• Communications of Mathematical Education
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• v.31 no.2
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• pp.223-239
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• 2017

In this paper, it is aimed to design the teaching units 'Inquiry into the isoperimetric problem of triangle and quadrilateral' to give elementary gifted students experience of mathematization. For this purpose, the teacher and the class observer (researcher) made a discussion about the design of the teaching unit through the analysis of the class based on the thought processes appearing during the problem solving process of each group of students. The following is a summary of the discussions that can give educational implications. First, it is necessary to use mathematical materials to reduce students' cognitive gap. Second, it is necessary to deeply study the relationship between the concept of side, which is an attribute of the triangle, and the abstract concept of height, which is not an attribute of the triangle. Third, we need a low-level deductive logic to justify reasoning, starting from inductive reasoning. Finally, there is a need to examine conceptual images related to geometric figure.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.930-943
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• 2007

The purpose of this study was to investigate if students may actually experience scientific reasoning based on an epistemology of authentic science during authentic open inquiry. The samples were 86 10th graders in a science-high school in Seoul. The experimental group practiced authentic open inquiry and the control group practiced traditional school science inquiry in five weeks. Then, the questions students asked while performing inquiry tasks were analyzed. The frequency of the questions asked by students was almost same between two groups, however, the types of questions were different. The frequency of thinking questions in experimental group was higher than the control, and the difference was statistically significant (P<.01). Particularly, the frequency of expansive thinking questions and anomaly detection questions was much higher in experimental than the control group. Judging from the result, with the students from the experimental group asking questions reflecting on the epistemology of authentic science such as scientific methods, anomalous data, and uncertainty about reasoning, students may understand authentic science features during the activities of open authentic inquiry. The result from comparing questions according to the inquiry subject showed that more openness caused the higher frequency of anomaly detection questions and strategy questions, but that inductive thinking questions and analogical thinking questions were connected to inquiry subject rather than the openness of the inquiry.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.565-582
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• 2004

The purpose of this study was to explore the elements of teaching behavior and classify instructional types through the teacher's classroom observation in elementary school science classrooms. 18 elementary school teachers were selected at Seoul city and Kyungkido. The topic of lesson was 'How the weight of object is changed according to the shape to sink in the water'. Each class was recorded and analyzed that. The teaching behavior elements were used inductional analysis method. The instruction types were classified into instructional organization, teaching strategies in teaching-learning processes, the level of openness of inquiry at science classroom. The validity and reliability of the data were analyzed by 7 science educators. The results of the analysis of the teachers discourse showed that there are 23 types of teaching behavior elements. Used teaching behavior elements revealed the differences from each teacher. There were 7 types among the 12 types of class and the most common types of instruction were unsystematic, teacher-centered, and guided-inquiry. The result showed that guided inquiry type was found more than open inquiry type and teacher-centered instructional, content-centered instructional, superficial inquiry process showed characteristic.

• The Journal of the Korea Contents Association
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• v.18 no.12
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• pp.383-393
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• 2018

The purpose of this paper is to study on the elements of the Sinmyung and the expression recognition of body movement in Korean dance of college students majoring in musical. The participants were 12 male and female college students in musical major who experienced in dance, song and acting. The program was composed of the experience of the Sinmyung: recognition of sound and dance, breathing and movement in the Korean dance, 8 hours twice a week for four weeks. As a qualitative approach is the discovery of the center of the process, we carried out an inductive analysis of the area on the basis of observation, in-depth interview and student report. The core of this analysis is to attempt to analyze contents concentrating on the recognition exploration of the Sinmyung sentiment and the body expression through sound and breathing. In conclusion, for college students majoring in musical, the expression recognition of the experience of the Sinmyung and the movement in the Korean dance contributes to the improvement of creative thinking through body perception, and the practical use of the capacity of image expression through concentration of sound and breathing. Finally, the results of this research could articulate with the value of body expression and the creative factors of college students majoring in musical.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.83-107
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• 2009

The purpose in this study was to provide a basic resource for enhancing teachers' professional competence by examining how the Home Economics(HE) teachers had formed, developed, and introspected the pedagogical content knowledge in the HE classes of secondary schools. Data were collected through in-depth interviews with six HE teachers working at secondary schools. NVivo program, a kind of CAQDAS was used to analyze the data inductively. This study revealed that the HE teachers reflectively introspected the pedagogical content knowledge in Home Economics Education(H-PCK) as follows: First, as for knowledge of perspective on Home Economics Education(HEE), the research participants encouraged students to solve practical problems regarding the objective of HEE. They tried to foster the students' critical thinking ability related to the daily life. They made eager efforts to achieve the mission of HEE as a practical science. Second, as for knowledge of HE curriculum, the research participants mentioned that there was lack of systematic approach concerned with curriculum development. While reorganizing, they always paid attention to its relation to the students' daily lives, to the relationship between the curriculum contents and the social context. Third, as for knowledge of teaching strategies on practical problem-based instruction, the research participants developed the practical problem-based instruction skills. They mentioned students' difficulties in relating the practical problem-based instruction, too. Fourth, regarding knowledge of context, as teachers mostly prepared for progressed instruction alone without communicating with colleagues in the same school, they yearned for and also formed networks with other HE teachers in order to overcome their limitations.

• Journal of Educational Research in Mathematics
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• v.21 no.4
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• pp.327-344
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• 2011

This study is the first step for us toward improving high school students' capability of statistical inferences, such as obtaining and interpreting the confidence interval on the population mean that is currently learned in high school. We suggest 5 underlying concepts of 'discretion of contingency and inevitability', 'discretion of induction and deduction', 'likelihood principle', 'variability of a statistic' and 'statistical model', those are necessary to appreciate statistical inferences as a reliable arguing tools in spite of its occasional erroneous conclusions. We assume those 5 concepts above are to be gradually developing in their school periods and Korean mathematics textbooks of grades 1-12 were analyzed. Followings were found. For the right choice of solving methodology of the given problem, no elementary textbook but a few high school textbooks describe its difference between the contingent circumstance and the inevitable one. Formal definitions of population and sample are not introduced until high school grades, so that the developments of critical thoughts on the reliability of inductive reasoning could not be observed. On the contrary of it, strong emphasis lies on the calculation stuff of the sample data without any inference on the population prospective based upon the sample. Instead of the representative properties of a random sample, more emphasis lies on how to get a random sample. As a result of it, the fact that 'the random variability of the value of a statistic which is calculated from the sample ought to be inherited from the randomness of the sample' could neither be noticed nor be explained as well. No comparative descriptions on the statistical inferences against the mathematical(deductive) reasoning were found. Few explanations on the likelihood principle and its probabilistic applications in accordance with students' cognitive developmental growth were found. It was hard to find the explanation of a random variability of statistics and on the existence of its sampling distribution. It is worthwhile to explain it because, nevertheless obtaining the sampling distribution of a particular statistic, like a sample mean, is a very difficult job, mere noticing its existence may cause a drastic change of understanding in a statistical inference.