• Education of Primary School Mathematics
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• v.13 no.2
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• pp.55-66
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• 2010

The basic direction of mathematical education for the 21st century is focused on helping student to understand mathematics and developing their problem solving abilities, mathematical disposition and mathematical thinking. Elementary mathematics teachers should help students make sense of mathematics, confident of their ability, and make learning environment comfortable for students to participate in. Through making activities 1 to 100 with digits 1,9,9,6, students improved the interest and preference of students about mathematics. This game is useful to foster students' mathematical thinking(concepts of exponential number expression, roots concept(${\sqrt}$), gauss function([])) and mathematical disposition. If students are helped to be interested in mathematics through mathematical games, they regard mathematics as interesting and challengeable subject to let themselves think many ways.

• The Korean Journal of Food And Nutrition
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• v.24 no.3
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• pp.295-305
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• 2011

The goal of this study was to provide basic data for the future development of dietary life education in elementary schools by understanding the current conditions of the program after the execution of the Dietary Life Education Support Act. We conducted a survey to understand dietary teachers' recognition of dietary life education in elementary schools. We found that teachers' recognition was low and that dietary life education in elementary schools is still carried out indirectly by focusing on nutrition knowledge. Dietary life education is carried out during lunch time and dietary life-related class hours. However teachers of lower class levels did not have any practical subject related to dietary life and responded that a lack of time devoted to dietary life education was the biggest problem with the program. Most teachers responded that dietary life education in elementary schools is necessary for the formation of students' sound dietary habits, and that the development of a system of teachers directly responsible for dietary life education is necessary. In the past, dietary life education has typically been carried out at home, but now schools are required to play a role because of family nuclearization and the increase in working couples. Therefore, to revitalize dietary life education programs in elementary schools according to the Dietary Life Education Support Act, we suggest more systematic and segmentalized studies.

• Journal of The Korean Association For Science Education
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• v.32 no.6
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• pp.1039-1049
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• 2012

The first category of Affective Domain objectives in Bloom's Taxonomy is about "Receiving". In it, the first subdivision listed is "Awareness" (Krathwohl, Bloom & Masia, 1964). Since these categories are intended to be hierarchical in ascending order of internalization, it is important that young learners be given ample opportunities in their learning experiences in class to be aware of positive values and effective life skills. This paper reports a feasibility study on the adoption of an integrative cognitive-affective learning approach in a primary school science lesson. 37 primary six students in a Singapore primary school were taught the concept of centre of gravity, including a hands-on activity to find the centre of gravity of an irregularly shaped cardboard by using a plumbline. After reviewing how a plumbline works, their teacher then led them into a discussion on the question "Who is the plumbline in your life?" a reference to identifying positive role models in their lives. From the transcript of the students' in-class sharing and their written responses to the question, it is clear that the integrative cognitive-affective learning approach did enable students to present their ideas and learning experiences in the affective domain quite readily. This conclusion provides a valuable lead to a follow-up project on whether students who are exposed to such integrative learning approaches will be more capable and more aware of identifying important positive social habits or values. If so, then the teaching of values in schools could take on a whole new dimension, that of borrowing students' learning energy in the cognitive domain to learn values and life skills in the affective domain.

• Journal of Korean Philosophical Society
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• v.139
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• pp.239-263
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• 2016

Today manny contemporaries struggle to live because they disregard essential matters and indulge in materialism. They should not pursue wealth and prosperity and ought to find true meaning of life by studying death where one can reveal the essence of life. Zhuang Zi transcended death. His view of death is magnificent. This dissertation has ruminated on how contemporaries live and established righteous view of life and death on the basis of that. In addition, this study has researched what implications his view of death suggests to us today. There is no study as good as death. There is no great teacher as good as death in life. Studying death is studying a life. We can find life meaning and value through death. The matter of death is prone to be thought that a solution can be got only though existing religions. However, when it comes to Zhuang Zi's death, the matter of death can be resolved, not relying on religions. Zhuang Zi has played a role of our taking death in a positive way and relieving the fear of death. He has taught us that it is well off to adapt to the change of nature, leading to meeting our death in comfort.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.424-437
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• 2008

In this study, we collected teachers' opinions with regard to the effects of the instruction using analogy generation, the disadvantages of the instruction, the problem-solving methods of the instruction, and the teacher's role in it, and accordingly tried to investigate its effectiveness with the analysis of students' academic achievements and motivation, and through the student's interview, after applying the activities of creating generated analogies, finding the difference between the objects and comparisons, and presenting new-known genetics concepts as the students themselves generated analogies. As a result of a teachers' workshop on instruction using analogy development, it was expected to have a positive effect on students' understanding of scientific concepts in genetics, which were found to be difficult for students to understand in learning biology. Students found analogy examples for concepts in genetics in daily life, compared their analogs to those of peers, and examined inconsistencies between targets and analogs through the process of discussion, which finally led to their correct perception of scientific concepts in genetics. In addition, instruction using student-generated analogies proved to have a more positive effect on improving academic achievement and motivating learning, compared with traditional expository instruction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.1
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• pp.256-263
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• 2014

This research aims is to confirm the influence of a teacher's teaching style and teaching career on instructional analysis. Through this, the differences in the relevant elements' view points on a class and those in teachers' analysis view points on class criticism and instructional analysis at the education field can be investigated. For this study, the teaching styles of 198 elementary school teachers were categorized, their teaching careers were checked as teaching career and set them as covariate, and the differences in the view points on the analysis of the class climates were verified depending on each teaching style. As the research result, meaningful differences were found in four areas of the elements of class climates analysis, that is, creativity, vitality, precision, and gentleness. In the analysis of the class climates, the teachers with a professional style among the teaching styles gave the highest grades to creativity in the same class, those with a facilitating style to vitality, those with a role model style to precision, and those with a facilitating and role model style to gentleness. On the other hand, those with an authoritative and a delegating style were proved to give the lowest grades in general class climates. It means that teachers with different teaching styles have different viewpoints when analyzing a class, and those with a professional, a role model and a facilitating style have a relatively stronger intention to analyze a class through reflective introspection and permissive recognition.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.231-246
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• 2018

The purpose of this study was to investigate early childhood special education teachers' experience, difficulties and need for effective disability understanding education in inclusive education field. The researcher interviewed 3 different early childhood special education teacher. Each participant was individually interviewed 2-3 times with deliberated questions for collecting data. After the interview was analyzed, the contents were categorized into three major themes and twelve sub themes. The three major themes were (1) early childhood special education teachers' difficulties in inclusive education field. (2) experience in the disability understanding education (3) need for proper disability understanding education. First, the teachers were awareness of the difficulties at the inclusive education field due to ambiguity in the role and location, the extension of the expertise, and the misaligned system. Second, teachers stated that the barriers to disability understanding education include creating prejudice, varied according to teachers ' abilities, poor perception of appropriate methods, and low concerns of adults and young children. Third, the results showed that development of the teaching manual, improvement of the administrative system, change in perception of disability understanding education, and disability understanding education based on the experiences of young children were necessary for effective disability understanding education. Based on these results, several specific implications for effective disability understanding education were suggested.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.51-65
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• 2019

The purpose of this study was to collect information for the improvement of sewing practice classes and to draw implications by carrying out an investigation into the perception and needs of 185 students in the first grade of high school for sewing practice classes. The results of the study are as follows. First, most of the students perceived that the instructional objectives of the practicum as the utilization in everyday life. The students' perception of the class was moderately positive. In terms of the subfactors, the participation level appeared to be the highest while the comprehension level was the lowest. Also, the utilization level showed the greatest difference between male and female students. The results suggest that female students were more positive in their perception of the class than the male students because of the significant difference in the subfactors of class perception, excluding utility and teaching learning method satisfaction. Second, it appeared that the students were likely to use these skills in everyday life as a result of the sewing practice classes. In terms of the practice content, students preferred working individually in terms of organizing their own projects, making their own selections, and freely deciding the size of their products. This study demonstrated that the students preferred teacher-centered classes when acquiring skills and knowledge and student-centered classes when brainstorming and performing the teacher's role. In terms of instructional management, the students preferred four to six 50-minute long lessons per semester and no group work involved.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.340-350
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• 1996

Knowledge is composed through the interaction between the concept structure already held by students and their experience, and learning can be said to be the active process of solving the cognitive conflict caused by this interaction. Therefore, this study consists in showing the effective learning method and finding out the elements which the teacher has to own, through examining several forms of pre-conception or mis-conception of the inertia, the force-equilibrium, the action and reaction, the heat, and the electric current, and then finding out their solution and studying student's change in science concepts. For this study, the types of concept on the five above-mentioned materials which students have were examined through the concept-classifying question paper, and the classes to which the class mode for the change of concepts applied, were practised in each different classroom by each different instructor - a professor, a scientist, a teacher, and two students, respectively. And the effect of the teaching strategy based on these classes, and each different instructor' influence on the change of concept in students. were examined. The result of my study is as follows; 1. Students have various types of pre-conception which are different from science concept, and these types of pre-conception tend to last even after learning in class. 2. The thoughts on the correct science concept of the high school third-grade students who learned the physics in the traditional teaching method, and the second grade students who don't learn the physics yet, were nearly equal those of the second grade students by receiving the physics class through the cognitive conflict course were greatly changed especially that students showed the distinct change on mechanics and electric current. 3. Students didn't show the remarkable change of the science concept on the five materials in the four kinds of experimental classes by each different instructor but in the part of mechanics, there was the distinct change between the class by professor and those by the students. This was due to the difference of the authority and the attitude of the concept demonstrator. 1) The authority, the kind attitude, and the responsibility of the expert played an important role in the correct concept-formation of mechanics part - especially in the case of the mis-conception caused by the intuitive belief. 2) In the class by instructor with the democratic teaching method, the change of concept took place more easily, because in his class students could discuss the subject freely, so that they might experience the thought course to give them the confidence on the science concept.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.291-315
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• 2012

This study try to analyze feature of model creation and model developing process for gifted students and the activity of students and teachers affected those processes in scientific model constructing class for phase change of moon. For this, I teach scientific model constructing class for science gifted students. I shoot video and record the voice for whole class and each group activity, have a face-to-face talk for selected group members, analyze the paper of activities. I reconstruct model creation and model developing process for each groups and each students, draw a influence that activity aspects of the students and role of the teacher affected modelling process based on those data. After analyzing, I find that discussion in the group contribute model creation and model developing process and developing process of each model changed according to the similarity between target model and first model. The more the students actively participate group activities, the more first model is diversified and final model is more elaborated. Also, the teacher influence model creation and developing process.