• 한국수학교육학회지시리즈D:수학교육연구
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• 제17권3호
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• pp.181-198
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• 2013

Teaching and learning mathematics in a classroom setting is based on the interactions between the teacher and her students. Using classroom observations and interviews of students and the teacher, this research examines a first-year teacher and her students' interactions in the mathematics classroom. In this mathematics classroom, teacher and students interaction had inconsistency between mathematical topics and non-mathematical topics. For non-mathematical topics, their interactions were very active but for mathematical topics their interactions were very limited. This paper ends with raising questions for future research and calling for the opportunities for first-year teachers to reflect on their interactions with their students, in particular about mathematical topics.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권4호
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• pp.357-369
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• 2007

Teachers and students' knowledge of zero was investigated through data collected from 16 preservice secondary mathematics teachers and 20 gifted secondary school students. Results showed that these teachers and students had an inadequate knowledge about zero. They exhibited a reluctance to accept zero as an attribute for classification, confusion as to whether or not zero is a number, and stable patterns of computational error. Although leachers and researchers have long recognized the value of analyzing student errors for diagnosis and remediation, students have not been encouraged to take advantage of errors as learning opportunities in mathematics instruction. The article suggests using errors as springboards for inquiry in action, discusses its potential contributions to mathematics instruction by analyzing students and preservice teachers errors related to zero.

• 한국어교육
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• 제29권1호
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• pp.199-222
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• 2018

This study attempts to apply process drama in teaching Korean speaking. For that goal, the first part of the study introduces the main features of process drama exploring the possible use of teaching Korean speaking, and the second part presents a concrete example of developing a unit of the Sejong intermediate Korean conversation coursebook which was designed using a process drama method. Process drama is a process-oriented drama activity which progresses only with the teacher and students' spontaneous participation. With its unique meaning-oriented interaction paradigm, it has been suggested as an effective way of teaching and learning a foreign language. Since it emphasizes students' spontaneity, cooperation, and authentic communication, it commonly provides plenty of opportunities for students to interact in a meaningful context. Despite its effectiveness in teaching speaking, it has rarely been used in KFL contexts. Considering the limited opportunities to practice speaking in KFL classrooms, using a communication-rich activity such as process drama would be an optimal solution. This study, therefore, examines possible application of process drama in teaching Korean speaking, and introduces sample speaking materials designed for KFL intermediate learners.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제27권2호
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• pp.175-193
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• 2024

In K-12 education, reassessment is a common practice, providing students with opportunities to enhance their understanding through low-stakes assignments. However, reassessment is underutilized in higher education, including during the challenges posed by the COVID-19 pandemic. Our study advocates for expanding the use of reassessment in university settings to promote holistic learning and focus on what shifts of change were made by students in an initial mathematics content course as they sought to gain licensure for teaching in a birth (daycare/pre-K setting) to eighth-grade classrooms. Our study took place during COVID-19 semesters and aimed to examine how using a reassessment approach early on in a gateway course for Prospective Teachers (PTs) affected the pass rate of the course. Results showed significant differences between the PTs who engaged with the test recovery and those who did not. We propose recovery opportunities like ours provide the necessary guidance to support early degree necessary classes that are typically gatekeeping and, as another, likely cause too few students within the courses because they were able to advance into the teacher pipeline and out into the field. Future studies may consider how the reassessment could be done more before the official summative assessment of a unit or chapter to continue the shifts in teaching practices and pedagogy that are constant within the K-12 education systems at the university level.

• International Journal of Contents
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• 제17권4호
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• pp.62-78
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• 2021

This ethnographic multiple case study, based on Zappa-Hollman and Duff's construct of individual networks of practice (INoPs), explored English as a second language (L2) competence development and socialization process of a group of English-major undergraduates through their social connections and interactions at a public university located in an underdeveloped city in Northwest China. The study lasted for one academic semester and three students were selected as primary participants. Semi-structured interviews, student observations in English-related micro-settings, and associated texts were used to collect data. These data were coded to identify the thematic categories, and then data triangulation and member checking were conducted to select the most representative evidence to provide an in-depth description of students' perspective about mediating their English L2 socialization by their INoPs. Findings showed that factors in the formation of students' INoPs, including intensity, density, and nature, played significant roles in their academic or affective returns from their English learning, both of which had a substantial influence on the students' English L2 socialization. Considering that the macro-setting was a non-English, underdeveloped monolingual society, both educational institutions and individual students need to seek and create more English-mediated interactional opportunities to develop their English proficiency and adapt to local English learning communities.

• International Journal of Costume and Fashion
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• 제17권1호
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• pp.1-15
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• 2017

This study made use of a qualitative approach with an intrinsic case study to explore how handheld devices applications were integrated in teaching and learning in Textiles, Clothing and Design programmes. Participants of the study were purposively sampled from the Textiles and Clothing department at a selected university of Science and Technology in Zimbabwe comprising eight lecturers and thirty-two students. In-depth, focus group interviews and observations were used to gather data for the study. The findings of the study showed that participants were still at the stage of actively experimenting with very limited handheld device applications for the purposes of teaching and learning. Photoediters and digital cameras were the commonest applications used in most modules of the Textiles, Clothing and Design programmes. Though the photoediters and digital cameras were found to match the multimedia category of the Functionality framework, these were not fully utilised by students. It was recommended that there is need for the Textiles, Clothing and Design lecturers to provide opportunities for students to use a variety of applications on handheld devices for collaborative designing in practical modules of the programmes as these can encourage the development of critical skills necessary for creating innovative textiles and fashion designs.

• 공학교육연구
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• 제23권2호
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• pp.24-30
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• 2020

This paper proposes the approaches to the evaluation of learning using concepts of artificial intelligence. Among various techniques, deep learning algorithm is employed to achieve quantitative results of evaluation. In particular, this paper focuses on the process-based evaluation instead of the result-based one using face expression. The expression is simply acquired by digital camera that records face expression when students solve sample test problems. Face expressions are trained using convolutional neural network (CNN) model followed by classification of expression data into three categories, i.e., easy, neutral, difficult. To substantiate the proposed approach, the simulation results show promising results, and this work is expected to open opportunities for intelligent evaluation system in the future.

• 영어어문교육
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• 제18권3호
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• pp.93-120
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• 2012

This paper aims to address the gains and losses of the CMC environment in Language learning. Data were attained from twelve middle school ESL students who took English as a second language class and twelve pre-service teachers taking ESL foundation course. This exploration describes the role of CMC focusing on its' advantages and disadvantages which language teachers need to consider. The findings revealed that the teachers, tasks, and other elements involved in the CMC environment provided several gains and losses for many areas of learning. This implies that CMC alone does not provide an optimal learning environment, but rather it is used as an essential tool in providing opportunities to enhance language learning. Several suggestions are made for teachers and pre-service teacher education how CMC instruction might be better designed. The paper concludes with some practical considerations for future research in the area of CMC.

• 한국환경교육학회지:환경교육
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• 제14권2호
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• pp.95-105
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• 2001

Out-door learning activity in environmental education has been emphasized as an effective method in environmental education since the aims of environmental education emphasize students'value, attitude, actions as well as knowledge. In order to implement successfully out-door learning activity in environmental education classrooms, teachers'perceptions to environmental problems and experiences at fields are essential. An environmental education network among the metropolitan city and provincial office of education, nongovernmental organization of environmental movement and education and university was established and a teachers'in-service training program of out-door learning centered environmental education was implemented. The program was developed in order to 1) connect environmental education with the regional environmental situations, 2) provide teachers with opportunities to participate in an out-door learning program, and 3) train teachers to be environmental education leaders of out-door learning. For evaluation of the program, responses of participants to questionnaire were analyzed. Most of teachers responded that their perception of environment was changed positively after the participation in the program. This study suggested that a future planning of a teachers'in-service training program of out-door learning centered environmental education should be developed in considerations of arranging enough hours for out-door learning at regional environmental sites, applying performance assessment, providing teachers with multiple opportunities with programs in different levels including enriched programs, and establishing an environmental education network among nongovernmental organization of environment movement and education, university, and local offices and department of education.

• 한국융합학회논문지
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• 제12권9호
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• pp.229-238
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• 2021

본 연구의 목적은 상호동료 교수법을 적용한 핵심기본간호술 자율실습(투약단원을 중심으로)이 간호대학생의 학습에 미치는 영향을 심층적으로 이해하기 위함이다. 연구참여자는 간호학과 4학년 학생 15명이었으며, 심층면담을 통해 자료를 수집하였다. 수집된 자료를 분석한 결과, '학습동기 유발', '자기주도 학습', '성취도 향상', '학습요구 불충족'의 4개의 주제가 도출되었다. 상호동료 교수법을 적용한 핵심기본간호술 자율실습은 참여자들에게 편안한 환경과 자신감 향상으로 학습동기를 유발하고, 주도적인 사전학습 및 학습자의 언어로 학습할 기회를 얻는 긍정적인 경험이 있었다. 하지만, 추가적인 지식확장이 어렵고 충분하지 않은 학습요구로 불안감을 느끼는 경험도 있었다. 이에 상호동료 교수법을 자율실습에 적용할 때, 교수자는 학습자의 학습요구를 충분히 만족시키는 방안을 적용하면 효과적일 것으로 생각된다.