• Education of Primary School Mathematics
• /
• v.4 no.2
• /
• pp.111-125
• /
• 2000

This paper presents cross-national perspectives on challenges in implementing current mathematics education reform ideals. This paper includes detailed qualitative descriptions of mathematics instruction from unevenly successful second-grade classrooms both in Koran and in the U. S with regared to reform recommendations. Despits dramatic differences in mathematics achivement between Korean and the U.S student. problems in both countries with regard to mathematics education are perceived to be very similar. The shared problems have a common origin in teacher-centered instruction. Educational leaders in both countries have persistently attempted to change the teacher-centered pedagogy to a student-centered approach. Many teachers report familiarity with and adherence to reform ideas, but their actual classroom teaching practices do not reflect the full implications of the reform ideals. Given the challenges in implementing reform, this study explored the breakdown that may occur between teachers adoption of reform objectives and their successful incorporation of reform ideals by comparing and contrasting two reform-oriented classrooms in both countries. This comparison and contrast provided a unique opportunity to reflect on possible subtle but crucial issues with regard to reform implementation. Thus, this study departed from past international comparisons in which the common objective has been to compare general social norma of typical mathematics classes across countries. This study was and exploratory, qualitative, comparative case study using grounded theory methodology based on constant comparative analysis for which the primary data sources were classroom video recordings and transcripts. The Korean portion of this study was conducted by the team of four researchers, including the author. The U.S portion of this study and a brief joint analysis were conducted by the author. This study compared and contrasted the classroom general social norms and sociomathematical norms of two Korean and two U.S second-grade teachers who aspired to implement reform. The two classrooms in each country were chosen because of their unequal success in activating the reform recommendation. Four mathematics lessons were videotaped from Korean classes, whereas fourteen lessons were videotaped from the U.S. classes. Intensive interviews were conducted with each teacher. The two classes within each country established similar participation patterns but very different sociomathematical norms. In both classes open-ended questioning, collaborative group work, and students own problem solving constituted the primary modes of classroom participation. However in one class mathematical significance was constituted as using standard algorithm with accuracy, whereas the other established a focus on providing reasonable and convincing arguments. Given these different mathematical foci, the students in the latter class had more opportunities to develop conceptual understanding than their counterparts. The similarities and differences to between the two teaching practices within each country clearly show that students learning opportunities do not arise social norms of a classroom community. Instead, they are closely related to its sociomathematical norms. Thus this study suggests that reform efforts highlight the importance of sociomathematical norms that established in the classroom microculture. This study also provides a more caution for the Korean reform movement than for its U.S. counterpart.

• Journal of the Korean Institute of Landscape Architecture
• /
• v.38 no.2
• /
• pp.9-24
• /
• 2010

This study investigates how students perceive landscape design studio classes and provides basic data to set guidelines for future student-oriented pedagogical strategies in landscape architectural design education. This study is based on the premise that the current dominant educational method, which is based on positivism, should shift to a constructivist approach, which allows students to question objective and absolute truths and restructure knowledge based on their own experiences. Unlike lecture-oriented classes, studio education relies heavily on the perceptions, attitudes, and capabilities of individual students because the nature of the class asks each student to find solutions to given project problems in creative and visual ways. Therefore, it is important to understand the psychological state of students during these classes in order to set alternative criteria for design studio education. This study contains three parts. The first part reviews theoretical discourses to understand the demands for a student-oriented educational paradigm shift and the nature of the design studio at many levels. The second part analyzes how students perceive design studio classes in terms of their satisfaction and stress levels and how studio classes affect their decision making regarding future careers. The stress levels accompanying the design process are also investigated, based on a survey of undergraduate students who are enrolled in the landscape architecture programs of four universities in Korea. According to the findings, design studio classes play a specific role in students' decision making about their future careers. Almost half of students turn out to be dissatisfied with their design education, and half of students suffer from high stress levels caused by studio classes, especially in the early phases of the design process. The findings suggest that instructors should give more attention to discovering ways to help students initiate the design process and bridge ideas and forms, provide clear guidelines for evaluation of students' abilities, and develop a more holistic approach in design studio classes that is based on individual problem-solving processes.

• Journal of the Korean Society of Earth Science Education
• /
• v.4 no.2
• /
• pp.102-107
• /
• 2011

In this study, elementary school science program, this category did not affect any troubleshooting analyzed. Thinking Science Program to buy for them in group activities by using one of the elements of a program of treatment and cognitive level effects were two kinds of research questions. 102, 5th grade four classes were involved, these two classes of the experimental group and the remaining two classes were divided into a control group. Pre-test between the two groups is compared to the level and classification problem-solving skills but the skills did not show a statistically significant difference. Thinking Science activity after application of classification and posttest the experimental group than in the control group problem solving abilities of students classified at the level of statistical significance was higher. Thinking Science program is a treatment effect for each level of analysis, tests, regardless of cognitive level was more effective. Through theses findings, Thinking Science activities 5th grade category classification problem-solving skills of students found to be effective in improving and these types of programs actively introduced in the field suggests that we need to see.

• Proceedings of the Korea Inteligent Information System Society Conference
• /
• 2007.05a
• /
• pp.309-320
• /
• 2007

The data imbalance problem which can be uncounted in data mining classification problems typically means that there are more or less instances in a class than those in other classes. It causes low prediction accuracy of the minority class because classifiers tend to assign instances to major classes and ignore the minor class to reduce overall misclassification rate. In order to solve the data imbalance problem, there has been proposed a number of techniques based on resampling with replacement, adjusting decision thresholds, and adjusting the cost of the different classes. In this paper, we study the feasibility of the combination usage of the techniques previously proposed to deal with the data imbalance problem, and suggest a combination method using genetic algorithm to find the optimal combination ratio of the techniques. To improve the prediction accuracy of a minority class, we determine the combination ratio based on the F-value of the minority class as the fitness function of genetic algorithm. To compare the performance with those of single techniques and the matrix-style combination of random percentage, we performed experiments using four public datasets which has been generally used to compare the performance of methods for the data imbalance problem. From the results of experiments, we can find the usefulness of the proposed method.

• Journal of Environmental Impact Assessment
• /
• v.16 no.2
• /
• pp.157-168
• /
• 2007

In case there is a need to run the multi-year urban scale air qulaity model, it is a difficult task due to the computational demand, requiring the statistical approach for the long time atmospheric environmental assessment. In an effort to approach toward long term urban assessment, the sixteen synoptic meteorological conditions are statistically classified from the estimated geostrophic wind speeds and directions of 850 hPa geopotential height field during 2000 ~ 2005. The geostrophic wind directions are subdivided into four even intervals (north, east, south, and west), geostrophic wind speeds into two classes(${\leq}5m/s$ and >5m/s), and daily mean cloud amount into 2 classes(${\leq}5/10$ and >5/10), which result into sixteen classes of the synoptic meteorological cases for each season. The frequency distributions for each 16 synoptic meteorological case are examined and some discussions on how these synoptic classifications can be used in the environmental assessment are presented.

• Journal of Korean Elementary Science Education
• /
• v.39 no.2
• /
• pp.268-283
• /
• 2020

In this study, we aimed to look at what dilemmas of science teaching elementary school teachers experience and how they cope with their dilemmas in everyday science classes. Three elementary school teachers participated and qualitative data such as class log, class video, and interview materials were analyzed in inductive ways. The main findings are as follows. First, the dilemmas were classified based on the four factors that make up the science class; teacher, student, learning content, environment. However the dilemmas appeared to be not only one factor involved, but the rest of the factors intertwined. Thus, it was interpreted how the main factors causing the dilemmas conflicted with other factors. Second, the types of teachers' coping strategies to the dilemmas could be largely divided into 'give-up', 'stick to' and 'modified'. In some cases, teachers gave up on what they valued and did not take active action ('give-up'), teachers chose what they valued and made decisions to actively realize it ('stick to'), and in others, conflicts were adjusted by introducing new methods or elements to their classes ('modified'). Based on these results, we discussed that the teacher's dilemmas could facilitate the teacher's learning or professional development.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.18 no.3
• /
• pp.465-473
• /
• 2012

Purpose: The purpose of this study was to investigate the experiences of nursing college students who are now pursuing a bachelor degree of nursing at a three year nursing school. Method: The study employs a Qualitative research method. For this study 19 nursing students of a reformed nursing college were interviewed. All of them are now taking the fourth-year classes. Results: The experiences of the interviewees are categorized into the following five themes: 1) Education reform news that could make the bachelor degree happen; 2) Relaxed but uncomfortably long winter break; 3) Looking forward to the fourth year of nursing education; 4) Facing the fourth year and possible double classes; and 5) Unregrettable choice. The study found that the students are putting their best effort forward for the fourth-year classes in a hope that the bachelor degree could rebuild their self-esteem and self-identity as a full-member of the nursing profession. They also hope that the existing societal prejudice and differential treatments toward them will disappear in future nursing practices. Conclusion: This study concludes with some practical implications for nursing education for reformed nursing schools.

• The Mathematical Education
• /
• v.55 no.4
• /
• pp.397-416
• /
• 2016

This study analyzed the quality of mathematics classes with observations using the instrument, MQI(Mathematical Quality of Instruction). Class recordings and interviews were conducted on 2 pre-service teachers and 4 in-service teachers. This study recorded and analyzed 3 or 4 classes for each mathematics teacher by using revised MQI. There were a total of 8 raters: 2 or 3 raters analyzed each class. MQI has four dimensions: Richness of the Mathematics, Working with Students and Mathematic, Errors and Imprecision, Student Participation in Meaning-Making and Reasoning. In the dimension of 'Richness of Mathematics', all teachers had good scores of 'explanations of teacher' but had lower scores of 'linking and connections', 'multiple procedures or solution methods' and 'developing mathematical generalizations.' In the dimension of 'Working with Students and Mathematics', two in-service teachers who have worked and having more experience had higher scores than others. In the dimension of 'Errors and Imprecision', all teachers had high scores. In the dimension of 'Student Participation in Meaning-Making and Reasoning', two pre-service teachers had contrast and also two in-service teachers who hadn't worked not long had contrast. Implications were deducted from finding to improving quality of mathematics classes.

• Journal of the Korean Society for Library and Information Science
• /
• v.50 no.3
• /
• pp.249-265
• /
• 2016

The objective of this study is to analyze the characteristics of Cutter's Expansive Classification. The four elements about classification evaluation were applied to analyze it. Results show that first, from philosophy and religion class to literature class, the order of main classes is logical and evolutionary. Second, the notation is a pure notation including author mark. Third, the classification is expansive from first classification to seventh classification. Science classes were expanded in the second classification comparing to the first classification. From the third classification, all classes were expanded. Fourth, it was applied by the local list to indicate places emphasizing connection of geographical space.

• Language and Information
• /
• v.14 no.1
• /
• pp.165-196
• /
• 2010

The primary goal of this paper is to propose methods of enriching two heterogeneous ontologies: Sejong Semantic Classes (SJSC) and KorLexNoun 1.5 (KLN). In order to achieve this goal, this study introduces the pros and cons of two ontologies, and analyzes the error patterns found during the fine-grained manual mapping processes between them. Error patterns can be classified into four types: (1) structural defectives involved in node branching, (2) errors in assigning the semantic classes, (3) deficiency in providing linguistic information, and (4) lack of the lexical units representing specific concepts. According to these error patterns, we propose different solutions in order to correct the node branching defectives and the semantic class assignment, to complement the deficiency of linguistic information, and to increase the number of lexical units suitably allotted to their corresponding concepts. Using the results of this study, we can obtain more enriched ontologies by correcting the defects and errors in each ontology, which will lead to the enhancement of practicality for syntactic and semantic analysis.