• The Journal of Pediatrics of Korean Medicine
• /
• v.22 no.1
• /
• pp.49-57
• /
• 2008

Objectives As children are physiologically and pathologically sensitive and likely to have trouble developing respiratory and the digestive system, it is necessary for them to improve and adapt to their digestive and respiratory capacity slowly. Although they desperately need to practice Healthcare Qi Gong as they get older, few studies have been conducted about that. While collecting materials on child Healthcare Qi Gong, In order to study more about Dan Dong Ten Lessons, medical researchers and children's parent should be more concerned to these studies. The purpose of this study was to understand Dan Dong Ten Lessons through research on children's healthcare Qi Gong. Methods This study was prepared through collecting data from past oriental medicine studies. Through the examination of Chinese medicine books and scientific studies about Dan Dong Ten Lessons and healthcare Qi Gong, Dan Dong Ten Lessons was classified and systemized. Results Dan Dong Exercise among the contents of children's healthcare Qi Gong was classified through the classification and theorization of Dan Dong Ten Lessons, although the classification and development of children's Qi Gong methods should have been carried out in the area of korean medicine, but it was not easy to find the references. Conclusions Dan Dong Ten Lessons is a song and Qi Gong therapy for children. It also teaches children how to live their life, guides them in the right direction for their life. Therefore, it should be developed academically and practically, so that it can pass down to the next generation as traditional heritage.

• Education of Primary School Mathematics
• /
• v.20 no.1
• /
• pp.101-115
• /
• 2017

This study was to analyze motivations in the mathematics lessons from the perspectives of preservice elementary school teachers. The participants were three groups of 62 preservice elementary teachers who were sophomore or junior students in Seoul city in Korea. Two groups of the students were enrolled at teaching and learning mathematics courses, whereas one group of students were at mathematics problem solving course. They were randomly assigned to elementary schools for their student teaching. They were required to observe mathematics lessons focusing on motivations during their participating at the two-week student teaching period. The preservice teachers were asked to observe and submit the reports of the observation in the mathematics lesson. The researcher suggested a guideline of observation and analyzed the reports according to the categories those were suggested in the guideline. The results of the analysis on the reports are summarized as follows. First, the preservice elementary school teachers considered the purpose of motivations as attracting students' interest. Second, the major ratio of motivations were attracting students' attention in the mathematics lessons. Third, the duration average time was 5 minutes 50 seconds and only limited materials for the motivations. At last, most mathematics lessons need to stimulate students' curiosity that fits to the objectives of the lessons. The researcher suggests that we need to develop various motivations in mathematics lessons with which teachers should subtlely connected to the objectives of the lessons.

• Education of Primary School Mathematics
• /
• v.22 no.1
• /
• pp.83-94
• /
• 2019

Current mathematics curriculum of South Korea suggests that students learn mathematics in school with calculators except that the aim of the math lessons is to achieve calculation skills, but we can't be sure that elementary school students use calculators in math lessons of school. Actually we don't have enough data to identify how many elementary school students use calculators in math lessons. The aims of this study are to compare the ratio of elementary school students using calculators in math lessons of school between 20 countries and to analyse the relation between using calculators in math lessons and the achievements of math through $4^{th}$ grade mathematics test of TIMSS 2015. The results of this study are two. One is that generally $4^{th}$ grade students did not use calculators in math lessons. The other result is that generally there is no relation between using calculators in math lessons and the achievements of the math test through $4^{th}$ grade mathematics test of TIMSS 2015. Only in Hong Kong SAR, students without using calculators have higher achievements than students using calculators. In England and USA, students using calculators have higher achievements than students without using calculators. Finally, researcher in this study suggests some implications on using calculator in elementary schools.

• Journal of Industrial Convergence
• /
• v.21 no.8
• /
• pp.87-96
• /
• 2023

The purpose of this study was to investigate the meanings that pre-service secondary physical education teachers attach to learning-centered teaching through metaphor analysis and to examine their perceptions of the application of learning-centered teaching in physical education. In order to achieve the purpose of the study, a survey was conducted to express the perception of learning-centered teaching in metaphors. The data analysis was processed through the process of coding, metaphor classification, determining the unit of analysis, and categorisation of the sample according to the metaphor analysis method. As a result, four major categories of educational needs, educational goals and contents, teaching and learning methods and evaluation, teacher education and roles, and eight content types were derived: lessons for self-actualisation, lessons for preparing for future society, lessons that foster creativity, open and diverse lessons, lessons that stimulate curiosity and interest, lessons that are suitable for individual development and characteristics, lessons that are burdensome to implement, and lessons that require teacher creativity and originality. The results of this study provide implications for the necessity and direction of learning-centered class.

• Journal of Korean Elementary Science Education
• /
• v.36 no.1
• /
• pp.16-30
• /
• 2017

The purpose of this study was to interpret modeling-based elementary science lessons from a perspective of distributed cognition. Data sources included three consecutive elementary science lessons dealing with particle models of gases and students' worksheet generated from modeling activities during the lessons. The data were analyzed in ways that could reveal the affordances and constraints of students' mental models and an external model in the science textbook, as well as the evolution of the models. The results showed that the students' mental models and the external model provided both affordances for and constraints to scientific problem solving and that the models evolved in the process of overcoming the constraints. Implications for science lessons and science education research were suggested.

• Journal of The Korean Association For Science Education
• /
• v.12 no.3
• /
• pp.109-118
• /
• 1992

In this study, the attitudes of about 1200elementary and secondary students towards sciences lessons and scientists were investigated. For the survey of this study, simillar numbers of students in Seoul were selected from the 5th, 8th and 11th grades and from both sexes. For the attitudes towards science lessons, in the survey questionnaire, there were questions on the type of science lesson which students prefer and on student's assessment of science lessons which they receive. For the attitudes towards scientists, there were questions on scientists whom students respect, on students assessment of scientists and on students assessment of themselves. Results of this study can be summarized as follows: (1) A great majority of students prefered the laboratory-based to classroom-based lessons, but this tendency was less apparent in olderstudents.More boys, compared with girls, prefered laboratory-based study. (2) The student's assessment of science lessons was positive in the elementary school, neutral in the middle school and negative in the high school level. Boys showed more positive attitudes towards the study of science. (3) Apparently more girls than boys mentioned Madam Curie as a scientist whom they respect, Students tended to respect scientists in terms of their personalities rather than their cognitive abilities. (4) Students tended to assess that scientist's are more able than themselves in cognitive areas while themselves are better in affective areas. The gap between student's asessments of scientists and that of themselves became bigger in high school students. The gap between boy's assessments of themselves and girl's assessments of themselves was bigger in high school level than in middle school. (5) The decline of students attitude towards science lessons was bigger than their attitude towards scientists.

• Journal of Korean Elementary Science Education
• /
• v.32 no.4
• /
• pp.545-556
• /
• 2013

The purpose of this research was to enhance the understanding of scientific thinking of $5^{th}$ graders of elementary school through conducting investigative analyses on the students' associations with regard to illustrations on science textbooks and to provide basic data that are needed for the teachers teaching science in classrooms to reorganize textbook illustrations suitable to the realities of science contents and realms. In order to achieve the research purposes, subject $5^{th}$ grade students were asked to write down what they associated with the illustrations on the matter part of the $5^{th}$ science textbooks of elementary school: among 14 illustrations, a half of them were after lessons and other half from before lessons. The types of students' learning goal statements according to Bloom's taxonomy of educational objectives were compared with the learning objectives provided in teachers' guide. The differences between before and after lessons in associated words which students used responding to given illustrations were investigated. Students' responses were analyzed in terms of how their associations were consistent with what their preference of learning objectives would be as well. Students variables including their achievement levels and gender were used as group variables in order to locate their effects on differences in their associations before and after the lessons. It was found that students manipulated the given illustrations more variously with more explanations before the lessons than after. After the lessons students tended to describe the illustrations more homogeneously and made theirs stick on the given direction by the textbooks. The implications for how school teaching affected to students' perception was made.

• Journal of the Korean Geographical Society
• /
• v.47 no.6
• /
• pp.955-974
• /
• 2012

This study investigated six teachers who used the lessons utilizing geospatial technologies including GPS and Google Earth. The lessons were designed to ask students to solve problems with the technologies rather than to teach students to just use technology and teachers to function more as a facilitator. Key findings include: (1) The teachers with background and interest in learner-centered teaching were more effective in implementing the lessons with their students while the teachers who were familiar with teacher-centered instruction often reduced learners' roles in the lesson; (2) Generally, students expressed huge interests in the lessons. Changes in attitude and participation toward lessons were more clearly observed from low achievers and passive learners; (3) Key influencing factors in adoption of lessons utilizing geospatial technologies were school culture toward innovativeness, characteristics of school administrators, learning experience of the lessons during the workshops, and support systems for lesson preparation and implementation.

• Education of Primary School Mathematics
• /
• v.19 no.1
• /
• pp.61-78
• /
• 2016

The purpose of this study was to investigate the perceptions and perspectives on meanings and use of manipulatives in mathematics lessons. For the investigation, the researcher reviewed related literature and analyzed the perceptions of preservice teachers on the meanings and use of manipulatives in mathematics lessons. The participants were 75 preservice elementary school teachers who took a teaching practice course at the 1st or the 2nd semester in 2015. These preservice teachers observed mathematics lessons for two weeks during the student teaching periods. They were requested to observed the use of manipulatives in mathematics lessons and wrote about their ideas on the meanings and use of manipulatives. Result of the research was that the perceptions on the meanings and use of manipulatives from the preservice teachers' perspectives are as follows. Manipulatives in mathematics lessons were self-made or pre-made manufactures. The using time of manipulatives during lessons varies, and the teachers provide the manipulatives with contexts. Providing in-depth observation during a teaching practice course is allowed opportunities for preservice teachers to reflect their mathematics teaching and learning methods in the classroom.

• The Journal of the Korea Contents Association
• /
• v.17 no.5
• /
• pp.90-99
• /
• 2017

Sports climbing requires repeated movements within a limited space, which may cause climbers to lose their constant interest in it. Furthermore, it is important that coaches should give lessons focusing on demonstrations to make sure that learners can understand the movements on their own, However, in traditional sports climbing lessons, they give instructions on almost every movement of learners' hands and feet. Hence, there have been constant calls for replacing these existing sports climbing lessons and presenting new methods to ensure that learners can observe their coaches' demonstrations in real time and emulate them. An introduction of the image training using spatial augmented reality techniques to solve these problems may have a positive effect on the improvement of learners' motor skills and attitudes toward lessons. This study aims to verify the effectiveness of the Climbing Character Animation (CCA) as a learning tool for sports climbing. To achieve this research objective, it applied it to actual sports climbing to verify its utility. As a result, it was shown that the lessons using spatial augmented reality-based CCA had a higher effectiveness than traditional sports climbing lessons in the degree of interest inducement, emersion and learning effects.