• 한국초등과학교육학회지:초등과학교육
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• 제33권1호
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• pp.172-180
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• 2014

The first purpose of this study is to distinguish difficult chapters in 'Speed of objects' chapter and find the factors which give difficulty to the teachers and students. Also, it attempts to compare the students' assessment scores with the degree of difficulty in teaching and also with the degree of difficulty in learning. This report is expected to help science teachers develop their PCK(Pedagogical Content Knowledge) for teaching the chapter professionally. 15 teachers who had taught the 'Speed of Objects' chapter and their 386 students took part in the survey to acquire information about the difficulties in teaching and learning. 386 students also received a test to examine their understandings of the chapter. The results of this study are as follow; First, the degree of teachers' and students' difficulty is only affected by the contents, and the degree of onerousness felt by teachers is higher than that of students. Second, The topics caused higher difficulty to teachers were 'Understanding the meaning of motion(2nd lesson)', 'Understanding the meaning and unit of speed(5th lesson)', 'Changing unit of speed(6th lesson)', 'Drawing a distance-time graph(7th lesson)', and 'Understanding the relative motion(10th). The topics that led higher difficulty to students were the contents of 5th, 6th, and 7th lessons. Third, the 'Speed of Objects' chapter can be divided into 4 types of difficulty according to the degree of teaching and learning; 'Strong difficulty', 'Learning difficulty', 'Weak difficulty', and 'Teaching difficulty'. Last, students showed low achievement to the tasks that were related with 'Strong difficulty' and 'Teaching difficulty'.

• 한국초등과학교육학회지:초등과학교육
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• 제33권3호
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• pp.597-606
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• 2014

The purpose of this study is to survey and analyze difficulties in teaching and learning elementary school science on the chapter titled 'electric circuit'. 28 elementary school teachers who teach 5th grade science and 73 5th grade students in elementary school were taken part in this survey. The pilot questionnaire was distributed to find out both the degree and the reason of difficulties in teaching and learning. The answers are analyzed with four areas to extract elements which make class difficult; Learner factors (L), Instruction factors (I), Curriculum & textbooks factors (C), and Environment factors (E). The results are as follows. (1) It can be seen that both students and teachers feel the highest difficulty in 7th lesson 'the direction of current', while they felt little difficulty in lesson 3 'conductor and nonconductor' and lesson 8 'the safety of electricity'. (2) The most mentioned reason of difficulties in teaching and learning was Learner factors (L). (3) Teachers felt many difficulties in experimental environment. On the other hands, students didn't think experimental failures as serious trouble. (4) Students felt many difficulties in new terms and hazy concepts or expressions. (5) Teachers felt a lot of difficulties in those from Curriculum & textbooks factors.

• 한국초등과학교육학회지:초등과학교육
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• 제24권5호특별호
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• pp.531-538
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• 2005

The primary purpose of the study was to investigate the degree of difficulty and the causes of the difficulties in science instruction reported by elementary teachers and students. The secondary purpose was to suggest the effective methods to both of them to improve the efficiency of science instruction. For this study, the survey was carried out on 322 students and 156 teachers in the 3rd, 4th, and 5th grades. The questionnaires consisted of interest, difficulty and its factors. The results of this investigation are summarized as follows; 1. Teachers had relatively higher interest than students in science instruction content(textbook). Furthermore, the units that teachers showed interest differed from those that students had. This means that there is a significant difference of interest in instruction process between teachers and students. 2. Teachers felt much higher difficulty than students in the content of science instruction. This shows that the degree of interest might have little relation with that of difficulty, and that teaching of science seemed more difficult than teaming. Moreover, there was a difference of difficulty in the units between the teachers and students. The result shows a distinctive difference of difficulty in 8 units of the 3rd grade, 9 units n the 4th grade, and 12 units in the 5th grade (p<.05, p<.001, p<.005, respectively). It means that the difficulty depended on the units. 3. Students responded that they are responsible for difficulty factors of teaming, otherwise teachers thought that students are responsible for it, when the factors were divided into student factor, teacher factor, and curriculum factor. 4. Students demanded many experiments in the lab as well as easy and interesting instructions in order to reduce the degree of difficulty and to improve the condition of science instructions. However, teachers demanded the expansion of experimental equipments and materials as well as the improvement of the lab condition.

• Educational Technology International
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• 제21권2호
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• pp.193-216
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• 2020

This study investigated university students' perspectives on good class and instructional practices through social network analysis. The subjects were 321 students in the third and fourth academic years in a Korean university. The subjects completed four open-ended questions, asking about experience of good class, good instructors' teaching practice, and their feelings and attitudes when participating in good class. As social network analysis, KrKwic (Korea Key Words in Context) was used to compute word frequencies and analyze semantic network structures and Ucinet Netdraw to assess centrality in the social network, consisting of degree centrality, closeness centrality, and between centrality. The results are as follows. First, students showed 5 keywords to depict what good class is, including 'understanding', 'example', 'video', 'interest', and 'communication'. Second, the characteristics of teaching methods by professors who practice good class indicate 'assignments', 'questions', 'understanding', 'example', and 'feedback'. Third, the top 5 keywords of students' attitudes as participating in good class are 'active', 'participation', 'focus', 'listening', and 'asking'. Last, keywords depicting desirable class that students most wanted to take next time are 'assignments', 'rewards', 'understanding', 'difficulty', and 'interest'. The findings from this study include the meanings of the semantic network structures of words in the text making up messages. Also this study can provide empirical evidence for educators and educational practitioners in higher education to create effective learning environments.

• 한국수학사학회지
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• 제32권3호
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• pp.135-155
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• 2019

One of the reasons students have difficulty in studying probability is that they do not understand the meaning of mathematical terms precisely. One such term is a continuous random variable. Students tend not to think of the accurate definition of continuous random variables but to understand the definition of continuity of functions and the meaning of continuity in probability as equal. In this study, we try to explore the degree of pre-service teachers' understanding on the concept of continuation of functions and continuous random variables. To do this, the questionnaire items related to continuous random variables and continuity of functions were developed by experts and examined by pre-service teachers. Based on this, we make suggestions on implications for teaching and learning about continuous random variables.

• 한국학교수학회논문집
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• 제6권1호
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• pp.101-113
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• 2003

본 연구의 목적은 삼각함수에 관한 학생들의 오개념을 분석해보고 삼각함수 개념 지도 개선방안의 하나로 컴퓨터를 활용한 지도 방법을 고안하는 것이다. 이를 위해, 이미 삼각함수를 배운 학생들을 대상으로 삼각함수 개념과 관련된 학생들의 이해도 검사를 실시하여 호도법 활용과 삼각함수그래프와 관련된 학생들의 오개념을 분석하였다. 분석 결과를 바탕으로 GSP를 활용한 학생 주도형 교수-학습 자료를 고안하여, 삼각함수그래프 지도과정에 투입하였다. 그 결과, 컴퓨터 조작에 의한 역동적인 탐구과정이 학생들이 호도법과 삼각함수그래프를 이해하는데 도움을 줄 수 있음을 확인하였다.

• 한국학교수학회논문집
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• 제3권1호
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• pp.31-45
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• 2000

The idea to be changed first among the general ideas of mathematics is that, from the standpoint of teachers, one-sided teaching is efficient due to the progress of classwork of excessive quantity, and, from the standpoint of students, they say they gave up mathematics publicly feeling uneasiness in every class because of the deficiency of previous learning and interest, and they think all problems are due to the educational system, neglecting their studies, not participating actively in lessons. Therefore this study is, after giving learning points and problem papers of which the degree of difficulty differs to the groups of students divided into the advanced, intermediate, and elementary by personal abilities of learning and concerns, tried out to remove uniformity and integrity of lessons through solving the problems students can, to convert lessons to the learner-oriented that learners take part in voluntarily through discussing, solving the problems, and correcting the errors of them by group-cooperative actions, for the students to realize that they can solve everything only by their own endeavors.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제31권1호
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• pp.85-101
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• 2017

본 연구는 초등학생들이 수 개념과 관련하여 수직선을 어떻게 이해하고 사용하는지, 또 그 학습의 어려움은 무엇인지 파악하고자 하였다. 이를 위하여 수직선 은유가 수 개념과 어떻게 관련되는지 살펴보았고, 프로이덴탈의 수 개념지도론에서 수직선의 역할에 대하여 고찰하였다. 실제 초등학생들의 수직선에 대한 이해와 사용의 어려움을 파악하기 위해 실시한 검사는 수직선에 주어진 위치에서 적절한 수를 대응시키는 문항과 학년별로 수직선이 활용되는 관련 단원 내용을 묻는 문항으로 이루어졌다. 같은 내용과 구조의 문항이지만 수직선으로 표현된 것은 해결하지 못하면서 수 트랙이나 다른 그림으로 표현된 것은 해결하는 학생들이 다수 관찰되었고, 본 연구에서는 이러한 현상의 의미를 해석하고자 하였다. 또한 다양한 교수-학습 자료(수 트랙, 그림, 빈 수직선, 이중 수직선등)를 활용하여 수직선 이해의 어려움을 보완하고 관련 수 개념 학습을 돕는 방안을 제안하였다.

• 대한수학교육학회지:학교수학
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• 제12권3호
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• pp.353-370
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• 2010

본 연구는 초등 수학 영재를 대상으로 폴리큐브라는 소재를 활용한 교수 학습용 자료 개발의 과정에서 드러나는 여러 가지 논의점을 바탕으로 차후 또 다른 교수 학습용 자료 개발에 주는 시사점을 도출하는 것을 목적으로 한다. 본 연구는 공간능력의 하위 요소들을 바탕으로 폴리큐브 과제와 관련되는 13개의 주제를 추출하여 이들 중 학년과 수준을 고려한 9개의 주제를 실제로 반영한 수학 영재 교수 학습 자료를 개발하였다. 이 자료들을 가지고 두 차례 현장 적용을 하는 동안 4명의 개별 학생들이 보여주는 공간능력 활용 사례를 집중 분석하면서 활동들의 연계성과 난이도, 과제 제시방법 및 발문, 학습 형태, 보조 자료의 활용, 수업 소요 시간과 같은 항목들을 점검하고 수학 영재 교수 학습자료 개발방향에 따라 평가, 수정, 보완하였다. 이를 통해 수학 영재 교수 학습 자료의 개발 과정에 필요한 7가지 시사점을 제안하였다.

• 한국콘텐츠학회논문지
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• 제22권5호
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• pp.600-610
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• 2022

한국 피아노 교육의 성장 가도에서 유독 중급과정의 약세는 문제점으로 지적되고 있다. 그중 제한적 학습문헌 특히 자국 창작곡들의 교습 부족이 문제점으로 거론된다. 본 연구는 김국진의 <한국선율에 의한 피아노 소품집>이 중급 교재로써 활용되는데 실제적인 지침을 주고자 25개 악곡의 난이도를 분류하고 단계별 학습목표와 지도방안을 제시하였다. 난이 단계는 다른 중급수준의 피아노 문헌과의 비교를 위하여 제인 머그라의 10단계 분류표에 근거하였고, 보다 구체적으로 한국음악의 핵심요소인 한국적 선율, 리듬, 짜임새로 세분하였다. 난이도 분류 결과 4단계에서 10단계까지의 악곡들은 가장 기초적인 진행부터 한국 장단적 리듬패턴, 시김새를 표현하는 다양한 아티큘레이션과 꾸밈음, 그리고 성부별 독립적 짜임새 훈련을 단계별로 체계적이며 종합적으로 학습할 수 있도록 구성되어 있음을 알 수 있었다. 그리고 악곡들의 특징과 난이 정도를 고려하여 단계별 악곡들의 교습 순서도 제안하였다. 이 연구가 국내 중급 학습 문헌의 확장과 한국 창작곡 교습의 활성화에 시발점이 되길 희망한다.