• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.493-511
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• 2009

The purpose of this thesis is to discuss the characteristic methods of Mathematics Education. However, it is not simple to find the proper research method of Mathematics Education since Mathematics Education deals with the practice of teaching and learning mathematics, as well as the topics of scholarly research on the practice. Issues on Mathematics Education might vary with the epidemical aspects, which are basic attitudes toward the knowledge and understanding about Mathematics. Thus, this thesis will discuss two questions: First, What are the distinguishing characteristics of Mathematics Education as a field of study, when compared with ones of mathematics? Second, What are the characteristic methods of Mathematics Education, when compared with ones of other academic fields? For solving those questions, this thesis starts from meanings of science and education. And it also classifies Mathematics as formal science whereas Mathematics Education as social science by showing differences between Mathematics and Mathematics Education: research subject of Mathematics targets on mathematics itself and it uses the deductive method. On the other hand, Mathematics Education research handles the practice of mathematics of students and uses plausible reasoning. Also, it will also show why Mathematics Education shares lots of aspects with social science, not with natural science, which has many different characteristics from those of social science. Many researchers have agreed that Education should be categorized into the social science but misplaced Mathematics Education and Science Education into the natural science. It is true that physics and chemistry are natural science. And also it should be said that pure science is formal science. But it should be considered that just like Education, Mathematics Education and Science Education are in the category of social science.

• Journal of Chest Surgery
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• v.42 no.6
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• pp.807-812
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• 2009

The late Professor Lee CB (1915~1967) was one of the pioneers in the early stages of thoracic surgery in Korea while he was in charge of the Department of Thoracic and Cardiovascular Surgery at Seoul National University hospital as the first director from 1957 until he died of liver cancer in 1967. He was a graduate from the old Seoul National University, and he dedicated himself to the field of lung surgery after he joined the army during the Korean War, which broke out in 1950. Among his many contributions to pulmonary surgery, he performed the first partial lung resection in Korea in 1953. His lecture notes were recently found. These lecture notes for medical students were written by hand in late 1950s, Considering the content and form of the lecture notes, they are thought to have very significant historical value. The lecture notes were a total of 277 pages on general thoracic surgery and cardiovascular surgery with 75 self-drawn figures. This study was intended to facilitate a better understanding of the history of thoracic surgery in Korea, and especially for young thoracic surgeons. These notes may well contribute to the field of Thoracic and Cardiovascular Surgery in Korea.

• Communications of Mathematical Education
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• v.31 no.1
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• pp.17-48
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• 2017

This case study examined mathematics anxiety of a public high school sophomore who was unable to perform well in mathematics but later overcame his fear of mathematics. In this study, he showed high levels of mathematics anxiety in the assessment tools that evaluate mathematical anxiety factors. Cognitive and behavior treatments were carried out to alleviate his anxiety. First, cognitive treatments that were implemented include: understanding his own problems, writing down his thoughts on a record sheet, and changing intermediate and core beliefs. This paper explored cognitive and affective changes and reactions during the treatment process. Second, behavioral treatments that were conducted include: the divided-page method and peer tutoring. The divided-page technique involves the test subject to write down and solve his problems on a note to see what kind of cognitive and affective changes occur during the process. This paper also explored how Su-chul, an overly competitive student, changed and reacted cognitively and affectively through peer tutoring. The results revealed that Su-chul's exam anxiety, as well as other factors, has decreased. Moreover, he regained his self-confidence by solving math problems that he had felt difficult. His competitive attitude also has turned into a cooperative and thoughtful one.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.418-430
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• 2017

This study examined the process, difficulties and understanding of making teaching materials by investigating the pre-service early childhood teachers' experience of making such materials. The results of the study would help in the design direction and methods of education for pre-service teachers in how to make materials. A total of 30 university students, who took the course of 'Early Childhood Educational Materials and Research Method' in B university, participated in the study. At the exploration stage, the pre-service teachers utilized the teacher guidance of Nuri curriculum, major books, internet materials, and their observation experiences in kindergartens. At the planning stage, they considered chiefly the children's interest and level, explored materials sufficiently, and selected the production method carefully. At the production stage, they performed basic hard work to prevent rework and tended to stick to the basics beyond their initial ambition as the work progressed. The difficulties that they faced, feeling pressured, were making materials based on their imagination without experiencing much from the infants, feeling embarrassed when things did not progress as planned, and feeling a sense of loss when comparing with other friends. Through these difficulties, the importance of precise planning, executing the process thoroughly, and repeatedly checking and reviewing the entire process of making textbooks and materials were realized. In addition, there is a need to search for a better development direction for the effective development of teaching textbooks and materials.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.65-84
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• 2008

Historically the value of the secondary Home Economics subject matter has been justified with the extrinsic aim to satisfy the needs of the individual and family and of the society. The purpose of this study is to investigate the educational and philosophical significance of the knowledge in Home Economics education through reasoning out its intrinsic aim. From the point of discipline-based curriculum, Home Economics as 'the structure of knowledge' constitutes the curriculum of the secondary Home Economics subject matter and contributes to understanding the family life intellectually with its unique perspective. When students understand these theoretical contents, they will internalize the core idea of Home Economics so that their cognitive perspective on family life is developed or widened. With this cognitive perspective, they are able to discover the aspect of family life from their daily life, to interpret and judge every situation properly. It is the presupposition of socially expected practical problem solving that makes Home Economics education intrinsically meaningful. In conclusion, the secondary Home Economics curriculum needs to be reinterpreted or reorganized as the structure of knowledge, not as fragmentary informations or facts, through which the broad cognitive perspective on family life is developed and Home Economist's mode of thinking is transmitted.

• (The)Study of the Eastern Classic
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• no.33
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• pp.131-158
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• 2008

While there were separation, confrontation and conflicts in Yungnam confucian group in seventeenth century, Nampa Jang Hak(1614~1669), was one of the representative figure among Yeoheon's pupils in doing the project of Yeoheon's enshrinement and strengthening the solidarity of Yeoheon's students. His family had close relationship with Yeoheon, and he started to receive instructions from Yeoheon in his early ages. Owing to the close relationship with Yeoheon, Nam pa did the leading role in the memorial projects, such as publishing the collection of works, and enshrining Yeoheon's tablet in Seowon, a private academy. Especially, he defined Yeoheon's scholarstic mantle as 'assertion that does not come from the teacher whom specifies(不由師承論)' and tried to link Yeoheon's work with other confucian saints' works. This linkage functioned as a stepstone for the projects of enshrining Yeoheon in the memorial hall of their private school, Seowon. Accordingly, in this paper, Nampa's life and academic activities are investigated, considering he was in the middle of the turmoil of separation and conflict of Yeongnam confucian group. Specifically, Nampa was most actively involved in the project of enshrining Yeoheon, and he defined Yeoheon's scholaristic mantle as 'assertion that does not come from the teacher whom specifies(不由師承論)'. Basing on this understanding, he pushed ahead the controversial project of enshrining Yeoheon's tablet in Imgo Seowon(臨皐書院). Although Nampa's scholaric key concepts cannot be found clearly, he tried to diffuse Yeoheon's academic thought over other regions, and by this activity, he tried to solidify Yeoheon's scholarstic achievement and status. His activity confirms that he was most distinctive student of Yeoheon. Ultimately, He was the central figure of late times of Yeoheon school, comparing to the most prestigious fifteen scholars(樑頌十五賢) and ten scholars(旅門十哲) who represented the early times of Yeoheon school.

• Korean Journal of Comparative Education
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• v.26 no.4
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• pp.31-53
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• 2016

This study aims to examine the effects of student's individual background and school factors on global citizenship and to provide some suggestions to improve global citizenship education in Korea. To achieve this purpose, we used International Civic and Citizenship Education Study (ICCS) 2009 data which studied student knowledge and understanding of civics and citizenship as well as student perceptions, and attitudes related to civics and citizenship from 38 countries. The data was analyzed with a 2-level Hierarchical Linear Model. The results of this study can be summarized as follows. Girls had more positive attitudes than boys toward gender equality and equal rights for different ethnic groups and immigrants. This study also showed that the level of student's global citizenship depended on whether home language was different from test language. Parental educational attainment and parental occupational status generally affected the level of student's global citizenship and students' interest in political and social issues appeared to be strongly affected by their parents. These findings suggest that parents play important role in improving global citizenship. At the school level, teacher-student relationships and the value of student participation had positive effects on global citizenship. Therefore, in order to implement global citizenship education in schools, it is necessary to consider the change of school climate.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.155-186
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• 2017

The purpose of the study is to analyze the operational case of gap year which can explore about guidance in some times before college entrance or during college life in the universities of main nations(England, American, and Japan) and draw from some implications for possibility of it's introduction in Korean university. It means that before students enter the college after finishing high school, they have various guidance activity and voluntary service activity for experiencing self-understanding out of regular curriculum. The study analyzed four universities in America, two universities in England, and one university in Japan. The main results indicate that the gap year can divide into system and university assisting finance. Based on the results and their implications of gap year case analysis in universities of England, America, and Japan, the study suggests that it needs to consolidate the related system of university and assist some finances, and systematic steps such as career exploration, career decision-making, career plan, and career preparation should be constructed.

• Korean Journal of Comparative Education
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• v.18 no.4
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• pp.27-55
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• 2008

Since quality assurance and enhancement (QAE) raises the fundamental issue of the survival of higher education institutions and national competitiveness, guides on quality assurance (QA) are popular both domestically and worldwide. Despite the focus in many countries on trying to establish and implement QA systems, no clear investigation has been conducted on what actually happens in the institutions. Therefore, the present study examines the quality control system of the UK at an institutional level by focusing on the case of Scotland QAE. As Scottish QAE especially emphasizes student engagement and quality culture, this study investigates the present QAE situation in the institution and current ideas for better future practices by analyzing the perceptions of internal stakeholders' from the University of Edinburgh, School of Education, based on the stakeholder theory and implications for other contexts. The stakeholder analysis results demonstrate the successful application of QAE with a high level of understanding and stakeholder interest. However, the current strategy is missing certain opportunities for staff and students. Therefore, further information disclosure, formative evaluation, better communication and administrational supports are required for improved practice.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.159-168
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• 2019

This study draws on goal orientation theory and proposes the team learning goal orientation as an antecedent of team creativity. In addition, an Input-Process-Output (IPO) model was adopted, in which the team reflexivity, team efficacy, and positive group affective tone (PGAT) are linking mechanisms in the relationship between team learning goal orientation and team creativity. Using 57 teams from three lectures of the college, hierarchical regression analysis was conducted at the team level. The results showed that the team learning goal orientation had positive associations with team creativity, team reflexivity, and team efficacy. In addition, team reflexivity and team efficacy positively predicted the team creativity. Furthermore, the relationship between team learning goal orientation and team creativity was mediated by the team reflexivity and team efficacy. In contrast to predictions, PGAT did not show significant relations with both team learning goal orientation and team creativity. In conclusion, this study integrated the team-learning goal orientation and team creativity literature and contributes to the understanding of team reflexivity as a cognitive process and team efficacy as a motivational process between the team property and team creativity. These results have practical implications for managing teams.