• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.641-654
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• 2011

In order to grow students' rational and creative problem-solving ability which is one of the primary goals in mathematics education. students' proper understanding of mathematical concepts, principles, and rules must be backed up as its foundational basis. For the relevant teaching strategies. National Mathematics Curriculum advises that students should be allowed to discover and justify the concepts, principles, and rules by themselves not only through the concrete hands-on activities but also through inquiry-based activities based on the learning topics experienced from the diverse phenomena in their surroundings. Hereby, this paper, firstly, looks into both the meaning and the inductive reasoning process of mathematical principles and rules, secondly, suggest "learning through discovery teaching method" for the proper teaching of the mathematical principles and rules recommended by the National Curriculum, and, thirdly, examines the possible discovery-led teaching strategies using inductive methods with the related matters to be attended to.

• Journal of the Korean Chemical Society
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• v.67 no.6
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• pp.441-461
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• 2023

This study explore characteristics of teaching orientation and pck of science teachers in online-offline mixed learning environment. Data consisted of open-ended survey, semi-structured interview, class observation, field notes from 12 science teachers. We categorized teaching orientation considering both science education goals and science teaching·learning orientation. There were 8 different teaching orientations such as 'understanding science concepts-lecture centered' 'constructing science concepts-inquiry based' 'applying science concepts and inquiry-inquiry based' 'applying science concepts and inquiry-lectured centered' 'analyzing and judging science information-inquiry based' 'developing scientific attitude-inquiry based' 'developing scientific attitude-lecture centered' and 'developing perception of interrelationships among science, technology, and society-inquiry based'. Teachers with inquiry based teaching·learning orientation seemed to have knowledge of science curriculum specific to online learning environment for student inquiry. While teachers with 'understanding science concepts-lecture centered' teaching orientation appeared to have questioning strategy of checking student understanding and strategy of repeating a lecture, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of instructional strategies to perform online group activities targeting student construction of knowledge and to replace face-to-face group activities with virtual experiments and individual experiments. While teachers with 'understanding science concepts-lecture centered' teaching orientation did not show knowledge of student science learning, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of student difficulties in inquiry based learning.

• Journal of Science Education
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• v.41 no.2
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• pp.213-225
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• 2017

Most students have difficulties and negative perceptions about physics learning. Especially, it is difficult to understand the whole context by learning based on logical-scientific thinking which excludes narrative thinking. This study aims to develop a storytelling teaching-learning method using the narrative thinking in physics lessons for improving the difficulty of students of physics learning, For this purpose, a storytelling teaching-learning method that can improve scientific attitude and understand and change the concepts was developed through literature research. The following results were confirmed its effects to apply high school students and middle school students. First, the teaching-learning method using the storytelling for high school students with low interest in learning had a significant effect in science-related occupation, interest in science and science-related activities, criticism, openness, cooperation, and spontaneity. Second, the middle school students who are active in learning recognized that teaching and learning methods using storytelling helped to understand physics concepts. The storytelling teaching-learning method developed through this study is expected to stimulate students' interest and motivation in physics and to be useful for learning concepts by improving their scientific thinking skills.

• Journal of the Korea Convergence Society
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• v.12 no.2
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• pp.121-127
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• 2021

This study is to propose a communication strengthening teaching model using action learning for Spanish learners, and to verify its effectiveness through a case study of Spanish lessons. This study was conducted under the same conditions by dividing 91 students from September 1 to December 20, 2019 into experiment and control classes. As a result of the experiment, both classes improved their writing ability to some extent, but the learners in the experimental class applying action learning showed more meaningful results in terms of the content, expressions, fluency of the text, and the affective domain test also showed a significant difference. The development of this teaching model, which is necessary for learner-centered convergence activities, is expected to be of academic significance as it can be used for other foreign language class activities as well as improving Spanish communication.

• School Mathematics
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• v.3 no.2
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• pp.355-372
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• 2001

The primary school mathematics emphasizes some activities such as visualizing figures, drawing figures and comparing figures from various angles. These activities could be undertaken throughout examination, experiments and exploration of the substantial materials. They could also be undertaken by using the objects found in a daily life informally. The 7th curriculum of mathematics reflects this trend and includes the systematized activities in teaching spatial sense in geometry. However, it still requires more researches on the teaching methodology of spatial sense and the conceptual analysis of spatial sense. In this study, the concept of spatial sense is analyzed and Mackim's 3-levels teaching methodology and Bruner's EIS theory and suggestions are reviewed as a possible teaching methodology of spatial tasks. As a conclusion, this study suggests a teaching-learning methodology of spatial tasks at the levels of 2-GA and 3-Ga of the 7th curriculum of mathematics.

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.327-348
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• 2021

This study examines the effects of mathematics learning mentoring activities on mathematical knowledge for teaching (MKT) of pre-service mathematics teachers. We choose six pre-service mathematics teachers in the department of mathematics education at M University. The pre-service mathematics teachers conducted 1:1 mathematics learning mentoring for two hours at a times and twice a week for 15 weeks. The pre-service mathematics teachers submitted the mentor log, which recorded weekly learning and emotional observations. We collected the mentor log and the reflection log of pre-service mathematics teachers and the interviews with pre-service mathematics teachers. Based on the collected data, we analyzed the effects of MKT, the understanding of students, and pre-service mathematics teachers' introspection by mathematics learning mentoring. We obtained conclusions as follows. First, mathematics learning mentoring provides an opportunity for pre-service mathematics teachers to apply the theory of mathematical education to schools. Thus pre-service mathematics teachers express theoretical knowledge as practical knowledge. Second, mathematics learning mentoring helps pre-service mathematics teachers have the ability to understand students and provide opportunities to reflect on their attitudes as learners. Third, mathematics learning mentoring helps advance teaching activities by providing pre-service mathematics teachers with opportunities to reflect on their teaching activities. Finally, mathematics learning mentoring has positively influenced the change in pre-service mathematics teachers' beliefs and teaching intuition.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.359-365
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• 2022

This study was to provide teaching and learning strategies to develop a creative sight-singing and ear-training program that aims to design student-centered education. Therefore, the characteristics of the sight-singing and ear-training as well as teaching and learning methods were analyzed through the literature review, and the following meaningful strategies were derived. First, a student-centered teaching environment was promoted by diversifying the teaching environment through small group activities and establishing a sustainable learning environment using MyEarTraining and Musescore applications. Second, teaching and learning strategies were proposed to improve sight-singing and ear-training skills by applying for various teaching and learning methods and cultivating the qualities of a pre-service teacher. This study is expected to be used as meaningful fundamental data in developing specific teaching and learning processes for a creative sight-singing and ear-training program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.12
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• pp.780-788
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• 2019

This study is intended to analyze flipped classroom learning activities, which have recently been spotlighted as a learner-centered teaching method in universities, from the perspective of cultural and historical activity theory. A survey and some participation observations were conducted with one professor and the students who participated in Educational Methods and Technology courses at A university. The components of the flipped classroom learning activities were analyzed based on the model of the activity system, and contradictions that appeared in the interactions between components were analyzed. Four implications were proposed for a more advanced flipped classroom learning activity system: the professor's and the learners' true identity recognition and role performance, strengthening the organic link between online and offline activities, support for alleviating the burden of teaching and learning preparation, and readjusting the system to support its smooth operation.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.225-241
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• 2001

This study examines the effect that mathematics teaching efficacy has on teacher's mathematics education practices. Data was obtained from 220 kindergarten teachers who responded to the questionnaire, the mathematics teaching efficacy belief instrument (developed by Enochs). Among these 220 teachers, upper and lower 5 % of the teachers on mathematics teaching efficacy belief were chosen to identify the influence of mathematics teaching efficacy on mathematics activity style, teaching strategy, and teacher-child interaction. The results indicated that teacher's interest in math, previous participation in mathematics teaching method course mainly influenced mathematics teaching self-efficacy. Teachers with high mathematics teaching efficacy belief preferred providing mathematical learning activity than providing other learning areas. They employed effective mathematics teaching strategy such as high and medium cognitive distancing strategy and established positive teacher-child relationship. Implications for teacher education and professional development activities were discussed.

• East Asian mathematical journal
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• v.35 no.2
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• pp.217-237
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• 2019

This Modeling is a cyclical process of creating and modifying models of empirical situations to understand them better and improve decisions. The role of modeling and teaching mathematical modeling in school mathematics has received increasing attention as generating authentic learning and revealing the ways of thinking that produced it. In this paper and interactive lecture session, we will review a subset of the related literature, discuss benefits and challenges in teaching and learning mathematical modeling, and share our attempts to improve traditional textbook problems so that they can become more authentic modeling activities and implications for instruction and assessment as well as for research.