• Cross-Cultural Studies
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• v.31
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• pp.415-438
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• 2013

This paper explores how to teach Chinese, using multi-media resources such as Chinese dramas and focusing on one of Jin Yong's dramas, The Return of the Condor Heroes. The purpose of this study is to develop teaching methodologies for university students learning Chinese through drama to integrate language skills: enhancing communicative competence and understanding Chinese cultures. First, the overview of previous studies provides several cases of foreign language education using drama. Teaching Chinese through drama can be an integrative education because students can develop their communicative competence as well as understand the cultures of the target language. In other words, the contexts of drama may offer rich sources of the history of China, Han Chinese ethnocentrism, and knowledge of Chinese literature as well as geography. Second, this study applies the principles of Tomlinson (2010) for materials development in language teaching into the case of Chinese drama. It concentrates on Jin Yong's The Return of the Condor Heroes that the author has used in the Chinese language courses for three years. It examines the characteristics of the drama for developing effective ways of teaching and learning Chinese language and culture. Furthermore, it discusses the impact of using drama on changes in students' pervasive perceptions about unnecessity of Chinese classical literature. Third, this paper presents some sample lessons which may help teachers to develop understanding of how to organize lessons through drama. Finally, it illustrates university students' opinions about using drama to learn Chinese.

• International conference on construction engineering and project management
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• 2015.10a
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• pp.503-507
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• 2015

Sustainability continues to gain traction in all industry sectors as people become aware of the advantages of green products. The voluntary use of green products in buildings in the United States continues to grow due to long-term cost saving and the ecological benefit to nature. The voluntary installation of green products is associated with end-users' expectations and perceptions including cost saving, sustainable behavior, and social responsibility. Although involuntary use of green products has similar expectations and perceptions, the installation decision is not based on the goodwill from end-users. This paper surveys college students to capture current experience levels, expectations, and perceptions in regard to green products and/or sustainability and to understand their attitudes about involuntary use of a green product. The installation of low water pressure showerheads in a dormitory provides data to support perception, expectation, and future direction of adoption of green products in public buildings. This information may be used to facilitate sustainable behaviors among involuntary groups regarding to the adoption of green products. The primary objective of this paper is to investigate the college students' perception of a green product, particularly when the students are involuntarily exposed to the green products. As a secondary objective, the paper also attempts to address the college students' general understanding on sustainability and green products. The findings of this study could support the growing importance of sustainable behavior among higher education beyond social responsibility and provide a benchmark against which to improve future change while fostering sustainable behaviors over time among the public.

• Educational Technology International
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• v.9 no.2
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• pp.17-37
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• 2008

This study is to examine different views of teachers, students, parents and experts on existing mathematics textbook and ideas and alternatives for developing new textbooks. We interviewed deeply with 18 teachers, 18 students, 9 parents, and 4 experts and analyzed two analysis frame categories; Strengths and weaknesses of current textbooks and directions of mathematics textbooks that will be revised. We found that among teacher, student, parent and expert, there are some differences of meaning about mathematics textbooks, based on interview questions. The directions of new textbooks are as follows. First, 'the definitions of mathematics textbook concepts' shared and sympathized by teachers, students, parents, and experts should be considered in developing the textbooks. Second, the textbooks should be much usable in classrooms and be matched to the goals of mathematics subjects. Third, the contents and levels of difficulty of the textbooks should be based on the specific objectives and the analysis of curriculum and its contents. Fourth, understanding students should be presupposed as the external side of contents and the textbooks themselves should be associated with the image of joyful and fun mathematics. Fifth, the mathematics textbooks should reflect real daily life to their contents and be linked to other subjects.

• Journal of the Korean Society of Food Culture
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• v.39 no.3
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• pp.138-146
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• 2024

This study examined the influence of social responsibility awareness (economic and social-environmental responsibility) and trust in corporate social responsibility on sustainable diets. The subjects of the study were 468 university students. The main research results were as follows. First, the social responsibility awareness of the study subjects was 4.03±0.72 points for economic responsibility and 3.48±0.81 points for social-environmental responsibility. An awareness of economic responsibility showed differences according to gender. Trust in corporate social responsibility was 3.62±0.61 points, and there was no statistical significance based on gender. Second, the level of a sustainable diet was food safety and consideration (4.06±0.63), knowledge of the environment and diet (3.94±0.68), understanding of the food circulation system (3.45±0.77), and healthy diet (3.26±0.89). Among the factors influencing a sustainable diet, female students had higher attitudes toward food safety and consideration and understanding of the food circulation system than male students. Third, the social responsibility awareness (economic responsibility and social-environmental responsibility) and corporate social responsibility trust variables influenced university students' sustainable diet. Among these, social-environmental responsibility awareness had the highest influence.

• International Journal of Advanced Culture Technology
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• v.12 no.3
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• pp.106-113
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• 2024

This study is conducted to determine whether Chinese students currently attending Korean universities are satisfied with their university life and to identify the problems they are experiencing. A survey was conducted with the graduate students attending K University and 202 students participated in the study. According to the study, most students are very satisfied with Korean universities and would recommend them to their friends. Regardless of gender, degree program, or major, the most difficult aspect of school life is understanding and communicating in class due to language problems. Even students with high TOPIK scores experience difficulties in communication and comprehension during class. One of the most significant problems that Chinese students have is a lack of interaction with Korean students. They want to interact with Korean students through club and team activities at the university. They requested that the university provide international students with opportunities to participate in various programs, such as sports activities, to help overcome feelings of alienation and isolation. Based on the study results, suggestions to support Chinese students to adjust educational environments in Korea were presented.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.20-30
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• 2012

The purpose of this study is to find how elementary students who have different spatial ability affects their understandings on the concept of the rotation of the earth. In order to perform this study, four 5th grade students were picked out of 85 students in Seoul. They had the same conceptual achievement on the movement of celestial bodies but had different spatial abilities. The results of this study were as follows : Regardless of their spatial ability, they understand how day and night are performed, and understand the fact that diurnal motions of moon are related to the rotation of the earth. Also, the students who had higher spatial abilities showed better understanding on the concept of the rotation of the earth and understood the reconstructed concepts in stereoscopic space. But the students who had lower spatial abilities did not fully understand the concept of the rotation of the earth and just memorized them as fragmentary concepts. As for the gender differences, the boy students who had higher spatial ability explained the concept clearly and the others who had lower spatial ability had difficulty in understanding the rotation direction of the earth related with the diurnal movement of celestial bodies. In the same manner, the girl students who had higher spatial ability explained the concepts concretely and the others who had lower spatial ability had difficulty in explaining the concepts by operating them stereoscopically. Therefore, developing teaching methods and studying data and so on, for the girl students, they should be trained to operate the stereoscopic space directly, and for the boy students, they should learn to think over objects with multi-viewpoints. And then the spatial ability on the movement of celestial bodies would be expected to be improved.

• The Mathematical Education
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• v.56 no.2
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• pp.131-145
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• 2017

The representation of irrational numbers has a key role in the learning of irrational numbers. However, transparent and finite representation of irrational numbers does not exist in school mathematics context. Therefore, many students have difficulties in understanding irrational numbers as an 'Object'. For this reason, this research explored how mathematics textbooks affected to students' understanding of irrational numbers in the view of process and object. Specifically we analyzed eight textbooks based on current curriculum and used framework based on previous research. In order to supplement the result derived from textbook analysis, we conducted questionnaires on 42 middle school students. The questions in the questionnaires were related to the representation and calculation of irrational numbers. As a result of this study, we found that mathematics textbooks develop contents in order of process-object, and using 'non repeating decimal', 'numbers cannot be represented as a quotient', 'numbers with the radical sign', 'number line' representation for irrational numbers. Students usually used a representation of non-repeating decimal, although, they used a representation of numbers with the radical sign when they operate irrational numbers. Consequently, we found that mathematics textbooks affect students to understand irrational numbers as a non-repeating irrational numbers, but mathematics textbooks have a limitation to conduce understanding of irrational numbers as an object.

• Journal of the Korean Chemical Society
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• v.59 no.6
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• pp.499-507
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• 2015

The purpose of this study is to investigate middle school students’ understanding of ionic equation. Two hundreds and nineteen middle school students were participated in the study. After six class hours of learning ‘electrolyte and ion’ unit, instrument was implemented to evaluate students’ understanding of ionic process and ability to write ionic equation. We analyzed the influence of characteristics of ionic compounds on correct answer rate. In addition, knowledge state of students required for writing ionic equation was analyzed. The results were as follows: First, ionic compounds tested were categorized into six groups. The correct answer rate was different depending on the characteristics of each group. Second, knowledge state required for writing ionic equation was structured. Based on results some suggestion were made to develope effective learning strategy for understanding ionic equation.

• School Mathematics
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• v.14 no.3
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• pp.275-296
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• 2012

This study investigated elementary school students' understanding of basic functional relationships. It analyzed the written responses from a total of 2087 students of second, fourth, and sixth graders using tests that examined their understanding of five types of functional relationships. The results of this study showed that students tended to be more successful as their grades went up with regard to all the problem types. There were statistically differences among the three grade levels. Even lower graders were quite successful in dealing with additive relation, direct proportion, and inverse proportion. However the items dealing with square relation and linear relation were difficult even to sixth graders. It was common that students were good at completing the table by looking for a pattern from the given numbers but that they had difficulties in anticipating the value of 'y' when the value of 'x' is given either as a big number or as a symbol. Given these results, this paper includes issues and implications on how to foster functional thinking ability at the elementary school.

• School Mathematics
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• v.18 no.1
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• pp.127-141
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• 2016

This study analyzes modes related to use of graph representation that appears to solve high school students quadratic function problem based on the graph using modes of Chauvat. It was examined the extent of understanding of the quadratic function of students through the flexibility of the representation of the Bannister (2014) from the analysis. As a result, the graph representation mode in which a high school students are mainly used is a nomographic specific mode, when using operational mode, it was found to be an error. The flexibility of Bannister(2014) that were classified to the use of representation from the point of view of the object and the process in the understanding of the function was constrained operation does not occur between the two representations in understanding the function in the process of perspective. Based on these results, the teaching on use graph representation for the students in classroom is required and the study of teaching and learning methods can understand the function from various perspectives is needed.