• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.241-261
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• 2015

"SMART" is a word to condense a new kind of educational system recently proposed by the Korean government. It signifies an intelligent adaptive learning system to innovate the educational environment, the contents, methodology and assessment. Developing a digital textbook was one of the main strategic goals to drive forward "smart" education. The Korean government expected to finish the development of digital textbooks of science, mathematics, social studies and English by 2013 and to have a field experiment for them in 2014. However, the case of mathematics was postponed for an indefinite period because its draft version was no different from a traditional textbook in its functional aspect. This situation might come from the non-existence of a good authoring tool and an inexperienced sense by developers of the opportunities available with digital textbooks. This paper introduces the main features for developing a digital mathematics textbook for the 12th grade students, which was developed in the environment of Cabri LM as an authoring tool. This paper also looks upon the results of a whole lesson using the textbook in managing the classroom interaction with students.

• Korean Journal of Clinical Pharmacy
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• v.25 no.2
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• pp.102-110
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• 2015

Objective: This study was to investigate the perception gap between preceptors and pharmacy students on community pharmacy experiential education. Methods: The online survey was performed for 55 preceptors and 215 pharmacy students separately from April 1 to April 30, 2014. The preceptors were who completed community pharmacy practice experience at least a session and the students were who involved in community pharmacy practice for more than 21 days. The questionnaires were prepared based on the lesson contents guideline of Introductory Pharmacy Practice Education of Community Pharmacy by Korea Association of Pharmacy Education. The survey questions were consisted with demographic characteristics, evaluation of student and preceptors, benefits and disadvantages of pharmacy practice for both groups. Results: A total of 27 (49.1%) preceptors and 103 (47.9%) pharmacy students responded to the survey questionnaires. Preceptors indicated that students lacked face-to-face communication ability with patients, caregivers, and physicians. One of the Benefits of participating in pharmacy practice education as a preceptor included the improvement of self-esteem (70.37%). Disadvantages were identified as workload burden due to teaching and preceptor responsibilities at the same time. All students responded that benefits of experiencing pharmacy practice education were helping them determine their career, and they would consider working in community pharmacies (68.93%). However, handling over-the-counter drugs and communicating with doctors or nurses were identified as barriers. In addition, preceptors and pharmacy students expressed necessity of the standard text books and curriculums. Conclusion: This study identified the perception gap on community pharmacy experiential education between preceptors and pharmacy students. For the successful implementation of pharmacy practice experience, the effective and appropriate methods should be developed.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.413-423
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• 2011

Programming education has the favorable influence on creative logical thinking and problem-solving ability of students. However programming has not been actively taught at the elementary schools. One of the causes is the lack of systematic curriculum. In this paper, we design the curriculum for 'Understanding of Information Processing' in revised ICT educational guidelines using the educational programming language Scratch. We propose curriculum that consists of 4 lessons for 1st and 2nd graders, 5 lessons for 3rd and 4th graders, and 6 lessons for 5th and 6th graders to lesson the cognitive load, and present the instruction plans. Selected group of experts verified our proposed curriculum and instruction plans. According to verification results, we can conclude that almost the area including the targets, educational factors, learning content, amount of learning, instruction plans are appropriate. The curriculum proposed in this paper can help the elementary students learn programming efficiently, and develop their logical thinking, problem-solving ability, creativity, and information processing ability.

• Education of Primary School Mathematics
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• v.19 no.3
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• pp.177-191
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• 2016

Students can calculate the addition and subtraction problem using informal knowledge before receiving the formal instruction. Recently, the value that a computation lesson focus on the understanding and developing the various strategies is highlighted by curriculum developers as well as in reports. Ideally, a educational setting and classroom culture reflected students' learning and problem solving strategies. So, this paper analyzed the similarity and difference with respect to the numeric sentence and word problem in the addition and subtraction. The subjects for the study were 100 third-grade Korean students and 68 third-grade American students. Researcher developed the questionnaire in the addition and subtraction and used it for the survey. The following results have been drawn from this study. The computational ability of Korean students was higher than that of American students in both the numeric sentence and word problem. And it was revealed the differences of the strategies which were used problem solving process. Korean students tended to use algorithms and numbers' characters and relations, but American students tended to use the drawings and algorithms with drawings.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.318-331
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• 2015

The purpose of this study was to develop the systems thinking learning program and to confirm the effects of its application in the fourth grades' science class. For it, the test tools were designed to survey divergent thinking and the closed loop based on the casual relation. The systems thinking learning program was developed to make students learn scientific knowledge and systems thinking educational strategies through their regular science class. The two classes of fourth grade were selected and divided into experimental and control groups. After applying pre-test to two groups, the system thinking education program was applied to an experimental group according to the reconstructed lesson plan. Subsequently, post-test was applied to two groups 3 weeks after pre-test. The findings in this study were as follows. In divergent thinking, the systems thinking program was useful to two groups. It could be the repetition effect, but only the experimental group shows a statistically significant change. The effect of the closed loop based on casual relation was deemed statistically significant. It shows these educational strategies were effective in making students understand the systems thinking. Finally, the results of students' interviews shows they were satisfied with this program because they were able to express their thinking with confidence and to find new relations in the change of land. The results suggest that the more research is needed to further develop and improve on students' thinking skills in their regular science classes.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.339-348
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• 2005

The trend of the computer education is shifting from problem-solving in the real world and using functions for it to behavioristic perspectives which encourage people to acquire the functions simply according to the applying programs of well-known companies. Thus, this research studies the computer instructional model which emphasizes the basic computer education and connections to the real world at the same time. In the constructivistic perspectives, this model emphasizes the learners activities, their using of meta-cognitive strategies to reflect their level of the lesson and collaborative-reflective learning of problem-solving. The research applied in the real computer skill education and according to the result of the research, I could find the experimental group got high level of learning achievement and this benefits to the high level group rather than low and middle group.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.1-10
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• 1998

The purpose of this study was to evaluate the effects of constructivist instruction on science inquiry skills and science-related attitudes, and to investigate the students' responses to the lesson using constructivist instruction. In this study, 108 students of sixth graders from four classes were intentionally selected from two elementary schools located in Gyungsan city, Kyungsangbukdo. Two classes of 54 students were used by the constructivist teaching program and the other two classes were handled by the traditional teaching program. Two teachers who have twenty years' careers guided the program prepared by researcher to the students and this examination was conducted for 8 weeks (total 20 class hours). In pretest and posttest, both groups were tested in the science inquiry skills and science-related attitudes. An interview and questionnaire for the students analyzed the responses about the constructivist instruction. The major results of this study are as follows: First, in science inquiry skills test, there was no statistical significance between the score of the experimental group and that of the comparative group(p>.05). The ability of formulating problem in the experimental group was significantly higher than that in the comparative group at 0.05 level. In pretest and posttest, the experimental group was statistically significant on classifying, formulating problem, interpreting data, while the comparative group was not significant on those. Second, we can find that the experimental group has more positive effect on forming the desirable science-related attitudes than the comparative group(p<.05). Especially, experimental group is significantly higher the attitudes about the science curriculum than the comparative group at 0.05 level Third, constructivist instruction has more affirmative tendency of the students' learning activity. Constructivist instruction generated much interest and curiosity about science for the students, and this method prompted students' expression and discussion.

• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.1-12
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• 2005

Establishing problem-based leaning(PBL) that is one type of constitutional learning models is meaningful not only for finding the diversity of WBI types but also for being the specific example of constitutional usage of WBI. This paper shows the development of web-based and problem-based learning program for 6th grade students of elementary school and finds its effect on their studies achievement. There were two classes of traditional lessons and one class of web-based and problem-based lessons. It performed a test with the classes for science lesson. It was found that web-based and problem-based learning is more effective on the improvement of studies achievement. There was meaningful difference in studies achievement according to ICT utilization ability. Web-based and problem-based learning statistically had a meaningful effect on the improvement of ICT utilization ability.

• Journal of The Korean Association of Information Education
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• v.1 no.1
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• pp.62-73
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• 1997

Open education can be defined as education which apply rule of respect, rule of freedom, rule of individual instruction, and rule of environment. The purpose of this study was to look into the present condition of individual instruction, to find the problems of instruction, especially ill practical arts, and then to suggest the improvement plans on the problems. In order to solve the problems, after briefly reviewing theoretical background of open education, we suggested a CAI(Computer Assisted Instruction) program which was made by Chinju National University of Education and KEDI(Korean Educational Development Institute). And then we applied the program to the classes of the 4th grade of elementary school. In this thesis, we didn't analyze the result of the questionnaire or interview, however, it is believed that using CAI program is a adaptive lesson method of individual instruction.

• Journal of Gifted/Talented Education
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• v.17 no.1
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• pp.193-213
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• 2007

We present a creative program model for encouraging the creative ability of gifted students by using overlapped patterns found in every day life. This model is based on the basic concept that the purpose of physics education is enlightenment from around the world. Combining both the Western perspective of creativity as productivity and the Eastern perspective of creativity as enlightenment, a Program for Enlightened and Productive Creativity(PEPC) for teaching inquiry was devised. This Program for Enlightened and Productive Creativity describes stages through which a student is guided to solve a problem using increasingly complex observation, inquiry, and experimentation. The use of this model in teaching is illustrated through a physics lesson of moire patterns using overlapping patterns found in our every day life. A case is made that PEPC can be applied to teaching general students as well as gifted students and in different content areas. PEPC model is applied to general students in middle school, scientifically gifted students and physics teachers.