• Research in Mathematical Education
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• v.12 no.3
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• pp.167-177
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• 2008

The students' beliefs about mathematics teaching-learning come from the social activities in mathematics classrooms; and the mathematics classroom culture to a large extent decides the social activities in mathematics classrooms. So, the students' beliefs about mathematics teaching-learning are decided indirectly by the mathematics classroom culture mainly. The students' beliefs about mathematics teaching-learning react to the social activities in mathematics classrooms, and the social activities in mathematics classrooms react to the mathematics classroom culture. Therefore, the students' beliefs about mathematics teaching-learning react indirectly to the mathematics classroom culture. So, the relationships between the students' beliefs about mathematics teaching-learning and the mathematics classroom culture are dialectic, and the social activities in mathematics classrooms are the medium. In addition, the relationships have some inspirations to the current mathematics curriculum reform in the mainland China.

• Journal of the Korean Home Economics Association
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• v.36 no.2
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• pp.91-104
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• 1998

The specific objectives of the study were (1) to determine the preferences for three home economics curriculum designs(HECD) categorized by Majorie Brown(Technical HECD, Self Actualization HECD, and Practical Reasoning HECD), (2) to determine the differences between middle school HE teachers and high school HE teachers on each curriculum element, and (3) to determine the relationships between preferences for three HECD by curriculum elements and personal and professional characteristics of HE teachers. For these objectives, the subjects were randomly selected from HE teachers of secondary schools in the areas of Seoul, In-Cho, and Keungi. The 300 data collected by mailed survey were analyzed into frequency, percentage, Chi-square, and contingency coefficient using SAS program. The major findings were as follows: 1) the majority of HE teacher respeondents preferred the Practical Reasoning HECD about the following curriculum elements: Purpose of HE education, knowledge, subject matter, teaching method, society and culture, learner, learning atmosphere, and HE teacher's role. 2) No significant difference emerged when Chi-square was applied to determine difference between the two groups(middle and high school HE teachers) on three HECD according to each curriculum element. 3) The contingency coefficient between preferences of HE education purpose for three curriculum designs and age was 21, years of teaching was 23, between preferences of learning atmosphere of three curriculum designs and location of school was. 17. These mean that the younger and more beginning teachers perferred HE purpose of the Practical Reasoning HECD, and HE teachers working in urban area more preferred learning atmosphere of Practical Reasoning HECD.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1312-1328
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• 2013

In this study, we investigated preservice secondary science teachers' uses of curriculum materials in curriculum design through a case study. Two preservice science teachers at a college of education in Seoul participated in this study. We interviewed them about their beliefs on teaching and learning prior to their teaching students. We then observed their teaching and collected all of the teaching/learning materials. Semi-structured interviews were also conducted before and after the instructions. Their uses of curriculum materials were systematically analyzed in the aspects of reading, evaluating and adapting curriculum materials. The analyses of the results revealed that their uses of curriculum materials had a significant difference in curriculum design. There was a difference in the way of reading curriculum materials that derived from different perspectives of curriculum reconstruction. The perspectives of curriculum reconstruction also affected the way of adapting curriculum materials. While the 'adding' was an important adaptation in curriculum design with active perspectives, the 'changing' was an important one with passive perspectives. In addition, the degrees of evaluating curriculum materials from the learners' views depended on their beliefs on teaching and learning. It was also connected to qualitative differences of adaptation in 'increasing student control over an activity' and 'increasing teacher control over an activity'. Educational implications of these findings are discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.3 no.1
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• pp.75-92
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• 1999

Many educators say that one of the key theory which is widely accepted teaching-learning process in the 7th mathematics curriculum is constructivism. They believe constructivism is very powerful as a background theory in teaching-learning mathematics and in this point of view, each student can construct knowledge by himself in the inner world. Therefore, the aspect of teaching-learning methods in the 7th mathematics curriculum focused on inquiry learning, self-directed learning, cooperative learning. Through this methods, the 7th mathematics text also composed of ease, interesting and dynamic activity oriented subjects. And constructive teaching-learning methods in mathematics is implemented variously by those whom attracted in constructivism. Thus, the purpose of this study is to build up a model that is required to systematize teaching-learning process in mathematics as a guideline for teachers. Another purpose of this study is to make clear that the presented model is appropriate process for teaching-learning in mathematics.

• Journal of Engineering Education Research
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• v.20 no.2
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• pp.57-62
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• 2017

The purpose of this study is to develop an educational model based on the capacity analysis of college students. In order to measure the learning ability of female science and engineering students, we used various tools to derive core competencies. The competency element of human resources implementation, the element of learning achievement area in the undergraduate education actual condition survey, and the analysis of the learning achievement elements of the engineering certification program were analyzed and the development of teaching method was searched to find ways to increase the competence of female students. In addition, we developed a model that can apply the development of pedagogy in the curriculum to the liberal arts, majors, and comparative courses, and presented the internship in field experience area, the improvement of on the spot learning, and teaching method and guidance to enhance the female students' competence. Also, as a case study of the proposed teaching method, new curriculum of 'Understanding of Big Data' which is the basis of the fourth industrial revolution technology in the second semester of 2016 was developed and applied to the education model. The results of this study are very positive, and we can expect the effectiveness of the new education model to enhance the learning ability and capacity of female students.

• School Mathematics
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• v.4 no.4
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• pp.657-675
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• 2002

This paper is to make strides toward an enriched understanding of the difficulties and issues raised by applying the 7th mathematics curriculum to elementary school classrooms. A general overview of the curriculum is presented in line with teaching and learning methods emphasized in the curriculum. Four classroom episodes are presented in brief in order to diagnose the problems in situating the curriculum in elementary mathematics classrooms. These episodes deal with lessons emphasizing activity rather than its associated concepts or principles, overusing multimedia data, pursuing play rather than its associated thinking, and distributing various individual worksheets in the name of differentiated instructional methods. In addition to the episodes, interview data with elementary school teachers also are presented as needed. This paper discusses two aspects of activating the curriculum into elementary mathematics classrooms. One deals with the issues of the curriculum and textbooks themselves, and the other covers those of research trends on mathematics education and teaching practices. This paper finally emphasizes a collaborative working relation among classroom teachers, mathematics educators, and policy makers with their own places and roles.

• Journal of Engineering Education Research
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• v.21 no.6
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• pp.74-80
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• 2018

This paper proposes practical teaching methods for efficient progress of project-based learning in engineering design education. Engineering design courses consist of three categories; introductory, individual and capstone design courses. This study concentrates on the case of individual design courses. Individual design courses act as bridges between introductory and capstone design courses and deal with applicable projects based on theoretical frameworks. In this study, practical teaching methods are applied to Artificial Intelligence curriculum as an individual design course for Juniors in Computer Engineering Major. The results on application of practical teaching methods show relatively positive in all aspects.

• Journal of the Korean Chemical Society
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• v.53 no.6
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• pp.784-792
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• 2009

In this study, we investigated the unsuitable cases for the hierarchy of the curriculum in science 'teaching-learning lesson plan' which is on the web site of the each city's support center for teaching and learning and Seoul Science Park with a purpose of giving helpful data for science teachers at lessons. The investigation is limited to 'Three states of matter' unit for the 7th grade and the content elements used at analysis was the "state changes of matter", "molecule" and "molecular model". The case found for unsuitable case for the hierarchy of the curriculum was phase equilibrium, ice crystal theory, peculiar property of water, classification of solid, thermal energy and physical change at the "state changes of matter". While the "molecular model" showed molecular motion and density. On the other hand, no case was found at "molecule".

• Journal of Power Electronics
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• v.2 no.4
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• pp.240-249
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• 2002

Power electronics Is an emerging technology New applications are added every year as well as the power handling capabilities are steadily increasing. The demands to the education of engineers in this field are also increasing. Basically the content of the curriculum should be more expanded without extra study time. This paper present a teaching approach which makes it possible very fast for the student to get in-deplh skills in this important area which is the problem-oriented and project-based learning. The trend and application of power electronics are illustrated. The necessary skills for power electronic engineers are outlined followed up by a discussion on how problem-oriented and project-based learning are implemented. A complete curriculum at Aalborg University is presented where different power electronics related projects at different study levels are carried out.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.119-137
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• 2021

This study aimed to develop a teaching-learning process plan for the 'adolescent nutrition and dietary behavior' unit of middle school technology and home economics through blended learning teaching method. "Analysis-Design-Development-Evaluation and Revision" model developed by Korea Institute of Curriculum and Evaluation(KICE) was applied to developing the teaching-learning process plan. The authors analyzed subject contents suitable for blended learning, and then designed a teaching-learning process plan by selecting the topics, developing the teaching strategies, and deciding on the media and evaluation tools for each class. Based on the plan for each week, the final version of the teaching-learning process plan, handouts for activities, and evaluation tools were developed. The teaching-learning process plan was revised and supplemented based on the expert verification results. The developed teaching-learning process plan which applied blended learning method was considered suitable for the current curriculum, and the group presentation activities implimented in the online classes were found to encourage learners' participation and interest. Also, the developed teaching-learning process plan could be used in the online only environment without any issues depending on the intention of the classes, by the appropriate use of distance learning tools such as Paddles or Thinkerbells. The developed teaching-learning course plan is expected to be effectively used in either online or blended learning environment, as a means of helping adolescent students improve their dietary life.