• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.437-451
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• 2013

This study was conducted as a part of the project to establish professional development system(PDS) for teachers in Korea. This study aimed to provide a case of running a professional learning community(PLC) of teachers in science education based on the collaboration of a national university of education and its affiliated elementary school, in search of learning by participants and implications for professional development of teachers as well as for science teaching in elementary schools. Teachers and researchers who participated in the PLC were able to accumulate meaningful experiences through 11 rounds of meetings. It was not easy to secure enough time for meetings, but they were able to boost their self-confidence for science teaching and enhance the quality of lessons through these gatherings. Participating teachers had a chance to share instructional design, planning, strategies and practices, which include cases of guiding free-choice research activities among students, thereby to be motivated for improved science teaching for the future. The researcher participating in this PLC was also able to understand the identity of an elementary school, especially the affiliated school, and identify the reality and difficulties related to science teaching in schools. Experiences of participating in PLC are expected to help improve the quality of science teaching in affiliated elementary school and pre-service teacher education of the university.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.87-108
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• 2007

Given that various classroom contextual factors influence the nature of writing instructional practices, it would be worthwhile to explore these factors to generate better environment for learning to write. Among many factors, this study examined teachers' beliefs and knowledge, which would operate as a very influential contextual factor in that changes in principles and methods of teaching writing would be the results of their underlying beliefs and knowledge related to teaching writing. Three professional teachers who teach second- and third-grade English language learners (ELLs) were interviewed, and the analysis of teacher interviews was conducted. The research findings indicated that basically all of the teachers perceived the role of writing in second language learning as very important, sharing the belief that the ultimate goal of teaching writing is to have their students gain fluency in writing and that some of instructional methods such as integration of writing and other language aspects, content-based writing, and providing scaffolding are important. In addition, some beliefs that two ESL teachers shared included the importance of ample and continuous opportunities to write, vocabulary knowledge, and explicit instruction about writing. Other beliefs, including the importance of creating a comfortable writing environment and opportunities for writing for varied purposes and genres were represented.

• Korean Journal of Mathematics
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• v.23 no.1
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• pp.93-114
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• 2015

The "flipped" or "inverted" classroom, in which students study lecture-type material at home and do their "homework" in the classroom, has been the subject of research, particularly in the area of student achievement. Yet Bishop and Verleger (2013) state the need for an underlying theory to the practice. The purpose of this paper is to explore "multidimensional teaching," the authors' extension of the two-dimensional "flipped" classroom concept in light of Cambourne's (1995) Conditions for Learning. One author's math class for pre-service teachers was taught in two styles, a more traditional lecture format and in the \inverted" format. Students in the "flipped" format achieved at a higher level. Moreover, students' open-ended comments reveal that Cambourne's Conditions for Learning were implicit to the teaching practice. The authors suggest that practitioners of this style of teaching should deliberately develop student-centered practices, such as those mentioned by Cambourne, in order to retain the power that this teaching style currently has.

• Research in Mathematical Education
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• v.19 no.3
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• pp.155-174
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• 2015

The goal of this study was to examine the three components of a laboratory class cycle that empowered teachers to change their teaching practices. Six teachers and their administrator in an elementary school in the southeastern United States participated in the study. All the teachers were interviewed, and their mathematics lessons were observed at the end of each cycle of laboratory classes. The study revealed how planning, observing, and critiquing mathematics lessons as a team assisted the teachers' learning and teaching. We identified opportunities for the teachers to experiment with different teaching approaches, and we found that support from the team and from the school were key factors for the laboratory class cycle to function effectively.

• English Language & Literature Teaching
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• v.9 no.spc
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• pp.113-129
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• 2003

This study aims to probe for ideological construction within the linguistic structure of newspaper reporting. The study focuses on news reports relating the issue of new IOC chairman election in English version of four mainstream newspaper published in Korea: The Donga Daily News, The Jungang Daily News, The Chosun Daily News, and The Korea Times. The analysis of these reports adheres to the analytic paradigm of critical linguistic analysis and shows how the newspaper articulate conflicting ideological positions in their reports of new IOC chairman election. The analysis demonstrates how the event of new IOC chairman election is naturalized in racist accounts. This study is important for understanding the constructive nature of language practices. The study concludes with a discussion to explain the need for critical awareness in choosing right teaching material, considering that news reports are widely accepted as an authentic material for English education.

• Journal for History of Mathematics
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• v.17 no.2
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• pp.21-32
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• 2004

AHP is utilized in various fields since its mathematical theory is simple and it can be applied practically and easily. In this paper we study the mathematical foundations of the AHP. And we discuss that the AHP practices purpose of mathematical teaching. Also, we propose an alternative plan for teaching-learning of mathematics based on the discussion.

• Journal of Gifted/Talented Education
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• v.11 no.1
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• pp.19-42
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• 2001

This paper addresses construction of a new network of invention education through the internet and creates a plan to apply it to practical invention education. We examined the status of invention education in Korea, the U.S., and Japan to consider problems of practical invention education and to draw a particular direction for the future invention education. Various papers, books, and documents related invention education were reviewed to make teaching and teaming strategies of invention education. Based on the analyses, criteria of teaching and loaming were identified as how to challenge teachers, students, parents, and administrators to successful implement invention education practices. Using the criteria of teaching and teaming, we designed a framework for a website and constructed a practical website concerned with invention education, including constructive components in the framework. This will require an experimental application during which teachers and researchers can do revisions and add supplementary information. This network system will provide practical information in regard to invention education and created a communications system for in charge of invention education.

• Research in Mathematical Education
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• v.3 no.1
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• pp.1-8
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• 1999

The present study extends previous research in this area by investigating perceptions of change and reactions to reform efforts by pre-service and practicing secondary school mathematics teachers in the People's Republic of China (PRC) and the United States of America. Interviews were used to gather data about school experiences, teaching practices, and planned changes in mathematics programs. Analysis of the interview data supported earlier findings with respect to the well-planned nature of lessons by PRC teachers and the influence of mathematics contents and examination systems in the PRC. Findings also indicated a general agreement among teachers from both countries favoring less lecturing and more discussion and interactive activities. There were contrasts by nationality in descriptions of future teaching, ideal lessons, sources of teaching ideas, and preferences about school mathematics programs.

• The Mathematical Education
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• v.42 no.2
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• pp.137-157
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• 2003

Mathematical Problem solving has had the largest focus in the spread of mathematical topics since 1980. In Korea, most of the articles on problem solving appeared 1980s and 1990s, during which there were special concerns on this issue. And there is general acceptance of the idea that the famous statement "Problem solving must be the focus of school mathematics"(NCTM, 1980, p.1) in Agenda for Action, reflected in the curriculum of Korea. In a historical review focusing on the problem solving in the National Curriculum of Mathematics, we can infer that the primary goal of mathematics instruction should be to have students become competence problem solver. However, the practices of mathematics classroom and the trends of research in mathematical problem solving have oriented to ′teaching about problem solving′ and ′teaching for problem solving′. The issue of teaching via problem solving′ remain unsolved in the community of mathematics education and we need much more attention to this issue.

• Education of Primary School Mathematics
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• v.3 no.2
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• pp.89-101
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• 1999

The reform movements of current mathematics education have based on several major ideas, in order to provide a new vision of the teaching and loaming of mathematics. Of the ideas, the motto of communication of mathematics appears to be a significant factor to change teaching practices in mathematics classroom. Through Vygotsky's sociocultural theory, the psychological background is presented for both supporting the motto and extracting important suggestions of the reform of mathematics education. The development of higher mental functions is explained by internalization, semiotic mediation, and the zone of proximal development. Above all, emphasis is put on the concepts of scaffolding and inter subjectivity related to the zone of proximal development. Seven implications are proposed by Vygotsky's sociocultural theory for the new forms of the teaching and learning of mathematics.