• Journal of the Korean School Mathematics Society
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• v.22 no.1
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• pp.1-21
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• 2019

Mathematics is one of the subjects in which learners seriously experience under-achievements in school education. Middle school level mathematics especially plays such a role as a bridge between elementary level informal mathematics and high school level formal mathematics that learners' under-achievements in the middle school level mathematics may yield more serious under-achievements later. Therefore it is crucial to prevent learners' later under-achievements that we analyze the status of under achievements including analysing various under-achievers' errors in the middle school level mathematics. From this point of view, we analysed errors of mathematics under-achievers in understanding the concept of the square root of positive numbers and related calculations in this paper. As the results of our research, we found some unexpected errors of 'some mathematics under-achievers regarding the mathematical symbol ${\surd}$ of square root as a parenthesis ( ), and others interpret $x=-2{\pm}{\sqrt{10}}$ as x=-2 or ${\pm}{\sqrt{10}}$.' that suggest the necessity of more various and in-depth discussions and researches of analysis on learners' errors and misconceptions in all areas of school mathematics.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.1
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• pp.48-58
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• 2021

The purpose of this study is to analyze the contents related to the strata in the elementary science textbooks and to investigate the strata concepts of preservice elementary teachers. As a result of the study, most of the strata knowledge in elementary textbook has an explicit sentence structure, such as A is B. it is limited to being used as a subject of discussion and debate among students in science classes. Formal knowledge, although its meaning is clear, is disadvantageous as a material for core competency education. Regarding strata concepts, 70% of preservice elementary teachers thoughts that heat and pressure were the only key factors in turning sediments into hard rocks. Regarding whether information about the natural information in the geological period can be obtained through the strata, 20% thought that information on the natural environment could be obtained only through fossils and not from the strata. Even 80% of preservice elementary school teachers who thought that informations on the past natural environment could be obtained from the stratum showed a lot of scientific misconceptions in the information contents. In conclusion, in order to increase the effect of core competency education through elementary science education, it is necessary to review the form and contents of strata knowledge presented in elementary science textbooks.

• Journal of Science Education
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• v.44 no.3
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• pp.300-317
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• 2020

The purpose of this study is to suggest improvements in the science concepts and inquiry activities presented in the earth science section in the 2015 revised curriculum elementary science textbooks. For this study, two science educator and three elementary school teachers developed a survey questionnaire to investigate science concepts, inquiry activities, and suggest improvements. The survey was conducted two times, and 30 elementary school teachers and three earth science professors (geology, meteorology, astronomy) participated in the survey. As a result, it was investigated that eight concepts in the solid section, three concepts in the fluid section, and one concept in universe and integration section contained misconceptions. It was investigated that the content of inquiry activity needs to be supplemented, with seven elements in solid section, three elements in fluid section, and one in the universe and integration section. According to the research results, if the textbook is revised, it is necessary to accurately confirm the science concepts or content of inquiry activities. Also in the case of science concepts presented in textbooks, it will be necessary to consider not only the scope and sequence of contents but also the process of learning progression.

• The Mathematical Education
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• v.60 no.3
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• pp.363-386
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• 2021

To learn statistics meaningfully, we must provide an opportunity to experience the process of solving statistical problems with actual data. In particular, exploration questions at the problem setting stage are important for students to successfully guide them from the beginning to the conclusion of the statistical problem solving process. Therefore, in this study, a mixed research method was carried out for the exploration questions of pre-service mathematics teachers during the problem setting stage. As a result, some pre-service mathematics teachers categorized incorrect statistical questions because they did not clearly define the meaning or variables of the questions in the process of categorizing them from possible questions. In addition, questions that cannot be solved statistically were categorized due to misconceptions about statistical knowledge. Second, only 50% of the pre-service mathematics teachers met all 6 conditions suitable for solving statistical problems, while there maining they met only a few conditions. Therefore, the conclusion of this study is as follows. First of all, they should be given the opportunity to experience all the statistical problem solving processes through teacher education because they do not have enough experience in statistical problem solving. Secondly, since the problem setting stage is very important in the statistical problem solving process, a series of subdivided processes are also required in the problem setting stage.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.734-751
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• 2021

The purpose of this study is to prepare basic data to reflect polar literacy education in the school curriculum. The perception about the polar regions, teaching experience, and polar-related cognitive and affective characteristics of teachers were investigated. The survey was conducted among 56 elementary, middle, and high school teachers from schools from 10 major cities and surrounding regions, based on their perceptions of the polar region, current teaching status, polar knowledge, and beliefs and attitudes toward polar region and climate change. Results showed that although teachers' polar information efficacy was low, they positively evaluated the status of educators in resolving polar and climate change problems, and prioritized global citizenship values over practical purposes. The experience of teaching polar region and climate change issues at schools varied across subjects and non-subjects, but showed a passive aspect in teaching development, such as wanting to be provided with consolidated learning materials. On the cognitive aspect, teachers revealed an ambiguous understanding of the mechanisms and processes by which polar change and climate influence each other. On the affective aspect, most teachers showed strong beliefs and attitudes for polar-related issues beyond the school level, but their behavior choices were relatively lower. Based on the results, we propose the following as recommendations: providing opportunities and materials to promote polar knowledge, discovering educational materials in various contexts to form values and attitudes, developing educational materials from polar research materials, identifying misconceptions about polar knowledge among students and teachers, strengthening elementary school teachers' polar literacy, and cultivating positive attitudes and values toward polar issues.

• Journal of the Korean earth science society
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• v.43 no.3
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• pp.446-463
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• 2022

This study suggests the need for polar literacy education as an effective conceptual system to explain climate change in terms of science education in line with the common effort of humankind to respond to global environmental changes. To this end, we investigated the status of polar literacy in high school students through quantitative tests and qualitative interviews and discussed the resulting implications. A total of 329 high school sophomore students from two high schools participated in a test consisting of 25 true and false questions developed by referring to the Polar Literacy Principles, while 13 students agreed to be interviewed. The results showed that a somewhat insufficient understanding and conceptual gaps appeared regarding several areas of the Polar Literacy Principles. Knowledge of the geographic features of the polar regions was weak, and little was known about the components and key characteristics of the cryosphere. The lack of understanding of these concepts results in the inability of students to link the operational mechanisms of polar and global climate change sufficiently. While accepting unsatisfactory concepts in the school curriculum without criticism from outside media, students perceived the mechanism of climate change as somewhat monotonous or distorted. Moreover, linguistic information, analogies, and visual observation were used as cognitive strategies to compensate for the ambiguous understanding of polar and climate change. Based on the abovementioned results, we argue that polar literacy education should be introduced as a new knowledge system that can be used to aid a systematic and comprehensive understanding of climate change within the school science curriculum. Additionally, we suggest the following implications: review the consistency of knowledge related to polar literacy in other subjects, provide critical standards for out-of-school media information related to climate change, examine students' misconceptions, and identify improved thinking strategies.

• Education of Primary School Mathematics
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• v.25 no.3
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• pp.251-278
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• 2022

The purpose of this study is to obtain implications for mathematical education by analyzing how the multiplication and division of decimal numbers are presented in the elementary mathematics textbooks in Korea, Japan, Singapore, and Finland. Compared to the fact that students often have misconceptions about multiplication and division of decimal numbers, there have been not many comparative studies in recent elementary mathematics textbooks. For this study, we selected elementary mathematics textbooks those are widely used in Japan, Singapore, and Finland along with Korean elementary mathematics textbooks. We chose the textbooks because the students in the selected countries have scored high in international achievement studies such as TIMSS and PISA. The analysis was examined in terms of elementary mathematics curriculum related to multiplication and division of decimal numbers, introduction and content, real-life situations, use of visual models, and formalization methods of algorithms. As a result of the study, the mathematics curricula related to multiplication and division of decimal numbers includes estimation in Korea and Finland, while Japan and Singapore emphasize real-life connections more, and Finland completes the operations in secondary schools. The introduction and content are intensively provided in a short period of time or distributed in various grades and semesters. The real-life situations are presented in a simple sentence format in all countries, and the use of visual models or formalization of algorithms is linked to the operations of natural numbers in unit conversions. Suggestions were made for textbook development and teacher training programs.

• The Mathematical Education
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• v.62 no.2
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• pp.289-302
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• 2023

In today's digital information society, student knowledge and skills to analyze big data and make informed decisions have become an important goal of school mathematics. Integrating big data statistical projects with digital technologies in high school <Artificial Intelligence> mathematics courses has the potential to provide students with a learning experience of high impact that can develop these essential skills. This paper proposes a set of guidelines for designing effective big data statistical project-based tasks and evaluates the tasks in the artificial intelligence mathematics textbook against these criteria. The proposed guidelines recommend that projects should: (1) align knowledge and skills with the national school mathematics curriculum; (2) use preprocessed massive datasets; (3) employ data scientists' problem-solving methods; (4) encourage decision-making; (5) leverage technological tools; and (6) promote collaborative learning. The findings indicate that few textbooks fully align with these guidelines, with most failing to incorporate elements corresponding to Guideline 2 in their project tasks. In addition, most tasks in the textbooks overlook or omit data preprocessing, either by using smaller datasets or by using big data without any form of preprocessing. This can potentially result in misconceptions among students regarding the nature of big data. Furthermore, this paper discusses the relevant mathematical knowledge and skills necessary for artificial intelligence, as well as the potential benefits and pedagogical considerations associated with integrating technology into big data tasks. This research sheds light on teaching mathematical concepts with machine learning algorithms and the effective use of technology tools in big data education.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.47-63
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• 2023

In this study, we analyzed the PCK components in the materials units of the third and fourth grades of the Korean government-authorized teacher's guides for elementary school, developed in the 2015 revised national curriculum. The results showed that the PCK components were presented in a relatively balanced manner compared to the teacher's guides for middle school. Knowledge of the subject matter accounted for the highest proportion, and knowledge of instructional strategies in science accounted for a higher proportion than knowledge of the science curriculum. The knowledge of assessment in science showed the greatest deviation among publishers, and knowledge of students tended to show the lowest. By subcomponents, experiments and inquiries had a higher proportion than concepts and theories. The ratio of horizontal articulation was lower than that of vertical articulation or lesson objectives, and lesson objectives were presented in various ways, such as in core competencies and achievement standards for science. As questioning was emphasized, teaching strategies and questioning appeared at a similar rate. Motivation and interest, misconceptions were linked to teaching strategies and questioning. In some cases, assessment items and assessment criteria were presented at each level, and various PCK components were linked to these two components. Components with relatively large differences among publishers were supplementary or in-depth concepts, inquiry in textbooks, instruction sequence and method, subject-specific strategies, and assessment items. From the results, the implications for the development of teacher's guides were discussed.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.181-190
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• 2023

In this study, we compared discourse by environments for using tools in terms of participation types, discourse types, and knowledge building processes. 24 first-year high school students were divided into six groups. They were assigned to the sharing tools environment, which used one marker and one smart device, or the individual tools environment, which used markers and smart devices individually. Students participated in small group learning using AR application based on the concept of chemical bonding. All classes were video- and audio-taped. Semi-structured interviews were conducted with six students who voluntarily agreed. The results of the study revealed that the sharing tools environment had a high proportion of one-student dominating type, while the individual tools environment had a high proportion of partly participating type and most students participating type. In the individual tools environment, the ratio of knowledge sharing and knowledge construction discourse was similar compared to the tool sharing environment, and the sub-discourse types were also diverse. In the sharing tools environment, only some students had a meaningful knowledge building process. On the other hand, in the individual tools environment, most of the group members constructed knowledge about the target concept, and had a meaningful knowledge building process. In addition, the misconceptions that appeared to some group members were corrected through small group discussions.