• Journal of Science Education
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• v.41 no.3
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• pp.365-381
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• 2017

Based on the previous study (Park et al., 2015) which indicated positive results in the improvement of science teaching through the POCoM (Practical On-site Cooperation Model) application, this work concentrates on expanding the POCoM to more various teaching settings. To do this, 18 cyclic applications (72 teaching classes in total) of the POCoM were divided into (1) the first cycles and the second cycles conducted after the first cycles, (2) classroom teaching and laboratory teaching, and (3) cycles by our research team and cycles by other experts team. The comparison between the two parts were conducted using the improvement rates, the number of KTOP (Korean Teaching Observation Protocol) items which improvement was needed, and the change of these numbers according to teaching sequence. As results, no difference regarding the improvement was observed between classroom and laboratory teachings, and also between the first and the second cycles. When other experts team applied the POCoM, the number of KTOP items which improvement was needed was larger and the improvement rate was lower than those in the cycle by our research team. Nevertheless, these differences were not statistically significant, and also, it was expected that, if other experts team tries to improve science teaching through 6 teachings, the improvement by the other experts would be nearly the same with the improvement by our research team through 4 teachings. In conclusion, it is confirmed that the POCoM can be used in various teaching settings with the almost the same potency. Lastly, the necessity and possibility of the more detailed and qualitative analysis about the POCoM application are discussed.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.13-20
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• 2016

Data are numbers and texts, images, sound etc in real world. But, data is represented as a sequence of 1s and 0s in computer. It is very difficult that elementary students understand the concept of data representation through traditional lecture method. In this paper, we analyzed the software education curriculum of KAIE and selected contents of data representation education for the mid-grade elementary students. Also, we developed teaching- learning materials and multimedia contents for data representation education. The method proposed in this paper is expected to contribute to software education for data representation education.

• Journal of the Korean School Mathematics Society
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• v.11 no.3
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• pp.421-438
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• 2008

Understanding the concept of definite integral is based on understanding the concept of mensuration by parts. However, several previous studies pointed out the difficulty on teaching the concept of mensuration by parts. The paper provides some didactic strategies which help teaching the concept of mensuration by part. To teach the concept of definite integral, in the high school curriculum, the relation between definite integral and series is dealt with. However, the paper suggests that importing the concept of series is not indispensable to teach the concept of definite integral. It is proper that definite integral is taught as limit of particular sequence not series.

• Journal for History of Mathematics
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• v.26 no.1
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• pp.85-101
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• 2013

This study is to analyse the characteristics of Barrow's theorem on the historical standpoint of hermeneutics and to discuss the teaching-learning sequence for guiding students to reinvent the calculus according to historico-genetic principle. By the historical analysis on the Barrow's theorem, we show the geometric feature of the theorem, conjecture the Barrow's intention in dealing with it, and consider the epistemological obstacles undergone by Barrow. On a basis of this result, we suggest a purposeful and meaning-oriented teaching-learning way for students to realize the sameness of the 'integration' and 'anti-differentiation', and point out the shortcomings and supplement point in current School Mathematic Calculus.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.15-28
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• 2007

From a social constructivists' perspective, knowledge is not transmitted by language but it is constructed by social interactions with others. That is, it is viewed in social constructivism that learning is a process in which knowledge is constructed by communicative interactions with more capable others. In this vein, a class might be analyzed and characterized in terms of interactional patterns of teacher-student and student-student in class. For this, a primary math class was selected and observed and it was analyzed by the Flanders category system to investigate the effects of the math teaching based on verbal interactions on the learning of math. The class was taught in a teacher-centered and direct way but in the class math knowledge was taught through univocal communications in the form of question-answer. The results of this study appeared to suggest that verbal interactional patterns should take place frequently in math teaching in the sequence of a teacher's questions$\to$students' extensive responses $\to$ positive feedback for the students' responses by the teacher $\to$ the acceptance of the students' responses $\to$ the teacher's explanation or students' questions. In other words, math might be taught more effectively through the verbal discourse patterns proposed in this study.

• English Language & Literature Teaching
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• v.11 no.2
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• pp.67-89
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• 2005

Writing is a difficult skill for many people, both for children and adult alike and generally most people find it difficult to write down their thoughts effectively. Numerous studies have revealed that teachers find it frustrating to teach writing and many failed to help ESL students develop their writing ability. The theoretical emphasis on process oriented writing instruction has, in general brought about positive changes in the way writing is taught and has become widely accepted in the teaching of English as a second or foreign language (ESL/EFL). Although the interpretation and implementation of the process approach varies considerably from instructor to instructor, nevertheless, the emphasis on process writing has brought about significant and beneficial changes in teachers' orientations to writing. Despite the theoretical recognition of writing as a recursive process, many ESL/EFL classrooms continue to teach writing as a linear sequence of planning, pre-writing, writing, revising and editing and has not enhanced ESL/EFL students writing ability to the desired level. There appears to be a missing link in helping students to crystallize their thoughts before writing. Studies have shown that incorporating visual thinking tools into the process approach of ESL writing can enhance students' ability to write. This paper reports the findings of an exploratory study on the effects of using visual thinking tools in enhancing ESL students writing.

• Asian-Australasian Journal of Animal Sciences
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• v.32 no.11
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• pp.1673-1685
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• 2019

Objective: To evaluate the efficacy of treatments based on gonadotrophin-releasing hormone (GnRH), GnRH-prostaglandin $F2{\alpha}$ ($PGF2{\alpha}$), and/or intense exposure to novel rams to induce fertile estrus without the use of steroid hormones in seasonally anestrous Suffolk ewes. Methods: In the first experiment, ewes were treated with one injection of GnRH, two injections of GnRH administered 7 days apart, or a sequence of GnRH-$PGF2{\alpha}$-GnRH (GPG). In the second experiment anestrous ewes were exposed, for 36 days starting on the day of weaning, to groups of four rams of three different breeds that were alternated every day. Besides exposure to the male effect (ME), the ewes were injected with saline solution (ME group, n = 20), with GnRH (ME-GnRH group, n = 20) or with a sequence of GnRH-$PGF2{\alpha}$-GnRH (ME-GPG group, n = 20). The rams used for male-effect were fitted with aprons to prevent mating, and ewes detected in estrus were bred to selected fertile rams. Ovarian activity was monitored by progesterone determinations in both experiments. Results: In the first experiment sustained induction of ovarian activity was not achieved and no ewe was detected in estrus. In the second experiment induction of sustained ovarian activity was achieved in all groups. Most of the ewes were detected in estrus, 76.7% of the ewes were mated during a 36-d breeding period and 71.7% of all the ewes became pregnant during that period. No significant differences between groups were found for any of these variables. However, estrus detection efficiency was higher in the ME-GnRH group than in the ME group (p<0.05). Conclusion: An intense male-effect, that included the continuous presence and frequent alternation of several rams of different breeds, was sufficient to induce ovarian activity and fertile estrus in Suffolk ewes during the period of deep anestrus without the use of hormones, although addition of GnRH improved the efficiency of estrus detection.

• Korean Journal of Adult Nursing
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• v.18 no.4
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• pp.533-542
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• 2006

Purpose: The purposes of this study were to investigate medical records and to develop care records for management of patients with chest pain in the emergency department. Method: Retrospective review of the 42 medical chart of patients presented to the emergency department with chest pain were used. The collected data were analyzed with a frequency of items in the medical records. Results: In a frequency analysis of recorded items for doctors' chest pain assessment during history taking, the history/risk factors was the highest rank. The following ranks were 'commenced with when/timing, extra symptoms, place, nature, stay/radiate, alleviate/aggravate, intensity' in sequence. In a frequency of recorded items in nurse's progress notes according to nursing actions, the 'checking/monitoring' was the highest rank. The following ranks were 'performing, administering/injecting, referring/arranging, testing, preparing/catheterizing, teaching/informing' in sequence. Chest pain care records for the emergency department was designed, based upon data analysis and literature review. Conclusion: The designed records can be a rapid and effective approach tool for assessment and recording of patients with chest pain. Further research is necessary for evaluating the designed chest pain care records.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.71-82
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• 1998

The main purpose of Iowa Chautauqua Program(ICP) and Iowa-Scope, Sequence. and Coordination (Iowa-SS&C) was to educate K-12 science teachers so that they could teach science in a human context using the constructivist strategies. The major task for the participating teachers to perform was to develop modules with the emphasis on STS and constructivist approach. which were supposed to be taught in the respective classrooms. Teachers worked together for two weeks for the development of modules during the summer, and attempted the modules with their students. The participating teachers met regularly during the autumn semester to share and reflect their experiences and obtain additional information on science education reform and its implications. During the winter break. the teachers improved and extended the STS modules. The Iowa Chautauqua Program and Iowa-SS&C had two important implications for Korean science education. First, they made the most of the resources they had in order to provide the practicing teachers with recent research findings on the nature of science. science learning and teaching, that is. the constructivist approach. Second, they emphasized both cooperation of teachers and long-term training to realize the reform in school science education.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.309-333
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• 2008

In this research, we reconstructed the textbook on the concept of rate and ratio, which is based on the review on the previous researches and the analysis on the elementary textbook of the 7th mathematics curriculum. We conducted the teaching experiment using the reconstructed textbook, which is to identify the students' conception of rate and ratio and the appropriateness and limit of the reconstructed textbook. As the results of this study, we identify that the changed sequence of instruction (that is, ratio ${\rightarrow}$ percent and value of rate ${\rightarrow}$ rate) was very proper to help students understand the concept of rate and ratio. The relative comparison and absolute comparison and the additive thinking and multiplicative thinking included in the reconstructed textbook were identified very helpful to students' understanding. Meanwhile some contexts given in the reconstructed textbook were identified to cause the students' cognitive confusions.