• Journal of Educational Research in Mathematics
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• v.22 no.1
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• pp.53-68
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• 2012

This paper investigated the conceptual schemes four children constructed as they related division number sentences to various types of fraction: Proper fractions, improper fractions, and mixed numbers in both contextual and abstract symbolic forms. Methods followed those of the constructivist teaching experiment. Four fifth-grade students from an inner city school in the southwest United States were interviewed eight times: Pre-test clinical interview, six teaching / semi-structured interviews, and a final post-test clinical interview. Results showed that for equal sharing situations, children conceptualized division in two ways: For mixed numbers, division generated a whole number portion of quotient and a fractional portion of quotient. This provided the conceptual basis to see improper fractions as quotients. For proper fractions, they tended to see the quotient as an instance of the multiplicative structure: $a{\times}b=c$ ; $a{\div}c=\frac{1}{b}$ ; $b{\div}c=\frac{1}{a}$. Results suggest that first, facility in recall of multiplication and division fact families and understanding the multiplicative structure must be emphasized before learning fraction division. Second, to facilitate understanding of the multiplicative structure children must be fluent in representing division in the form of number sentences for equal sharing word problems. If not, their reliance on long division hampers their use of syntax and their understanding of divisor and dividend and their relation to the concepts of numerator and denominator.

• The Mathematical Education
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• v.42 no.1
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• pp.19-39
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• 2003

The purpose of this study is to find out effective ways to take care of the 8th and 10th graders' disposition causing math. disliking. To accomplish this goal, we proceeded as follows : First we categorized the 11 factors recognized as the reasons of math. disliking into 4 math. disliking causes such as psychological f: environmental cause, conceptual cause, relational cause and application related cause. Second, to take care of these tow causes, we developed materials which are closely related with the contents of the 8th and 10th graders' school mathematics. Third with these materials we taught the students who had proved to have the math. disliking trend, for one semester. As a consequence of this experiment we arrived at the following results. As for psychological & environmental causes, 35.7% of the 8th graders and 17% of the 10th graders proved to have been improved significantly. This result shows that the curing of the psychological & environmental causes is more effective in the 8th graders than in the 10th graders. i.e., the curing effects of the students' psychological & environmental cause for disliking math. decline as they get older. As for conceptual causes, 35% of the 5th graders and 30% of the 10th graders proved to have been improved significantly. In case of the 8th graders this ratio was similar to that of the other causes. But as for the 10th graders this ratio was a little low compared with that of the case of relation causes and application related causes. As for relational causes, 35% of the 5th graders and 49% of the 10th graders proved to have been improved significantly. Especially the 10th graders improved greatly. Among the four factors that compose this cause, especially hierarchy and connection factors were effectively cured. On application related causes, 47% of the 5th graders and 57% of the 10th graders proved to have been cured significantly. And among the four types of causes listed above, this was the most successfully cured one. Of the two factors of this cause, the basic application factor appeared to have been improved in all experimental groups. In connection with teaching methods, we found out the followings two facts. First, the more teachers push students to solve their tasks with their own efforts, the higher is the ratio of owe. Second, the more teachers teach students personally, the more effective are the teaching results.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.651-658
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• 2017

The purpose of this study is to analyze the invention-related content of foreign science curricula and investigate the perception of science educators about the degree of relevance between science curriculum and invention. For the analysis of foreign science curricula, we investigated the programs of 10 nations, including the US, Canada, UK, Japan, Australia, Singapore, New Zealand, France, Finland and China. To analyze the relevance between Korean science curriculum and invention, we examined common topics such as science, integrated science, and science inquiry experiment, and investigated that the elements related to invention education were included in each 'achievement standard' and 'teaching and evaluation methods'. Science educators including science teachers were asked to evaluate the degree of relevance of invention education. The results were as follows. First, science curricula in many countries contained invention-related content. Second, science educators recognized that invention education was related to science curriculum, but the systematic connection was insufficient. Third, because it is mainly limited to the results of designing and device design, they recognized that the relevance of invention education, which focuses on various processes such as problem design, inventive techniques and intellectual property, was not revealed. Therefore, it is necessary to be process-oriented when developing invention education teaching-learning methods and related materials in science education for the future.

• KIPS Transactions on Software and Data Engineering
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• v.5 no.2
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• pp.107-116
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• 2016

Industrial robots have been usually controlled using text-based programming languages provided by each manufacturer with its button-based TP(Teaching Pendent) terminal. Unfortunately, when we consider that people who manipulate TPs in manufacturing sites are mostly unskilled with no background knowledge about computer programming, these text-based programming languages using button-based interaction on manufacturing sites are too difficult for them to learn and use. In order to overcome the weaknesses of the text-based programming language, we propose a visual programming language that can be easily used on gesture-enabled devices. Especially, in our visual programming environment, each command is represented as a block and robots are controlled by stacking those blocks using drag-and-drop gestures, which is easily learnable even by beginners. In this paper, we utilize a widely-spread device, Tablet PC as the gesture-enabled TP. Considering that Tablet PC has limited display space in contrast to PC environments, we designed different kinds of sets of command blocks and conducted user tests. Based on the experiment results, we propose an effective set of command blocks for Tablet PC environment.

• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.391-400
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• 2021

This study investigated science education experts' perception of remote laboratory sessions (RLS) provoked by the COVID-19 pandemic. We conducted a total of 10 semi-structured interviews with experts in physics, chemistry, biology, and earth science education. As a result, science education experts primarily understood the RLS concerning pre-service teacher education and reconsidered the aim and goal of conventional laboratory education. On practices of RLS provoked by the COVID-19, they pointed out the learning loss due to deficiency of hands-on experience, decreased interactions between instructor and students, and instructors' increased burden. Meanwhile, they contemplated upon their adaptive implementation of RLS to suggest ways to improve RLS instruction and directions of post-COVID-19 science education. We recommend that RLS should be understood as a complemented version of minds-on teaching rather than a degraded version of hands-on teaching to elicit its full potentials. This study has its own significance providing an in-depth science educational perspective interpreting the RLS phenomena.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.183-192
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• 2021

As part of the second-year monitoring study on the implementation of the 2015 revised science curriculum, this study investigated high school science teachers' perception and realization of instruction and assessment of elective courses to derive measures to settle and improve the science curriculum. A total of 244 high school science teachers responded to the survey questionnaire, and 9 teachers participated in interviews. In survey results, science teachers are contemplating ways to increase students' science competencies and their participation in classes, but still, lecture-oriented classes are most often used in their teaching. Regarding assessment, teachers responded that there were positive changes in all of the questions related to process-based assessment (PBA). Regarding the difficulty of managing science elective courses, teachers most often selected increased numbers of subjects being covered, overload of work, and the burden of restructuring classes considering various ways of teaching and assessment. Through in-depth interviews, teachers argued the difficulty for Science I courses to emphasize student participatory classes compared to integrated science, and the difficulty to implement student participatory classes for Science II courses, which are mainly placed in the third grade. Teachers also argue that it is necessary to secure time to implement PBA in science elective courses, and that there is no need to implement PBA for the science experiment since there are no tests on the SAT. Based on the results of the study, discussed in the conclusion are support plans for the settlement of PBA in elective courses, and the need for in-depth analysis of the direction and cause of student participatory classes and PBA at the school.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.379-393
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• 2007

The purpose of this article is to analyze the conceptual change of nine 11th graders after implementing the model-based instruction of blood circulation by multidimensional framework, and to find some implications about teaching strategies for improving conceptual understanding. The model-based instruction consisted of 4 periods: (1) introduction for inducing students' interests using an episode in the science history of blood circulation, (2) vivisectional experiment on rats, (3) visual-linguistic model instruction using the videotape of heartbeat, and (4) modeling activity on the path of blood flow. Based on the data from pre-test, post-test and interviews, we classified students' models on the path of blood flow, and investigated their ontological features and the conceptual status of blood circulation. Most students could describe the path of blood flow and the changes of substances in blood precisely after the instructions. However, the modeling activity were not sufficient to improve students' understanding of the mechanisms of the blood distribution throughout various organs and the material exchanges between blood and tissues. From the interview of 9 students, we acquired informative results about conceptual status elements that were helpful to, preventing from, or not used for students' understanding. It was also found that conceptual status of students depended on the ontological categories into which students' conceptions of blood circulation fell. The results of this study can help design the effective teaching strategy for the understanding of concept of the equilibrium category.

• Journal of Korean Elementary Science Education
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• v.31 no.4
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• pp.463-480
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• 2012

This study is intended to investigate the frequency of scientific writing tasks in Korean and American science textbooks, to compare the differences in types of posing the writing tasks according to the level of the children's scientific cognition, and to analyze the differences in the organization and development of writing ones of each chapter and thus to propose an effective way of presenting scientific writing in science textbooks. Korean 'Science' and 'Experiment Observation Workbook'and Macmillan Mcgraw-Hill(MMH) Science for fourth graders were analyzed for the purpose. The results are as follows: First, Korean textbooks contain more science writing tasks per pages, and less per chapters than MMH one. Both text books provide balanced amount of science writing tasks, yet MMH especially does systematic exercises for each chapter. Second, the qualitative analysis of the textbooks' scientific writing shows that both textbooks contain a significant amount of "understanding" and "explanatory" writing, which reflects that the purpose of writing in science textbooks is leaning towards acquiring and verifying scientific concepts. In American textbooks, however, writings utilizing extensive cognition process and materials are also present. It is necessary for textbooks to present diverse and expressive writing assignments including personal opinions. Third, there are differences in organization and development of science writing tasks. Science writing tasks in Korean textbooks are present independently with lesson objectives of the chapters and practices, while those in MMH are systematically developed. Based on these results, it is necessary to systemize the textbooks' way of presenting writing tasks for effective teaching and learning. By organizing the writing materials and thus developing diverse materials, and by implementing extensive cognitive process in the writing activities, textbooks will be able to contribute in attracting the students' interests and in improving their scientific knowledge.

• Journal of Korea Game Society
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• v.14 no.1
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• pp.59-68
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• 2014

As the prevalence of mobile platforms, expanding digital content production and also increasing interest about the serious game. However, existing educational serious games are short of application of educational function and lower effectiveness that not linked with off-line education. In this paper, we developed an educational serious game 'Rice-Mimi Adventure' for children based Tablet PC. The Games are designed five steps by four elements that storytelling, playing, music and cooking. Specially, players interaction between characters should be increase their own concentration and interest. For the effectiveness verification that linked education of on/off-line, experiment to 126 students of 3,4th grade in Choenan. A result shows positive data that on/off-line linked education using Tablet PC and effectiveness of game contents applied design factors. For this work, we should find effective class and teaching method using digital contents in off-line education for children.

• Journal of Convergence Society for SMB
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• v.6 no.4
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• pp.51-57
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• 2016

This study aims at investigating and comparing the vowel lengths of the eight stressed syllable vowels among the Korean college students with the English native speakers. To do this English sentences were uttered and recorded by twenty Korean subjects. Acoustic features were measured from a sound spectrogram with the help of the Praat software program and analyzed through statistical analysis. From the results of the experiment, I was able to find out that the differences of the lengths of the first syllable stressed vowels were significant. Especially in the pronunciation of the English front low vowel /${\ae}$/, native subjects pronounced significantly longer than Korean subjects, and this result could be used as a teaching material in pronunciation class.