• Journal of Fisheries and Marine Sciences Education
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• v.27 no.2
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• pp.430-440
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• 2015

The purpose of this study was to analyze student's metacognition interaction based on a robot lesson. For this research as an analytical metacognition interaction tool was utilized. The results of this study revealed that, first, elementary school students had more metacognition interaction in middle learning levels but middle school students had more in the low learning level. Second, in the low learning level, middle school students revised the initiated goal strategy of the robot lesson. Third, in all learning levels, students showed much diagnosis and assesment metacognition interaction in the robot lesson. According to this study's results, the robot lesson has a positive effect in facilitating diagnosis meta cognition for processing of task performance. These results could provide effective cues and information on how to improve the robot lesson.

• Journal of Korean Home Economics Education Association
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• v.14 no.2
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• pp.37-52
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• 2002

This study was made on the concerns and implementation of the ICT(Inormation and Communication Technology)-utilized lesson by home economics teacher. The objective of this study is to investigate the stages of concern and the level of use of the ICT-utilized lesson by home economics teachers in Kyunggi Province through the concerns based adoption model(CBAM) and to provide assistance for ICT-utilizing lesson to be efficiently adopted to home economics. This study made selected 200 schools by random sampling among 233 middle schools which have two or more home economic teachers and 21 or more classes in Kyunggi Province which has a total of 395 middle schools and mail-surveyed on 400 home economics teachers by means of questionnaire. The stages of concern. the levels of use and the types of implementation were used as instruments in this survey. The results of this study on the stages of concern. the levels of use and the type of implementation of the ICT-utilized lesson by home economics teachers in Kyunggi Province were as following: First. the highest point of the concern of home economics teachers of ICT-utilized lesson was the stage of awareness. the second highest point was the stage of management. the 3rd stage. and the stage of information. the lst stage. Second. the highest level of implementation of ICT-utilized lesson by home economics teachers was the level of mechanical use. the 3rd stage(30.4％), which followed by the level of orientation. the 1st stage(22.5％). and the level of nonuse(16.7％). the level of rountine use. the 4th stage(13.7％) the level of integration. the 5th stage(11.8％). the level of preparation 2(3.9％). and the level of renewal. the 6th stage(1.0％) Third, information search was the most in the type of ICT-use and in the course of lesson CD-ROM was used the most.. During ICT-utilized lesson. most of teachers used computer one to two hours a week mainly in the lessons of clothing life and eating life. Home economics teachers took the most training of how to use word-processor(68.6％) during computer education. and 60 teachers(66.0％) gave positive response about the effect of computer education on teacher's learning. Finally. the biggest problem with ICT-use in the teacher's learning was the long preparation time for lesson. and problem with ICT-utilized lesson was the burden of time and effort spent to buy needed materials and to recompose the existing materials for the lesson. Therefore. so as to adopt ICT-utilized lesson efficiently into school it is needed that active promotion for the lesson should be made to teachers. training teachers to raise their ability to use computer and various kinds of software should be expanded. and school authorities' financial and administrative assistance should be given for the smooth proceeding of the lesson.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.60-70
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• 2013

As the necessity of creative and convergent people who will lead the future society is emphasized, STEAM education is becoming an issue as new science education method. The purpose of this study was to verify the effects of science lesson applying STEAM education on the creativity and science related attitudes of elementary school students. In this study, the science lesson applying STEAM education meant integrated lesson included 'Creative planning' and 'Emotional experience'. The study subjects were four classes of the 4th grade of D elementary school in Busan. Two classes including 43 students were experimental group and the others including 40 students were comparison group. For the purpose of study, 'The state change of water' unit in the 4th grade elementary science text book was analyzed and recomposed applying STEAM education. And the recomposed unit was applied to experimental group, whereas comparison group was taught traditional science lesson. The results of this study were as follows. First, the science lesson applying STEAM education influenced significantly the improvement of the creativity of elementary school students. Second, the science lesson applying STEAM education influenced significantly the improvement of the science related attitudes of elementary school students.

• The Mathematical Education
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• v.56 no.4
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• pp.365-385
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• 2017

This study aims to explore mathematics teachers' pedagogical design capacity. For this purpose, we googled and collected 327 lesson plans for middle-school mathematics and investigated how mathematics teachers plan and design their mathematics lessons through the format and structures, objectives and mathematical tasks, anticipation for students' thinking, and assessment and technology use. The findings from the data analysis suggest as follows: a) all the lesson plans are structured in a very similar way; b) the lesson plans seem to be based on the textbooks exclusively, that is, the mathematical tasks and flow is strictly followed and kept in the lesson plans in the way the textbooks suggested; c) the lesson plans do not include any evidence of what teachers anticipate for students' thinking and would do to resolve the students' issues; and d) the lesson plans do not contain any specific plans to assess students' thinking processes and reasoning qualitatively, and not intend to use technology in order to promote effective teaching and meaningful understanding.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.71-81
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• 2013

This study aimed to investigate the changes in learner's scientific conceptual formation and academic achievement after a CoRe-based science lesson. For this study, two classes of the 6th grade of elementary school were divided into an experimental class and a comparison one. The students of the experimental class received CoRe-based science lesson and those of the comparison one received general science lesson. Both of the classes studied 'unit 1. A change in the weather', which is a part of content of 6th grade science text book. The results of this study were as follows. First, in the questions of invisible and abstract phenomena, students had misconceptions based on their experience in real life, or did not understand the fundamental causes of that phenomena. But after receiving lessons respectively, experimental class generally showed at a higher rate of understanding the causes of the phenomena than comparison class. Second, CoRe-based science lesson was more effective to improve students' scientific conceptual formation than the general science lesson. Moreover, when two classes were respectively divided into two groups as high and low-level groups according to their pre-test achievement records, the CoRe-based science lesson was more effective to learners of the high-level groups. Third, CoRe-based science lesson was more effective to enhance students' academic achievements than the general science lesson, especially to learners of the low-level groups.

• Research in Mathematical Education
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• v.16 no.1
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• pp.67-77
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• 2012

This study aimed to explore teachers' perceived beliefs regarding teaching practice in the context of three-year Professional Development Project (ProDev) implementing lesson study incorporating Open Approach. The data were collected through questionnaire distributing to the teachers in three schools. Qualitative data were collected through participatory observation on teaching practice and interviewing members of lesson study team. The findings revealed that teacher's perceived beliefs regarding teaching practice could be categorized into three categories according to 3 phases of lesson study as the followings: 1) Perceived beliefs related to collaboratively designing research lessons 2) Perceived beliefs related to collaboratively observing their friend teaching the research lesson 3) Perceived beliefs related to collaboratively doing post-discussion or reflection on the activities of the two phases.

• Research in Mathematical Education
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• v.23 no.3
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• pp.135-147
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• 2020

What constitutes a good mathematics lesson plan? In their teacher education program, preservice teachers (PSTs) are trained for planning mathematics instruction but often have difficulty in evaluating existing lesson plans and creating their own lesson plans. The purpose of this narrative inquiry is to understand PSTs' experiences of evaluating or designing mathematics lessons that they perceive as being good. The narratives of three PSTs who pursue high school mathematics teaching certification will inform us not only of their perceptions of a good mathematics lesson and lesson plan but also their process of finding the one that exists or creating their own.

• Journal of Family Resource Management and Policy Review
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• v.3 no.1
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• pp.105-121
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• 1999

The major purpose of this study is to examine the effect of the extracurricular lesson expenses on the Burden of Household Expenditure. The data are collected from 537 housewives with a child aged 18(2nd grade in high school) in Seoul. The statistics used for the data analysis are frequency, percentage, crosstables, one way ANOVA, and multiple regression. The statistic softwear used for this study is SPSS. The Result on a base of empirical analyses follow: 1. Respondentg’s expenditure on extracurricular lesson fees is about 430,000 won per month, which is about 28% of the living cost. 2. There are four types of the methods preparing extracurricular lesson fees: ‘Frugal Type’, ‘Excess Type’, ‘Composit Type’, ‘Self-supportable Type’. 3. Region, the living cost, sex of children, net worth, and the mother’s education show statistically significant effect on the extracutticular lesson expenses. 4. The regression analyses incicate that Burden of Household Expenditure increased by 1.9 point according to 1% increase in expenditure on extracurridular lesson fees. The higher budget share of expenditure on extracurricular fees, the higher level of Burden of Household Expenditure.

• Journal of Fisheries and Marine Sciences Education
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• v.19 no.1
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• pp.150-160
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• 2007

The school system of fisheries high school was proper to specialist objective school system in order to training for expert human resource development.Training a field of human resources development from fisheries high school is fallow; fisheries production, seamen's training, ship engine and refrigerator, marine electronic telecommunication and information, fisheries foods production and fisheries foods production and distribution, fishery fisheries self-management, marine distribution, management and conservation of marine environment, safety and marine prevention of disasters, apparatus of marine development, under water area development.A new department opening and each department was revised toward to department name and department character. The unit-lesson hour of curriculum according to specialist objective school system of fisheries and marine highschool was revised. professional subject 98 unit-lesson hour(52%), normality subject 90 unit-lesson hour(48%), and educational activity of professional subject 10unit-lesson hour, total training activity 10 unit-lesson hour. And the special objective school system need to revise curriculum of 208 total unit-lesson hour.

• School Mathematics
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• v.9 no.2
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• pp.259-276
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• 2007

There have been a number of lesson analysis studies, yet not many studies address the issue of the perspective of students who play a key role in the lesson along with the teacher. The purpose of this study is to investigate how the teacher and the students interpret the mathematics lesson they experienced, and to find out the potential discrepancy between the teacher and the students in their perceptions of mathematics lesson. To pursue this purpose, 10 consecutive lessons were videotaped in the 8th grade mathematics classroom, and the video-stimulated post-lesson interviews were also conducted with the teacher and the students. Based on the lesson videos and the interview data, six discrepancies between the teacher and the students in their perceptions of mathematics lesson were dentified: the discrepancy between the teacher's intention and students' interest in the lesson; different interpretation and response to the teacher's mistake; formal abidance; topaze effect; different recognition of the students' preference among the topics; teacher's insufficient response to students' needs. These six discrepancies were further categorized and some implications were drawn.