• School Mathematics
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• v.18 no.2
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• pp.277-300
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• 2016

In school mathematics, the definition and concept of a differentiation has been dealt with as a formula. Because of this reason, the learners' fundamental knowledge of the concept is insufficient, and furthermore the learners are familiar with solving routine, typical problems than doing non-routine, unfamiliar problems. Preceding studies have been more focused on dealing with the issues of learner's fallacy, textbook construction, teaching methodology rather than conducting the more concrete and efficient research through experiment-based lessons. Considering that most studies have been conducted in such a way so far, this study was to create a lesson plan including teaching resources to guide the understanding of differential coefficients and derivatives. Particularly, on the basis of the theory of Historical Genetic Process Principle, this study was to accomplish the its goal while utilizing a technological device such as GeoGebra. The experiment-based lessons were done and analyzed with 68 first graders in S high school located in G city, using Posttest Only Control Group Design. The methods of the examination consisted of 'learning comprehension' and 'learning satisfaction' using 'SPSS 21.0 Ver' to analyze students' post examination. Ultimately, this study was to suggest teaching methods to increase the understanding of the definition of differentials.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2014.10a
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• pp.233-236
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• 2014

The purpose of this study is for the students who are naturally diverse in personality and behavior in the alternative school to examine the effect of the computer subject achievement and how to increase the student's interest in learning by means of the implementation of Howard Gardener, the Multiple-Intelligence Hypothesis. To verify this study, two groups of sophomore students from an Alternative High School located in Hwasung : The Experimental group consisted of 20 students who would participate in the Computer Science program by learning or applying new skills, based on the Multiple Intelligence Hypothesis. The Comparison Group consisted of 19 students who would follow the standardized Computer Science teaching and lesson plan. During five weeks, the multiple-Intelligence effect was executed in the search groups comparing the differences of the pre-test and pro-test. Pro-test showed following results: Firstly, the experiment search group showed a higher significant improvement in the subject achievement, compared to the comparison group. Secondly, the experiment search group showed a much higher increase in the interest of learning, compared to the comparison group. Thirdly, the experiment search group did not show any differences of the social development compared to the comparison group.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.227-238
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• 2021

Ecocentric worldview is considered as worldview that overcomes present environment problems and increases animal right. This study explores the formation of an ecocentric worldview for 4th-6th graders based on Peter Singer's research that divides the development of morality into family-centered, species-centered, and ecocentric worldview. The subjects of this study were 77 4th graders, 84 5th graders, and 91 6th graders in Daegu Metro- politan City. The results of surveying students' worldview based on the questionnaire developed by dividing into 6 questions are as follows. In most of the items in grades 4-6, the rate of formation of a species-centered worldview or a family-centered worldview was higher than that of an ecocentric worldview. However, in the case of 6th grade students was significantly higher than in other grades because they learned lesson on wolf restoration in the 5th grade science class. This may be seen as an effect of education, but since the ecocentric worldview did not appear high in other questions, it is reasonable to assume that 6th graders simply recited what they learned rather than forming a true ecocentric worldview. Therefore, there is a need for education that can help students to think, judge, and act on the basis of the ecocentric worldview consistently in any situation, rather than just memorizing the knowledge of the ecocentric worldview learned.

• Journal of Music and Human Behavior
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• v.20 no.1
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• pp.47-74
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• 2023

The purpose of this study was to develop a music teacher training program for global citizenship education and explore its effects on the participants' capacity for global citizenship. The program focused on multicultural education, including diversity and tolerance, among various topics in global citizenship education and consisted of practice to develop lesson plans for middle school music classes as well as theory about music in diverse sociocultural environments. The results showed that this program positively affected the participants' attitudes about a music teacher's role in the multicultural classroom. This program enabled participants to identify and reflect on any prejudice they may have against diversity and multiculturalism and to consider the role of music teachers in multicultural learning environments. The program also helped the participants develop greater self-efficacy as music teachers in multicultural environments and see music as a symbolic expression and a social and cultural product. Finally, the participants showed their positive attitude toward transformative pedagogy and considered various topics in global citizenship education beyond diversity and multiculturalism through multilateral understanding and exploration about music based on theory and practice in global citizenship education.

• Journal of The Korean Association of Information Education
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• v.26 no.6
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• pp.567-577
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• 2022

Interest in AI and SW education is growing as digital literacy is emphasized in the revised elementary school curriculum for 2022. There are numerous restrictions on how pupils can enhance their digital literacy because there are only 34 class hours available for information education in elementary schools. Therefore, other subjects and information education must be blended in order to ensure class hours for AI and SW instruction. In this study, we investigated the impact of S-PUMA reading instruction on the literary imagination and computational thinking of elementary school pupils. To conduct this study, two classes of sixth graders in an elementary school were chosen and split into an experimental group and a control group. Over the course of five sessions, only the experimental group received reading instruction using the S-PUMA teaching approach. It was discovered that reading instruction with the S-PUMA teaching methodology enhanced literary imagination and computational thinking. Further study is required to identify whether the improvement in creative imagination, a component of literary imagination, is a result of the S-PUMA teaching approach or a natural result of the subject matter of the lesson.

• Journal of the Korean School Mathematics Society
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• v.26 no.2
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• pp.111-135
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• 2023

This study conducted a student-centered inquiry lesson on the similarity of figures using AlgeoMath, with student learning aspects analyzed from a communication perspective. This approach aimed to inform pedagogical implications related to teaching geometric similarity. Through utilizing AlgeoMath, students were able to visually confirm that their chosen figures were similar, experiencing key mathematical concepts such as the ratio of similarity to the area of similar figures, and congruency and similarity conditions of triangles. In the lessons applying this concept, we categorized the features of similarity learning displayed by students, as seen in the communication aspects of their exploratory activities, into 'Understanding similarity ratios', 'Grasping conditions of similarity in triangles', and 'Comparing concepts of congruency and similarity'. Through exploratory activities based on AlgeoMath, students discussed the meaning and mathematical relationships of key concepts related to similarity, such as the ratio of similarity to the area of figures, and the meaning and conditions of congruence and similarity in triangles. By improving misconceptions about the similarity of figures, they were able to develop deeper mathematical understanding. This study revealed that in teaching and learning the geometric similarity using AlgeoMath, obtaining meaningful pedagogical outcome was not solely due to the features of the AlgeoMath environment, but also largely depended on the teacher's guidance and intervention that stimulated students' thinking.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.517-544
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• 2023

This study presents the process and outcomes of developing mathematical-informatics linkage·convergence class materials, based on previous research findings that indicate a lack of such materials in high schools despite the increasing need for development of interdisciplinary linkage·convergence class materials In particular, this research provides insights into the discussions of six teachers who participated in the same professional learning community program, aiming to create materials that are suitable for linkage·convergence class materials and highly practical for classroom implementation. Following the material development process, a theme-based design model was applied to create the materials. In alignment with prior research and consensus among teacher learning community members, mathematics and informatics teachers developed instructional materials that can be utilized together during a 100-minute block lesson. The developed materials utilize societal issue contexts to establish links between the two subjects, enabling students to engage in problem-solving through mathematical modeling and coding. To increase the validity and practicality of the developed resources during their field application, CVR verification was conducted involving field teachers. Incorporating the results of the CVR verification, the finalized instructional materials were presented in the form of a teaching guide. Furthermore, we aimed to provide insights into the trial-and-error experiences and deliberations of the developers throughout the material development process, with the intention of offering valuable information that can serve as a foundation for conducting related research by field researchers. These research findings hold value as empirical evidence that can explore the applicability of teaching material development models in fields. The accumulation of such materials is expected to facilitate a cyclical relationship between theoretical teaching models and practical classroom applications.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.239-245
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• 2006

The purposes of this study were to develop and implement a teaching strategy that reinforced teacher-student interaction for middle school first grade science and investigate the impact of the teaching strategy on student comprehension of scientific concepts, logical thinking ability, and science-related attitudes. 200 students attending a co-ed middle school located in Gyeonggi province were selected for the study and divided into an experiment and control group each consisting of 100 pupils. The teaching strategy reinforcing teacher-student interaction was applied to the experiment group, while conventional teaching, teacher-led lecturing, was carried out on the control group. To accomplish reinforced teacher-student interaction teacher asked students diversified questions and gave delayed feedbacks that deliberately focused on thought provocation. Results showed that the developed teaching strategy was effective in improving the students' logical thinking ability(p<.01). However, no significant differences were found in student comprehension of scientific concepts and science-related attitudes between the experimental and control group(p<.05). It was determined that more sound research is needed to develop and apply a lesson plan based on the teaching strategy used in this study.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.90-105
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• 2009

This study analyzed current programs practiced by science-gifted education centers. This study was based on concerns of 18 science teachers on six science-gifted education centers of the Seoul Metropolitan Office of Education that had local representatives. For this study, we collected data using journals, documents, reports, survey reviews and interviews with science teachers. Science teachers were concerned about the selection and identification of gifted students, education periods, curriculum, and student evaluation. More authentic measurement for students' potential ability were needed for the identification and selection process. If the purpose of science-gifted centers was to be met, the number of students selected should be determined by local differences rather than regional equality. The curriculum and educational period could make good use of time allotted for vacation to increase lesson periods. Lessons based on strategies like contests for improving the students' creativity, free inquiry and communication skills had to be encouraged. A consistent system for science-gifted education from primary school to high school was needed.

• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.103-128
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• 2013

The purpose of this study was to develop a school violence prevention program featuring the Practical Action Teaching Model(hereafter, PATM) for middle school students to prevent school violence by Home Economics Education. To accomplish this purpose, the processes of analysis, design, development, and evaluation based on ADDIE were conducted. The validity of the program was evaluated twice by Home Economics education experts(36 experts for the first group and 10 experts for the second group) and the contents of the program were modified according to the comments from the evaluators. The school violence prevention program in Home Economics classes consisted of 5 topics such as changing perception on school violence, enhancing self-esteem, relating with others, practicing consideration and sharing, and strengthening the will of preventing school violence. Twenty-four units were developed with 7 practical problems(What should I do to make friends to help with each other?, What should I do to establish positive self-concept?, What should I do to communicate to build good relationship?, What should I do to solve the conflicts peacefully?, What should I do to practice consideration and sharing in food consumption?, and What should I do to practice consideration and sharing in clothing?) in 5 topic areas. Teaching-learning plans included four steps such as problem perception, practical reasoning, action, and evaluation that comprise PATM to solve the practical problems. Every step of the teaching-learning plan consisted of questions for practical reasoning and activity assignments. Materials for students and teachers were developed. Materials for students comprised 80 pieces in total including student activity, reading, movie, and clips to make students enhance understanding and interest. Materials for teachers comprised 35 pieces in total such as rationales, newspaper articles, and movies that make teachers that lesson teaching loads and were helpful for teachers. The PATM was incorporated into developing the program and a Likert-scale was used to assess usefulness, applicability, appropriateness, fidelity, substantiality, and validity of this program. This program gained more than 4.00 on a 1-5 Likert scale. This result indicated that program is expected to be effective and useful to school violence prevention.