• Communications of Mathematical Education
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• v.15
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• pp.65-70
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• 2003

문제 해결이 수학교육의 한 목표로 강조되고 있음에도 문제 해결 지도에 있어서 여러 가지 문제점이 지적되고 있는 것이 현실이다. 이러한 문제점 중의 하나는 문제 해결에 대한 교사들의 이해와 그 역할에 대한 인식 부족을 들 수 있다. 본 연구는 수학적 문제 해결 지도에서 교사의 역할 행동을 비교 분석하고, 교사의 역할 행동이 아동의 활동과 문제 해결에 대한 신념에 미치는 영향을 분석하는데 있다.

• Journal of the Korean Chemical Society
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• v.65 no.4
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• pp.268-278
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• 2021

The purpose of this study is to subdivide responsive teaching types proposed in the previous study in order to observe the change in the responsive teaching types in teacher educational programs, and to identify factors that impede changes in responsive teaching types. To this end, an educational program including introduction of responsive teaching, case analysis of responsive teaching, individual assignments and group discussions on facilitator type educational scenarios is provided for chemistry teachers who participated in a chemistry education course established in a graduate school of education. Based on previous research, when the teacher's teaching method was analyzed as evaluator, transfer, guide and facilitatore, a type that could not be classified was observed. In this study, responsive teaching types were added by adding two types: explorer and interpreter. In addition, through individual assignments and group discussion data, we could observe the factors that hinder teachers' responsive teaching changes. The obstacles that impede the change to responsive teaching were classified into teacher factors, student factors, and environmental factors. Among the obstacles, teacher factors include a belief in teacher-led instruction, a belief in the role of a teacher as a transfer of knowledge, a belief that the curriculum should be followed, a lack of understanding of the teacher about students, and a lack of the teacher's ability to lead student-led expansion. The student factor was distrust of the student's competence. Also, as an environmental factor, there was an educational environment such as multi-students class. Effective teacher education on responsive teaching can be achieved only when the perception related to these obstacles can be removed.

• Management & Information Systems Review
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• v.34 no.5
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• pp.191-212
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• 2015

Unlike the existing researches related to salespersons, this study intends to place the focus on salespersons' psychological characteristic as an element affecting their selling behavior. This is because employees' psychological characteristic is very likely to affect their devotion and commitment to relationship with customers and long-term production by a company. In particular, salespersons are likely to get a feeling of fatigue or loss, or make a cynical or cold response to customers because of frequent interaction with them, and to show emotional indifference in an attempt to keep their distance from customers. But the likelihood can vary depending on salespersons' own psychological characteristic; in particular, the occurrence of these phenomena is very likely to vary significantly depending on relationship belief in interpersonal relations. In the field of psychology, under way are researches related to personal psychological characteristics to improve the quality of interpersonal relations and to maximize personal performance and enhance situational adaptability during this process; it is a personal relationship belief that is recently mentioned as such a psychological characteristic. For salespersons having frequent interaction with customers, particularly, relationship belief can be a very important element in forming relations with customers. So this study aims at determining how salespersons' relationship belief affects negative emotion regulation strategies and prosocial behavior to customer. As a result, salespersons' relationship belief was found to have effects on their negative emotion regulation strategies and prosocial behavior to customer. Negative emotion regulation strategies was found to have effects on prosocial behavior. Salespersons with intimate relationship belief try to use active regulation, support-seeking regulation and salespersons with controlling relationship belief try to use avoidant/distractive regulation. Intimate relationship belief was found to have more prosocial behavior, controlling relationship belief was found to have less prosocial behavior to customer. salespersons' negative emotion regulation strategies was found to have effects on their prosocial behavior to customer. Active, support-seeking influence prosocial behavior to customer positively, avoidant/distractive regulation influence prosocial behavior to customer negatively.

• Journal of Science Education
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• v.39 no.3
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• pp.333-342
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• 2015

The purpose of this research was to investigate the effect of physics learning through the teaching-learning strategy of phased context in introductory physics classes. The participants in the study included 35 university freshmen. The teaching-learning strategy of phased context were developed by idealizing, extending and comparing contexts which were then applied in introductory physics classes : six hour classes about straight line motion, two-dimensional motion and Newton's laws of motion. The effects of the physics learning were then analyzed by the FCI (Force Concept Inventory) and MPEX (Maryland Survey on Physics Expectation) questionnaires. The results showed that the teaching-learning strategy of phased context helped change the force concept and did not change the belief about physics learning. Finally, based on the results of the study, we discuss possible educational implications for phased context in introductory physics classes.

• School Mathematics
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• v.15 no.1
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• pp.201-219
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• 2013

The purpose of this study was to analyse the belief about mathematics teaching of elementary preservice teachers and mathematics teachers. This study involved 100 respondents from the preservice teachers and 114 respondents from the mathematics teachers. The instruments used in this study consist 15 items of mathematical knowledges and 19 items of mathematical activities. The finding showed that preservice teachers emphasized the conceptual knowledge, whereas mathematics teachers emphasized the procedural knowledge in the mathematical knowledges. And preservice teachers emphasized the knowledge representation, knowledge generation, knowledge deliberation, knowledge communication, whereas mathematics teachers emphasized the use of knowledge(syntax) in the mathematical activities. Finally, even though two groups showed the significant difference in some items, preservice teachers and mathematics teachers emphasized the various mathematical knowledges and mathematical activities.

• Journal of Educational Research in Mathematics
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• v.20 no.4
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• pp.477-491
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• 2010

This research took an interpretive approach to investigate professional mathematicians' conception of mathematics, particularly focusing on their beliefs about the nature of mathematics as a discipline, and the relation between the discipline and themselves as knowers. The analysis shows that the professional mathematicians consider mathematics as human practice. For mathematicians, mathematics as a product is considered as a crystalization of practice that emerges in the dialogical relation between the discipline and its practitioners. This dialogical nature of mathematics suggests that professional mathematicians consider mathematics not as isolated fixed knowledge but as something they are playfully engaged with. The results of this research extend our understanding of what mathematics is and provide an alternative perspective on mathematics to make the learning of mathematics more accessible by dismantling the myth of the rationalist pure objectivity in mathematics.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.723-731
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• 2006

In this study, twenty-eight 7th graders were interviewed to explore their emotional responses and perceived teaching-learning strategies for effective conceptual change by the types of cognitive responses to a discrepant event. The results revealed that cognitive conflict was more induced by a discrepant event when its reliability and validity were emphasized. The students' cognitive responses to a discrepant event, the existence of alternative hypotheses, and their clearness influenced the patterns of emotional responses such as interest and anxiety. Many students perceived that emotional responses would have positive influences on concept learning processes. In the cases of the students exhibiting cognitive responses such as belief decrease, peripheral belief change, and belief change, opinions about teaching-learning strategies for effective conceptual change were different depending on whether they had alternative hypotheses or not. Educational implications are discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.12
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• pp.5578-5587
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• 2011

The purpose of this study is to confirm how keeping a educational diary in which no feedback is given in the teaching practice in kindergartens affects a teacher efficacy and the educational belief of preschool teachers-to-be as well as the organizational health of kindergartens to practice according to the way teachers feel. With this aim, the study aimed at 34 seniors at the Department of Early Childhood Education in the four-year college in Chungnam. The study conducted this experiment using the nonequivalent control group pretest-posttest design, and carried out a $x^2$ analysis and a t-test according to the data. Concerning the research results, first, keeping a educational diary of teaching practice affirmatively affected a teacher efficacy. Second, it did not significantly affect a teacher's educational belief. Third, it did not significantly affect the organizational health of the kindergarten to practice according to the ways teachers-to-be feel. This study is meaningful in that keeping a reflective journal in which feedback by a guidance teacher for practice becomes the basic proposition may be replaced with the keeping of a diary of practice at the level of practicality. This means that a teacher's sense of efficacy may improve simply by keeping a educational diary of teaching practice without feedback by a guidance teacher.

• Journal of Gifted/Talented Education
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• v.17 no.1
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• pp.27-50
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• 2007

The purpose of this study was to examine whether gifted achievers and gifted underachievers differ in their learning strategies, motivation, beliefs in ability, and problem solving patterns. The sample for the study consisted of 68 gifted achievers and 34 gifted underachievers who were in 5th and 6th grades in elementary schools in the metropolitan area. Gifted achievers and gifted underachievers showed statistically significant differences in all aspects using the independent sample t-test. In addition, the discriminant analysis correctly classified over 77.5% of the sample as either gifted achievers or gifted underachievers using the variables used in the study, indicating factors related to learning strategies can be effective measures to identify gifted achievers and underachievers. Especially, extrinsic motivation and problem solving patterns were the most discriminant factors in these two groups. The implications of the study related to the identification and education of the gifted underachievers were discussed in depth.

• Proceedings of the KAIS Fall Conference
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• 2010.05b
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• pp.1077-1082
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• 2010

본 연구는 일반 여성과 유방암 환자를 대상으로 유방 자가검진의 이행율과 유방 자가검진에 영향을 미치는 요인을 파악하기 위하여 시도된 단면적 조사 연구이다. 건강신념 변수에 대해 일반 여성군과 유방암 환자군을 비교하면 일반 여성군이 유방암 환자군에 비해 유방암에 대한 심각성이 높은 것으로 나타났다. 유방암 환자군에서는 일반 여성군에 비해 유방암에 대한 민감성이 높았으며, 유방암 검진에 대한 유익성이 높고, 건강관심도가 높은 것으로 나타났다(p<0.01). 건강신념 변수에 대해 유방 자가검진 이행자와 불이행자를 비교해 보면 유방 자가검진 이행자는 불이행자보다 건강 관심도가 높고(p<0.01) 유방 자가검진에 대해 설명을 들은 경험이 있는 경우 자가검진 이행율이 높은 것으로 나타났다(p<0.05). 유방 자가검진 불이행자에서는 이행자보다 건강관심도가 낮고, 주위에서 유방 자가검진을 권하는 사람이 없는 경우가 많았다(p<0.01).유방 자가검진 이행자와 불이행자간 민감성, 심각성, 유익성, 장애성에 대해서는 유의한 차이가 없는 것으로 나타났다. 유방 자가검진 이행 여부에 관해서는 유방암 환자군이 일반 여성군에 비해 유방 자가검진을 3.5배 시행하지 않는 것으로 나타났고(p<0.01), 연령은 40대 미만보다 60대 이상여성이 1.6배 유방 자가검진을 시행하지 않는 것으로 나타났다. 교육수준은 대졸이상 보다 고졸이하가 2.4배 유방 자가검진을 시행하지 않고, 가구 소득은 200만원미만보다 400만원이상 고소득자가 2.7배 유방 자가검진을 시행하지 않는 것으로 나타났다. 자녀수는 자녀가 없는 여성이 자녀수가 3명이상인 여성에 비해 12.1배 유방 자가검진을 시행하지 않는 것으로 나타났다(p<0.05). 건강 신념과 유방 자가검진 실천의 관계를 본 결과 건강관심도와 행동계기가 유방 자가검진 수행에 유의한 영향을 미치는 것으로 나타났다. 건강관심도가 높을수록 유방 자가검진 실천도가 높고, 행동 계기 즉 주위에서 유방 자가검진을 권하는 사람이 있는 경우가 유방자가검진 수행율이 높은 것으로 나타났다(p<0.05). 본 연구 결과를 통해 유방암 환자를 포함한 일반여성을 대상으로 유방 자가검진의 중요성과 유방 자가검진 방법에 대해 정기적인 교육 프로그램, 포스터, 안내책자 등을 통한 적극적인 교육과 권유가 필요할 것으로 보여 진다. 유방 자가검진 프로그램 개발 시 유방암 환자와 일반 여성을 대상으로 한 차별화 된 교육 프로그램 개발이 필요하고 이를 통해 유방암 환자에게 유방암의 재발 위험성과 자가검진의 필요성, 올바른 유방암 환자의 자가검진법을 인지시킴으로서 유방 자가검진 실천율을 향상 시킬 수 있을 것이라고 생각된다.