• Journal of Korean Elementary Science Education
• /
• v.37 no.2
• /
• pp.219-231
• /
• 2018

This study surveyed the elementary school teachers' use of visual representations and their perceptions of the functions of visual representations in the teaching of electricity unit. A total of 110 elementary teachers who have experiences in teaching electricity unit responded to online survey. The result showed firstly that most of the teachers use visual representations in their teaching and it is mostly limited to those presented in textbooks or images that they can get easily from internet search. Secondly, elementary teachers thought that they have high ability in using visual representations and low ability in understanding students' visual presentation ability. Thirdly, visual representations are more often preferred to be used as teacher-centered ways than student-centered ways for motivating students and conceptual understanding. However, in case of scientific inquiry, both teacher-centered and student-centered ways were equally preferred. Lastly, the teachers' perceptions of the functions of visual representations were categorized into 'teaching-instrumental function', 'learning-instrumental function', 'communicative-instrumental function' and 8 subcategories were found. The most frequent function was the 'information delivery function' in the 'teaching-instrumental function' category. Implications for teacher education and further studies were discussed.

• Journal of the Korean School Mathematics Society
• /
• v.13 no.1
• /
• pp.89-104
• /
• 2010

In a rapidly changing and increasingly technological society. the use of technology should not be disregarded in issues of learning algebra. The use of technology in learning algebra raises many learning and pedagogical issues. In this article, previous research on the use of technology in learning algebra is synthesized on the basis of the four issues: conceptual understanding, skills, instrumental genesis, and transparency. Finally, suggestions for future research into technological pedagogical content knowledge (TPCK) are made.

• Research in Mathematical Education
• /
• v.13 no.2
• /
• pp.151-170
• /
• 2009

This study reports a research which was conducted on how frequently and where the students use the unit circle method while dealing with trigonometric functions in solving the trigonometry questions. Moreover, the reasons behind the choice of the methods, which could be the unit circle method, the ratio method, or the use of trigonometric identities, are also investigated to get an insight about their understanding. In this study, the relationship between the students' choices of methods in solving questions is examined in terms of instrumental or relational understanding. This is a multi-method research which involves a range of research strategies. The research techniques used in this study are test, verbal protocol (think aloud), and interview. The test has been applied to ten tenth grade students of a public school to get students' solution processes on the paper. Later on, verbal protocol has been performed with three students of these ten who were of the upper, middle and lower sets in terms of their performance in the test. The aim was to get much deeper data on the students' thinking and reasoning. Finally, interview questions have been asked both these three students and other three from the initial ten students to question the reasons behind their answers to the trigonometry questions. Findings in general suggest that students voluntarily choose to learn instrumentally whose reasons include teachers' and students' preference for the easier option and the anxiety resulting from the external exam pressure.

• Journal of the Korean School Mathematics Society
• /
• v.16 no.3
• /
• pp.499-518
• /
• 2013

The purpose of this study is to examine the preservice secondary mathematics teachers understanding and dimensions of knowledge about definition of irrational numbers and irrational numbers and operations. I adopted a framework consisting of formal dimensions, intuitive numbers, algorithmic dimentions suggested by Tirosh et al.(1998) by adding instrumental dimension for his study. I surveyed 65 preservice secondary mathematics teachers who are in bachelor program and post-bachelor program for teacher certificate by using a questionnaire suggested by Sirotic and Zazkis(2007). The results of this study suggest that 83.1% of the participants gave correct answers in definitions of irrational numbers. 43% of the preservice secondary teachers gave correct answers in adding with irrational numbers. Also 91% of the preservice teachers gave correct answers in multiplying irrational numbers. The preservice teachers appeared to understand irrational numbers and operations at formal dimension. More than half of the preservice teachers gave incorrect answers in adding irrational numbers and a few participants gave incorrect in multiplying irrational numbers. The preservice teachers seemed to understand irrational numbers and operations at intuitive or instrumental dimension. The results also suggest that the preservice secondary mathematics teachers have incorrect understanding about irrational numbers.

• School Mathematics
• /
• v.14 no.3
• /
• pp.297-313
• /
• 2012

The purpose of this paper is to discuss the potential and to examine the effect of narrative, as an alternative approach to teach formal proof in more easier and comprehensible way. Identifying the key elements of narrative in proof, we constructed a narrative that derives the equation of function translation. We examined the effect of teaching through the narrative, in comparison with teaching the corresponding proof, on low-achieving students' instrumental understanding and relational understanding of function translation. Since we found no statistically significant differences between the experimental and the comparison group, this study could not conclude that teaching through the narrative was more effective than teaching the corresponding proof. But there were some qualitative differences in the relational understanding responses and the evaluation of the teaching between two groups. These findings suggested some potential of narratives that complement the formal proof.

• Journal of Educational Research in Mathematics
• /
• v.24 no.3
• /
• pp.311-331
• /
• 2014

For preservice teachers' instrumental-to-relational pedagogical content knowledge transformations, this research designed several didactical tasks based on Kinach's cognitive strategies. The researcher identified preservice teachers' understanding about what is a definition and how to teach it. By challenging their fixed ideas about definitions, the researcher could motivate them to embrace the new teaching approach which guides reinvention of definitions. The PCK development was not the simple process of filling their tabular rasa PCK with theories of mathematics education, but the dialectical process of identifying, challenging, changing and extending preservice teachers' existent PCK. This research will contribute to explore new directions of mathematics teachers' PCK development and the method of teacher education.

• Journal of Internet of Things and Convergence
• /
• v.3 no.2
• /
• pp.15-20
• /
• 2017

The purpose of this study is to understand the concept of transformative learning and the meaning and process of learning. Transformative learning explains that learning takes place in three aspects. First, Instrumental learning takes place in the process of acquiring knowledge based on facts, such as hypothesis testing. Secondly, Communicative learning recognizes the meaning of other people's thoughts or social norms, cultures and values through language. Thirdly, emancipatory learning makes through critical self-reflection by understanding oneself on the basis of psychological and cultural assumptions. The implications of outplacement convergence education, is that main purpose of outplacement education is to build theory and shift the perspective to learning conversion in general operation practice. The content of the outplacement convergence education is that it should shift from instrumental learning to communicative and emancipatory learning.

• Journal of the Korean Home Economics Association
• /
• v.47 no.1
• /
• pp.105-113
• /
• 2009

The purpose of this study was to explore differences in social information processing according to children's sex and types of aggression in response to instrumental and relational provocation factors. Two hundred and fifty-one 4, 5, and 6 graders were selected from an elementary school in Seoul. To evaluate their social information processing, the Intent Attributions and Feelings of Distress(Crick, 1995; Fitzgerald & Asher, 1987) and Response Decision Instrument(Crick & Werner, 1998) were revised and analyzed. A peer-nomination measure(Crick, 1995; Crick & Grotpeter, 1995) was used to select aggressive groups. Data were subjected to descriptive statistical analysis and multivariate [2(sex: M, F)${\times}$3(type of aggression: overt, relational, overt and relational aggression)] analysis of variance. Findings revealed that children's social information processing patterns were different according to sex and type of aggression. Also aggressive children responded differently in their social information processing according to instrumental and relational provocation factors. Implications of these findings for the role of gender, aggression type, and provocation type are discussed in order to better understanding of children's social information processing.

• Research in Community and Public Health Nursing
• /
• v.33 no.1
• /
• pp.96-104
• /
• 2022

Purpose: The purpose of this study is to identify the factors affecting the life satisfaction during the communal life of the elderly in rural areas. Methods: A total of 143 subjects were selected through convenient sampling. Data were collected in self-reporting questionnaires from 1 August to 30 August 2019. The data were analyzed with SPSS/WIN 23.0. Results: The Instrumental Activities of Daily Living (IADL) was significantly different according to age, education, and cohabitation. Depression was significantly different according to gender, age, education, and cohabitation. Life satisfaction was significantly different according to age, education, religion, and cohabitation. There was a positive correlation between Instrumental Activities of Daily Living and depression, except for life satisfaction. 41.0% of life satisfaction was explained by depression, religion, and IADL. Conclusion: The results of this study may be useful in understanding the life satisfaction level of elderly communal life and developing more specific programs for mental activity programs, and depression management strategies are required.

• Journal of Korean Public Health Nursing
• /
• v.23 no.1
• /
• pp.40-49
• /
• 2009

Purpose: To investigate the relationships among stress, depression, family function, and activities of daily living in elderly females. Methods: Using a descriptive correlation for the study design, data was collected from 134 elderly females older than 60 years of age. Result: The level of depression among the subjects was 6.04($\pm5.30$) and level of stress was 1.62($\pm.70$). The performance capacity of the activities of daily living was 17.79($\pm0.87$), and the instrumental activities of daily living was 22.33($\pm2.66$). The family function was 2.82($\pm3.47$). Depression and stress showed a positive correlation(p<.001) and had a negative correlation with family function(p=.025), as the correlation with instrumental activities of daily living was negatively related(p=.008). Stress had a positive relationship with family function(p<.001). and was negatively related to instrumental activities of daily living (p=.041). Conclusion: For health promotion of elderly females, it is critical to make an effort to establish and constantly develop a program, as well as policy for the health of the elderly considering and understanding gender differences.