• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.416-428
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• 2020

This study analyzed the uses of external representations presented in the matter units of the 7th-grade science digital textbooks developed under the 2015 revised national curriculum. The level, form, presentation, and interactivity of external representations presented in 5 types of digital textbooks were analyzed. As for the level, the macroscopic level of representations was mainly presented. The macroscopic level and microscopic level of representations were presented together in the particle description. As for the form, visual-verbal and visual-nonverbal representations were usually presented across the board. Very few audial-verbal and audial-nonverbal representations were presented. Visual-verbal and audial-verbal representations were mostly presented in formal form, and visual-nonverbal representations were mostly presented in illustration without movement. The presentation of representations was analyzed in three aspects. First, visual-verbal and visual-nonverbal representations were mainly presented together and none of audial-verbal and visual-nonverbal representations were presented together. When the representations of the audial-verbal, visual-nonverbal, and visual-verbal were presented together, some of the information presented in audial-verbal representations was repeatedly presented in the visual-verbal representations. Second, audial-nonverbal representations not related to learning content were presented along with other representations. Third, there were few cases of arranging visual-verbal and visual-nonverbal representations on the next pages. Audialverbal and visual-nonverbal representations were always presented synchronized. As for the interactivity, the manipulation level was mainly presented in the main area, and the feedback level was mainly presented in the activity area. The adaptation level and the communication level of interactivity were presented very few. Based on the results, the implications for the direction of constructing digital textbooks were discussed.

• Communications of Mathematical Education
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• v.23 no.1
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• pp.129-144
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• 2009

The purpose of the study was to investigate the effects of the use of RNP curriculum based on Lesh translation model on third grade students' understandings of fraction concepts and problem solving ability. Students' conceptual understandings of fractions and problem solving ability were improved by the use of the curriculum. Various manipulative experiences and translation processes between and among representations facilitated students' conceptual understandings of fractions and contributed to the development of problem solving strategies. Expecially, in problem situations including fraction ordering which was not covered during the study, mental images of fractions constructed by the experiences with manipulatives played a central role as a problem solving strategy.

• Korean Journal of Culture and Social Issue
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• v.23 no.4
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• pp.497-525
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• 2017

This study verified whether university students of Gwangju and Jeollanam-do recall negative information like violence and death faster than positive information like democratic community about the May 18 Gwangju democratic movement in implicit dimension. University students of Gwangju responded faster when the May 18 combined with the pictures of negative content. However, university students of Jeollanam-do responded marginally faster when the May 18 combined with the pictures of positive content. In addition, the students performed implicit evaluation test towards the May 18. The students of Gwangju showed a slightly negative attitude towards the May 18, while the students of Jeollanam-do showed a positive attitude towards the May 18. This study acquires significance because it confirmed that university students of Gwangju have an implicit representation similar to trauma and a terrible feeling about the May 18.

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.189-206
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• 2015

There has been a recurring call for using visual representations in textbooks to improve the teaching and learning of proportional reasoning. However, the quantity as well as quality of visual representations used in textbooks is still very limited. In this article, we analyzed visual representations presented in a Grade 6 textbook from two perspectives of proportional reasoning, multiple-batches perspective and variable-parts perspective, and discussed the potential of the double number line and the double tape diagram to help develop the idea 'things covary while something stays the same', which is critical to reason proportionally. We also classified situations that require proportional reasoning into five categories and provided ways of using the double number line and the double tape diagram for each category.

• School Mathematics
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• v.18 no.2
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• pp.257-275
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• 2016

The purpose of this study was to investigate the impact of multiple representations on students' understanding of fractions, decimals, and percent. The instructional approach integrating multiple representations was compared to traditional algorithmic instruction, a form of direct instruction. To examine and compare the impact of multiple representations instruction with traditional algorithmic instruction, pre and post tests consisting of five similar items were administered with 87 middle school students. Students' scores in these two tests and their problem solving processes were analyzed quantitatively and qualitatively. The quantitative results indicated that students taught by traditional algorithmic instruction showed higher scores on the post-test than students in the multiple representations group. Furthermore, findings suggest that instruction using multiple representations does not guarantee a positive impact on students' understanding of mathematical concepts. Qualitative results suggest that the limited use of multiple representations during a class may have hindered students from applying their use in novel problem situations. Therefore, when using multiple representations, teachers should employ more diverse examples and practice with multiple representations to help students to use them without error.

• The Journal of Korean Association of Computer Education
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• v.19 no.2
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• pp.73-85
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• 2016

When using computer-supported collaborative learning(CSCL) tool where learners with different perspective are discussing in the same place, it is difficult to catch connection between specific position of learning content and written message by learners, share each other knowledge and opinion. This study investigated the phenomena responsible for causing "Un-shared knowledge" by literature research and designed collaborative representation tool based on described principle. A version of the Mediated annotation tool was developed for each problem identified and was subsequently tested by software evaluation standard and F.G.I. Final mediated tool will contribute to overcome knowledge sharing barriers, facilitate communication among students and describe high quality solution.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.15 no.1
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• pp.61-74
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• 2004

Objectives：This study was performed to introduce a psychoeducational family therapy model for the families of schizophrenic patient and to investigate the effect of this model on the changes in coping style and depressive symptoms of the family members, and in perception of emotional support by families and depressive symptoms of patients. Methods：Nine preschool children, 3-5 years old, experiencing physical injuries caused by attack from a psychotic patient at kindergarten, were evaluated for psychological assessments；Intelligence test, MSSB(MacArthur Story-Stem Battery), H-T-P test(House-Tree-Person test). And their parents completed rating scale, KPI-C(Korean Personality Inventory for Children about children’s psychological conditions). Results：With respects to the contents and emotional reactions of MSSB, 9 preschool children showed generally high levels of anxiety, depression, avoidance, aggression, probably related to the traumatic experiences. Even though children couldn't verbally report directly about their traumatic experiences, in both MSSB, structured play narrative assessment tool, and HPT, free drawing and association test, they demonstrated psychiatric problems through reenactment plays, regardless of clinical diagnoses. Conclusion：Present study allowed us the chance to see beyond the outer pathological behaviors of PTSD in preschool children, through deeper evaluations of their mental representation. These preliminary data suggest deep understanding of internal representation would be of help for thorough evaluations and treatment plan for preschool children, experiencing severe trauma.

• Korean Journal of Logic
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• v.2
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• pp.63-89
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• 1998

확률에 관한 수학적 탐구가 시작된 18세기이래 다양한 확률에 관안 이론들이 등장하기 시작했다. 이렇게 다양한 확률 이론 중에서 가장 뒤늦게 제안되어 발전되어 온 주관주의 확률 이론을 소개하고 그 이론에 대한 평가를 시도하는 것이 이 논문의 목적이다. 주관주의 확률 이론은 램지에 의해서 제안되고 드 피네티와 새비지 등에 의해서 발전되어 왔는데, 그 이론의 핵심은 확률을 주관적인 믿음의 정도(degree of belief)로 파악하는 것이다. 이 이론은 다른 여러 가지 이론과 비교하여 많은 장점을 가짐에도 불구하고 몇 가지 문제점을 갖는다. 그 중에서도 기장 큰 문제점은 어떤 사건에 대한 객관적인 확률을 부정하는 것이다. 따라서 주관주의 이론에 대한 적절한 평가는 바로 이러한 문제점에 대해서 어떠한 대답이 주어질 수 있는가에 달려 있다고 할 수 있을 것이다. 드 피네티의 교환 기능한 확률(exchangeable probability)이리는 개념과 그와 관련된 표상정리(representation theorem)는 부분적으로 이러한 문제에 답하는 것처럼 보인다. 그러므로 필자는 이 논문에서 이러한 주관주의 확률 이론의 내용을 살펴보고 그에 대한 평가를 함으로써 주관주의 확률 이론이 갖는 의의를 논할 것이다.

• Journal of the Korean Geographical Society
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• v.35 no.4
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• pp.565-583
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• 2000

레지오 접근법을 토대로 한 구성주의적 지리교육이 현실적 적실성을 갖기 위해서는, 첫째, 도식적 언어를 통한 상징적 표상을 지식 구성의 결과가 아닌 과정적 도구로, 또는 토론의 매개체로 전환하여야 한다. 둘째, 주제(선도) 개념을 중심으로 연계성과 위계성을 가진 개념을 조직하고, 이를 토대로 여러 차시의 내용을 연계하여 수업해야한다. 섯째, 개인적 구성보다 사회적 구성이 보다 고차적이고 심층적인 지식 구성을 가능케 한다. 따라서 구성주의 수업은 협동적.토론적인 모습일 때가 바람직하다. 넷째, 수업의 방향성과 학습의 목적성을 위해 안내자, 조력자로서 교사의 역할을 다하여야 한다. 이때 안내는 학습자 스스로 자신의 학습 목적과 방향을 판단하는 매개체로서, 그리고 사고력을 증진시키는 디딤돌로써의 안내이어야 한다. 다섯째. 선행학습에서의 구성과정과 구성맥락을 재 상기시키고, 이를 통해 구서의 지속성과 심층성을 강화하는 나선형적 구성의 절차를 반드시 밟도록 해야 한다.

• School Mathematics
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• v.13 no.1
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• pp.155-173
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• 2011

Problem representation is a key aspect in solving word problems. The purpose of this study was to investigate the effects of instructional program based on visual schema representing five types of word problems(Marshall, 1995). Two second grade classes of an elementary school located in Seoul were participated in this study. In experimental class, an instructional program including schema tools were suggested and administered and the other comparison group did have regular classes using diagrams and tables. Pre and post test including 15 word problems each were utilized to test students' problem solving ability. In addition, test scores on students' language ability were used to control the effects of word comprehension level on problem solving. The result revealed that experimental group showed higher problem representation and solving scores after controling the effects of pre-test. In addition, there was significant positive correlation between the ability to apply exact problem schema and problem solving results. The correlation was .58. This study showed even in the early developmental stage young students can get benefits from having instructions of word problem schema.