• The Journal of Sustainable Design and Educational Environment Research
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• v.1 no.1
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• pp.44-58
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• 2001

This study aims to establish new architectural agenda for the existing middle school facilities responding to individualized interactive learning approach(IILA). First, it investigates the mechanism of new teaching methods and contents proposed in the national level curriculum and the province guidances. Secondly, it suggests the Quality and Quantity of new (multi-purpose) classrooms that should be built for operating new curriculum in the existing middle schools. Finally, it finally emphasizes the educational specification that should be prepared prior to planning school buildings.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.199-221
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• 2002

Multimedia-Assisted Language Learning(MALL) has recently been studied by many researchers. It has been reported that MALL is very effective in encouraging students' desire for learning, promoting their self-directed learning, and improving their communicative competence. Also, it has been evident that it depends on the quality of multimedia courseware whether MALL will be successful or not. However, many researchers have pointed out that most of multimedia coursewares coming into the market have little to do with our curriculum and they are not suitable for the use in the regular classroom. More multimedia coursewares that reflect our curriculum need to be developed. This paper first tries to explore the cognitive, constructivist, and psychological theories supportive of the development of multimedia courseware and then presents the overall procedure for designing and developing a multimedia courseware pursuant to the 7th English curriculum in the middle school. The multimedia courseware developed through this research is expected to enhance middle school students' communicative language skills in English and promote the development of multimedia coursewares of high quality.

• Research in Mathematical Education
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• v.27 no.2
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• pp.195-210
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• 2024

Researchers and curricula continue to call for proof to serve a central role in learning of mathematics throughout kindergarten to grade 12 and beyond. Despite its prominence and recognition gained during past decades, proof is still a stumbling block for both teachers and students. Research efforts have been made to address issues related to teaching and learning of proof. An area in which such research efforts have been made is analysis of curriculum material (i.e. textbook analysis) with a focus on proof. This study is another research effort in this area of research through investigating the guidance offered in curriculum materials with the following research question: What is the nature (e.g., kinds of content knowledge, pedagogical content knowledge) of guidance is offered for teachers to implement proof tasks in grade 8 geometry textbooks? Results indicate that the guidance offered for proof tasks are concerned more with content knowledge about the content-specific instructional goals than with pedagogical content knowledge which supports teachers in preparing in-class interactions with students to teach proof.

• Communications of Mathematical Education
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• v.29 no.2
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• pp.255-279
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• 2015

Educating for character was emphasized in 2009 reformed Korea national mathematics curriculum. Thus, in this study we basically conducted to realize the character education. This study aimed to develop the teaching and learning materials for character education in middle school. For the purpose of this study, the following study was carried out. First, we investigated the concept of character education. Second, based on this, we extracted the three factor(altruism, rationality, course orientation) for character education in mathematics teaching and learning. Third, we developed five teaching and learning models for character education. The five kinds of models are 'Respect model', 'Self-directed model', 'Cooperation-centered model', 'Self-interest model, 'Story sympathy model'. Finally, We have developed a teaching and learning materials in accordance with the models. And, we applied to the classroom and confirmed its effectiveness.

• Journal of Fashion Business
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• v.23 no.5
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• pp.124-136
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• 2019

Capstone design is a creative and comprehensive educational program requiring practical adaptation skills for the industry. The purpose of this study was to analyze the results of design development, lectures and curriculum satisfaction for textile fashion products based on four years of capstone design curriculum from 2015 to 2018. The curriculum consists of 26 groups of 72 students and a total of 26 final results were obtained via industry-university cooperation. The materials for product design development included differentiated clothing, leisure goods, bags, dog goods, smart goods, interior goods and recycled products based on textiles. The degree of satisfaction with lectures involving the capstone design class was very high, with 4.2 out of 5.0 when the number of students was less than 10. However, when the number of students was 20 or higher and the number of students was large, the level of satisfaction was below 3.88. Therefore, the capstone design class comprising less than 10 students was better at individual teaching and teamwork. In terms of satisfaction with capstone design curriculum, the respondents indicated that the teaching method addressing the needs of industry and academia facilitated practical learning. It was very helpful in improving competency related to the design and development majors and future employment. The capstone design curriculum was effective in the training for practical design development and planning.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.1-16
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• 2002

The 7th Curriculum emphasizes that in mathematics classes, mathematical concepts be understood and mathematical problems be solved through student's own exploratory activities including the use of data, manipulatives, andtechnological devices. Following the main idea of the Seventh Mathematics Curriculum, this paper dealt with instructional methods applied suitably and effectively in mathematics classes, and focused on the 'exploratory learning in groups' method in mathematics education. For this purpose, this paper reviewed and summarized theories related to general pedagogy and of mathematics education. Based on the results, it investigated appropriate instructional methods in mathematics education. In particular, this paper focused on studying the exploratory learning method while investigating its properties and understand- ing the relationship between the 'exploratory learning in groups' method and the discussion-centered method. Finally, in order to show the usefulness of the exploratory learning method, this paper developed an example of a teaching module using the exploratory learning method in addition to discussion and lecture-centered methods by the use of manipulatives. The main goal of the module was to make students understand the principle of multiplication of integers.

• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.305-325
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• 2004

This study is on the teaching-learning of parameter concept in secondary school mathematics. In our school mathematics curriculum, parameter concept is explicitly presented at high school mathematics textbook. But student have difficulty in understanding parameter concept because this concept is implicitly used in the textbook from 7-grade mathematics. Moreover, it is true that mathematics teacher give a little attention to student's understanding of parameter con- cept. In this study, we analyzed concept definition of parameter and the extension of parameter on the basis of preceding research, our mathematical curriculum, mathematical dictionaries. After that, we concluded that parameter is explicitly called in t where x= f(t), y= g(t) and parameter is implicitly treated in the learning of relation between quantities in our mathematical curriculum. We pointed to the importance of parameter concept in the successful learning of school algebra. Specially, when the level of algebra is in the learning of relation between quantities, parameter is the key concept for understanding and representing of families of equations or functions. In mathematics class, students have opportunity to reflect that what the role of each variable(parameter, dependent variable, independent variable etc.) is, and where the information which determines it comes from. It is for mathematical communications as well as learning school algebra. Therefore, mathematics teacher's didactical attention is more needed to student have a good concept image of parameter before they learn explicitly its concept definition.

• Journal of The Korean Association of Information Education
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• v.11 no.2
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• pp.231-241
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• 2007

With a focus on LabView language to program Lego Mindstoms Robot in afterschool class to help children develop their special ability and aptitude. The purpose of this research was to make proposal for programming learning method using a robot as an algorithm learning tool to improve creative problem solving ability. To do this, robot programming training program in the amount of 30th period and teaching aids thereof were developed, and 6th grade primary school children were taught up to 30th period, then after, they were evaluated accordingly. Results from analysis of evaluation of achievement level with a focus on outcomes according to each period revealed that learners understood most of contents of curriculum. In view of such results from evaluation, it is judged that the curriculum as well as teaching aids that devised and created have been constituted in order that school children will be able to have developed a shared understanding of their learning sufficiently, and to put it into practice easily. Through these hands-on experiences in the course of researches, researcher could have confirmed the possibility of success for robot-programming training class as new creative algorithm learning tool in the primary school curriculum.

• Journal of The Korean Association of Information Education
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• v.26 no.1
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• pp.23-34
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• 2022

Teachers should be able to reorganize the curriculum according to the student level, reorganize textbooks freely, and distribute them to students. However, current paper-textbooks are difficult to modify or edit some contents and distribute them to students, also current digital textbooks are grouped into units, so the order or educational resources cannot be reconstructed. In addition, The digital textbooks are difficult to update external links or the latest resources, and to contain various multimedia materials or high-definition realistic content due to capacity limitations. Therefore, this study presented functions: teaching and learning and evaluation functions, resources search and sharing functions, learning records and analysis functions, screen showing and printing functions, so that teachers can provide customized learning by level to students using digital textbooks. Through the expert Delphi survey, detailed functions for each area were divided into teachers and students. We proposed expanding and developing digital textbooks to various subjects, and distributing various teaching and learning models using digital textbooks.

• The Journal of Korean Association of Computer Education
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• v.4 no.1
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• pp.119-126
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• 2001

In this paper, a highly effective learning model that can be applied to the 7th level-based curriculum, which will begin in high schools in the year 2002, will be proposed. Two learning models that have different perspectives on dividing the students into level groups(diagnostic evaluation model and formative evaluation model) were introduced, and teaching materials for each model were developed. After applying the teaching materials to actual classes, the achievement rate of the students was analyzed. According to the results of this research, the achievement rate of students is affected by the point of time at which they are divided into level groups, and formative evaluation proved to be the superior learning model dividing students into level groups.