• The Mathematical Education
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• v.50 no.4
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• pp.403-428
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• 2011

The direction of recent education literature points to the importance of creativity and creative practices, which also plays an important role in character education and has been recognized as being invaluable for the educational goals of the 21st century. As such, the goal of mathematics educators and researchers has also been on emphasizing the importance of building character and promoting creative practices. In this research, we study the pedagogical measures that can be easily implemented in classrooms to foster creative mathematical thinking and practices in students. In particular, the mathematical topic of interest is three-dimensional geometry, and especially polygons, and processes in which mathematical knowledge and creative practices play out in classrooms. For example, we explore how these creative lessons can be organized as the target internalization lessons, concepts definition lessons, regularity and relationship lessons, question posing lessons, and narrative story lessons. All of these lessons share three commonalities: 1) they require specific planning and execution challenges in order to achieve creative tasks, 2) they take advantage of open-ended problems, and 3) they are activity-oriented. Through this study, we hope to further our understanding on successful creative mathematical educational practices in the field of mathematics education, and help establish model lessons and materials for teachers and educators to use towards such goals.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.253-265
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• 2014

This study was aimed to find the impact of science lessons using e-NIE on science process skills and scientific attitudes of elementary students in comparison with that of traditional lessons. Subjects of this study were 5th graders from two separate classes at a elementary school located in U city. And the experiment has been conducted throughout 10 lessons for the duration of total 12 weeks, where one class, experimental group, attended e-NIE based lessons, while the other, comparative group, with traditional lessons for the same period, in an effort to collect both pre and post test results to compare. Findings from this study were briefly listed below: Firstly, e-NIE applied lessons were more effective in improving science process skills than traditional lessons, especially in the domain of integrated science process skills, with meaningful difference. Secondly, lessons combined with e-NIE enhanced scientific attitudes of elementary students more than traditional lessons with meaningful difference.

• Phonetics and Speech Sciences
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• v.7 no.3
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• pp.79-88
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• 2015

English vowels are difficult to teach and learn because both teachers and learners cannot show or see shapes of vocal tract inside their own mouth cavities. The aim of this study is to examine what kind of changes occur in production and perception of English vowels by college students before and after lessons in order to provide fundamental materials for teaching students English vowels. Fifteen volunteer female students attending an English phonetics course participated in the lessons for one and half a month period. Formant values of vowels produced and perceived before and after the lessons were obtained using Flying Popcorn and Praat. Results showed that a produced vowel space after the lessons was greater than that before the lessons with no significant difference. Distances between some adjacent corner vowels were too close to be distinguished. Secondly, perceived vowels before and after the lessons were almost the same. Here again, some adjacent vowels were closely spaced. Thirdly, three groups which were divided by the length of the distance between the vowel /i-${\ae}$/ showed similar patterns in their perception and production. Generally the vowel space expanded from [u] to [${\ae}$]. The author concluded that there was no drastic improvement of vowel perception and production within a short period of time. Further studies would be desirable to examine how successful any long-term English vowel lessons would be and which methods should be taken to evaluate students' achievements proposed here.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.371-393
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• 2012

There have been many studies about education in private institute, yet the researches on mathematics lessons in private institute have not been conducted enough. The purpose of this study is to analyze mathematics private lessons and obtain some implications to improve mathematics lessons in public education. First, a variety of mathematics private lessons were reviewed, and then three prevalent private lesson types were selected in each school level. Then, the nine lessons were observed and recorded, and characteristics were summarized. Later, analyzing frame with two axes (curriculum and communication) was developed, and nine lessons were located in the quadrant. As a conclusion, the weakness and strengths of mathematics private lessons were discussed along with implication to mathematics lessons in public education.

• The Mathematical Education
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• v.53 no.3
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• pp.357-381
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• 2014

This study analyzed the cases of three teacher communities participating in an innovative professional development program and clarified the characteristics and the process of lessons for mathematics-oriented convergence that were developed and applied during the program. Each of the teacher communities designed and implemented lessons according to the context of each community and the concept of lessons for mathematics-oriented convergence were developed and refined. The lessons developed by the three teacher communities were characterized as convergence problem posing lessons using technology, convergence of various subject content focused on mathematical concepts through team teaching, and convergence lessons according to students' achievement levels. The program contributed to teacher community activities by proving sustainable professional development in the area of convergence education, a connection between the content of their professional development and the context of the field, and opportunities for active participation in the process of developing and implementing the convergence lessons.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.476-485
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• 2015

The purpose of this study was to investigate the effects of free inquiry lessons utilizing flipped learning with smart devices on digital literacy, $21^{st}$ century skills and scientific attitude of $5^{th}$ graders of elementary school. The subjects of this study were two different $5^{th}$ grade classes in J elementary school located in B metropolitan city. Free inquiry lessons utilizing flipped learning with smart devices were applied to experimental group, whereas comparison group was taught general free inquiry lessons using ordinary teaching materials. The results of this study were as follows: First, free inquiry lessons utilizing flipped learning with smart devices were statistically meaningful on students' digital literacy. Second, free inquiry lessons utilizing flipped learning with smart devices were not statistically meaningful on students' $21^{st}$ century skills. Third, free inquiry lessons utilizing flip teaching with smart devices were not statistically meaningful on students' scientific attitude. Fourth, free inquiry lessons utilizing flipped learning with smart devices caused an effectiveness on students' interests.

• Journal of the Korean School Mathematics Society
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• v.21 no.3
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• pp.227-245
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• 2018

Debates of calculators in mathematics lessons sometimes have happened in both countries that students rarely use calculators in math lessons including Republic of Korea and countries that students usually use calculators in math lessons. Korea has tried to activate usage of calculators in math lessons as the revision of national math curriculums and the development the strategies to support schools and math teachers. On the other hand, Singapore has the different educational strategies to use calculators in math lessons, but students have higher math achievements in TIMSS and interests in math lessons than Korea. This study intended to study the difference between Korea and Singapore on the usage of calculators in math lessons. To accomplish this, the study compared math curriculums of two countries on the usage of calculators and analysed TIMSS 2015 related with the survey items about calculators in math lessons. This study results in some suggestions that we should do in oder to use calculators in math lessons effectively.

• Korean Journal of Child Studies
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• v.30 no.4
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• pp.135-153
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• 2009

This study examined trends in private after-school lessons for preschoolers and elementary school children as a function of demographic characteristics such as children's age, socioeconomic status, and mothers' employment status. One thousand and sixty-three mothers completed questionnaires on demographic characteristics and their children's participation in private after-school lessons. Data were analyzed by chi-square, one-way ANOVA, t-test, and multiple regression analyses. Results demonstrated that older children and children from higher income and full-time homemaker families attended more private lessons. Age of children was the most influential variable among the demographic characteristics; that is, older children had more after-school lessons. Recommendations for future research are to focus on possible negative effects of excessive private lessons on children's socio-emotional development.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.665-676
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• 2015

In this case study, we analyzed the processes of STEAM lessons conducted by preservice secondary science teachers. Three preservice science teachers at a college of education in Seoul participated in this study. After the workshop for STEAM education, they planned and practiced STEAM lessons. All of the teaching-learning materials were collected before lessons, and their lessons were observed and videotaped. Semi-structured interviews were also conducted before and after their lessons. The processes of STEAM lessons were analyzed while focusing on PCK and PDC. Their difficulties, needs, and views on STEAM education were also studied. It was found that they have taken much efforts to reflect the objectives and characteristics of STEAM education, and prepared teaching-learning materials by searching on the internet and arranging creative contents. Their great difficulty was to determine topics for STEAM lessons. While one preservice teacher satisfied with her lesson perceived STEAM education positively, the others perceived that it would be very difficult to practice STEAM lessons in school. For their STEAM lessons to be successful, the workshop needs to include some specific information on grades, proper topics for each grade, ways of making materials, and tips for effective STEAM lessons. In addition, it will be effective if the workshop is carried out after their study on constructivist learning theory and if they experience successful STEAM lessons.

• Journal of the Korean Chemical Society
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• v.64 no.2
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• pp.99-110
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• 2020

In this study, we investigated the characteristics of lessons using student-centered analogies by pre-service science teachers. Six pre-service science teachers at a college of education in Seoul participated in this study. They practiced lessons using student-centered analogies in teaching practices. We observed their planning lessons and the lessons. Also we interviewed them before and after their lessons. All the data collected were analyzed by using the constant comparative method. There were some cases where they did not clearly guide methods and rules of analogy activities when using physical analogy and role-playing analogy. Also, some of them invited students to predict the outcome of analogy activities. In lessons using role-playing analogy, they gave roles to only a few of students and had a trouble dealing with target concepts. In lessons using self-generated analogy, they had a hard time dealing with unexpected analogies that students generated and provided examples of analogies in order to help students to generate analogies. Educational implications of these findings are discussed.