knowledges in the rational number domain. In particular, I explored the implications of an unbalanced development in a student's conceptual knowledge and procedural knowledge by considering two conditions: (a) the case of a student who has relatively strong conceptual knowledge and weak procedural knowledge, and (b) the case of a student who has relatively weak conceptual knowledge and strong procedural knowledge. Results suggest that conceptual knowledge and procedural knowledge are most productive when they develop in a balanced fashion (i.e., closely iterative or simultaneously), which calls into question the assumption that one has primacy over the other.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.745-752
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• 1998

컴퓨터의 급속한 보급으로 시각화는 수학 교육자사이의 논의에 자주 등장하는 소재가 되었다. 우리는 다양한 소프트웨어를 사용하여 준비한 수업에 학생들로 임하게는 하지만 거의 그들의 사고 발달과정에는 관심을 갖지 못하고 있다. 이 논문은 구성주의(Constructivism)와 정보처리체계(Information-Processing System)에 입각하여 수학의 시각화를 생각해보고 어떻게 시각화 환경을 준비해야하는지 논해보고자 하였다. 구성주의의 시각화에서는 반영적 추상(reflective abstraction), 반복되는 경험(repeated experience), 그리고 지식 위계성이 학습의 기능 체계를 이루므로 발견적 학습을 통해 학생 스스로 의미를 구성할 수 있도록 Thomas (1992)의 세 가지 제안을 이용하여 수업을 준비할 수 있다. 정보처리체계에서는 지식은 서술적인 것과 과정적인 것으로 나뉘어지고, 시각적 표상을 수록하고 삭제하는 과정과 조작 가능한(manipulative) 환경과의 상호작용으로 기호적 시각으로 표상을 변화하는 과정을 통해 개념을 습득하게된다. 시각화는 스키마와 개념상을 통해서 일어난다. 그래프, 애니메이션, 그리고 다른 시각적 표상 등은 이 개념상에 직접적 효과를 주므로 매우 중요하다. 이런 논란을 바탕으로 교사는 반영적 추상화를 위해 시간을 충분히 제공해야하고, 비슷한 문제를 가지고 여러번 시도를 할 수 있게 하며, 학생을 잘 관찰하여 그들의 지식 위계성을 이해하고 방향을 제시하며, 논리적이고 잘 연결된 시각적 표상을 제공하고, 상징적 사관으로 확장할 수 있게 조작할 수 있는 환경에서 시각화에 대해 학생과 많은 대화를 하도록 수업을 준비해야한다. 그한 예로 타원을 가르치기 위해 몇 가지 테크놀로지를 활용한 시각화 환경을 구성해보았다.ates of bisected bovine embryos by micromanipulator and micropipett were 29.2% and 19.1%, respectively. The rates of non-bisection embryos(46.7%) were significantly higher than those of bisection embryos. 2. The in vitro developmental rates of bisected bovine embryos by micromanipulator, micropipett and pipetting method were 32.4%, 19.4% and 25.6%, respectively.3. The in vitro developmental rates of with and without-zona pellucida of bisected bovine embryos by raicromanipulator were 30.8% and 25.0%, respectively. The rates of nonbisection embryos(53.1%) were significantly higher than those of bisection embryos.랑크톤 군집내 종 천이와 일차생산력에 크게 영향을 미칠 수 있음을 시사한다.TEX>5.2개)였으며, 등급별 회수율은 각각 GI(8.5%), GII(13.4%), GIII(43.9%), GIV(34.2%)로 나타났다.ments of that period left both in Japan and Korea. "Hyojedo" in Korea is supposed to have been influenced by the letter design. Asite- is also considered to

• Journal of Educational Research in Mathematics
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• v.16 no.3
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• pp.179-198
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• 2006

In This Paper, I call Johnson & Lakoff (1980; 1999)'s Experientialism or Experiential Realism or, Embodied Realism, Nunez(1995; 1997)'s Ecological Naturalism as Experientialism and try to investigate the possibility of their Experientialism to be a philosophy of mathematical education. This possibility is approached in the respect with the problem of objectivism and relativism. I analyzed the epistemological background of embodied cognition first and then mathematical epistemology of experientialism. Experientialism shares its Philosophical position partly with Dewey and Merleau-Ponty. Experientialists deny the traditional hypothesis of philosophy as such separability of subject and object, and of body and rationality and also They have better position of epistemology than that of Hamlyn, and of Social Constructivism. Therefore, They guarantee wider range of mathematical universality than Hamlyn and Social constructivist. I conclude that the possibility of Experientialism to be a philosophy of mathematical education depends on the success of its supporting the practical study on mathematics education.

• Journal of Digital Convergence
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• v.16 no.10
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• pp.1-9
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• 2018

The purpose of this study is to examine the concepts and types of cross-cultural collaborative online learning that enhance the utilization of advanced ICT in education and contribute to the promotion of educational exchanges between countries, and suggest exchange learning design models necessary for the active introduction. For this study, previous studies related to cross-cultural collaborative online learning were examined. As a result, cross-cultural collaborative online learning is an educational method based on constructivism that explore and construct knowledge by interacting and collaborating with students, teachers, and field experts who are linguistically and culturally heterogeneous based on advanced ICT. The type of cross-cultural collaborative online learning could be divided into synchronous exchange learning centered on remote video classes and asynchronous exchange learning centered on website based tasks. A PPIE learning design model considering the characteristics of each type is presented.