• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.219-235
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• 2010

학습자들이 미래 사회에 능동적으로 대처하기 위해서는 기존의 지식을 축적, 활용하는 것뿐만 아니라, 새로운 행동 양식을 개발하고 환경의 변화에 적절히 대응해 나갈 수 있는 능동적인 자세와 상응하는 창의적인 힘을 키우기 위해 '창의성 신장'이 강조되고 있다. 선행연구에 따르면 교사의 발문이 학생의 수학 학업성취도, 수학적 사고력향상, 수학에 대한 관심과 흥미에 긍정적인 영향을 주고 있음을 시사하고 있지만, 수학교육에서 창의성 신장을 위한 교사의 발문에 관련한 구체적인 연구는 미흡한 실정이다. 따라서 2007 개정 교육과정에서 강조하는 수학적 의사소통능력과 창의성, 수학적 사고력 신장에 기여하고 학생들의 수학과 학업성취도 뿐만 아니라 정의적 영역(흥미, 태도, 호기심 등)의 향상을 도모할 수 있는 교사 발문의 특성 연구가 필요하다. 본 연구는 도형영역 수업에서 교사의 발문 특성을 분석하고, 수업에서 사용되는 자료와 수업에서 학생들의 수학적 창의성 신장을 효과적으로 도울 수 있는 교사 발문의 특성을 연구하는 것을 목적으로 하였다. 본 연구를 위하여 우리나라 2007개정 교육과정 수학과 4학년 1학기 도형 영역 관련 단원인 삼각형을 주제로 교과서에서 제시한 발문 내용을 분석하고, 실제 교수-학습 과정에서의 교사 발문의 실태를 알아보고자 제주교육인터넷방송국에 탑재되어 있는 7차 교육과정 4학년 1학기, 2학기 도형 관련 3개의 수업을 관찰 및 분석하였다. 이를 통해 수학적 창의성 신장을 위한 교사 발문의 특성을 수학적 창의성의 하위요소별로 나누어 분석하였다. 학생의 창의성 신장을 위해서 교사는 학생들이 다양하게 사고할 수 있도록 자극할 수 있는 발문을 준비하고, 수업 진행시 하나의 발문에 대해 다수의 반응을 유도하고, 학생의 응답에 대해 단순한 '맞다, 틀리다'의 판단을 내리기 보다는 그 근거를 설명할 수 있는 기회를 마련해 주어 학생이 수학 수업에 흥미를 갖고 스스로 참여할 수 있도록 유도해야 함을 제안하였다.

• School Mathematics
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• v.18 no.1
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• pp.193-214
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• 2016

Teachers' questioning plays an important role in mathematics teaching and learning by asking students to react or to participate in mathematical discourse. Previous studies on teachers' questioning have not focused on how to questioning to formulate an effective mathematical discourse which is contributed by students because studies mostly analyzed and categorized teachers' questions according to cognitive levels of questions without consideration of context. Therefore, this study explored characteristics of teachers' questioning to formulate an effective characteristics of teachers' questioning to formulate an effective mathematical discourse in mathematics classrooms. By reviewing and analyzing mathematics discourse and studies on teachers' questioning theoretically, we presented openness, sharedness, and productivity as characteristics of teachers' questioning. Through a middle school mathematics teacher's case, we examined three characteristics were necessary to formulate an effective mathematical discourse. Based on results from theoretical analysis and case analysis, we discussed that openness, sharedness, and productivity would be useful as a framework to analyze teachers' questioning.

• Journal of the Korean Chemical Society
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• v.58 no.4
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• pp.393-405
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• 2014

The purpose of this study was to investigate the characteristics of social interaction on cultural aspects, verbal interaction, and discussion maps in scientific modeling instruction on combustion in middle school. Revised-CLEQ (Cultural Learning Environment Questionnaire), verbal interaction framework, discussion maps analysis were implemented for this study. The results of study follow respectively. First, the characteristics on cultural aspects of middle school students showed cooperation rather than competition in terms of collectivism. Students' attitudes to learning science tended to depend on others' idea, and students were passive and reluctant to present their comments when they were modeling work. Second, for the characteristics of verbal interaction, they simply presented knowledge related to build a model. The response to comments and feedback was relatively few. Third, discussion maps showed a lot of interaction for reponses that was alternatively brought the concept of commenters, which students were depended on a specific one, and responses. There were not many interaction for elaboration, which were described to have new presented ideas, corrections, and reasons when they exchange their ideas. In this study the model type of interaction affecting the formation of the students understanding of and in our country, it makes a lot of social interactions as the basis for teaching system could be utilized.

• The Journal of Sustainable Design and Educational Environment Research
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• v.19 no.4
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• pp.40-49
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• 2020

Recently, the form of education has changed from one-way to two-way and mutual exchange rather than the existing one-way order form, and accordingly, it is necessary to consider creating a suitable learning environment for each type of education. The basic form of education consists of the delivery of knowledge, that is, the delivery of knowledge by teachers to education consumers through voice delivery, so the sound environment is considered an essential factor in creating a pleasant learning environment. The indoor sound environment is very closely related to the mental stress of the inmate, so the quality level of education will also change greatly depending on whether or not the appropriate sound environment is created. However, the importance of the sound environment in educational facilities such as classrooms has not been highlighted due to the lack of research and related laws on the sound environment. Therefore, in this study, auditory tests were conducted using the auralization based on the physical acoustic performance data presented in the preceding study. Through this, we wanted to verify the validity of this research by analyzing the subjective acoustic performance satisfaction of the occupants due to the improvement of the physical acoustic performance. Based on these research results, it is estimated that the improvement of the sound environment of educational facilities through remodeling in the future will be possible to verify whether the sound environment suitable for educational facilities is created only after the analysis stage on the improvement of subjective sound performance as well as physical sound performance.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.284-290
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• 2021

This study aimed to identify the efficiency of online non-face-to-face English classes to propose possibilities for expanding these types of classes in a sustainable way even in the post-COVID era. Moreover, the study suggests pedagogical implications for the directions that should be further explored for online non-face-to-face English classes. To this end, the study employed an online non-face-to-face English reading class using Zoom and investigated the effects of online teaching on college students' reading comprehension via two achievement tests. The study also analyzed learners' satisfaction or dissatisfaction with this online non-face-to-face English reading class (and their reasons) through a questionnaire. Ultimately, the study found that online non-face-to-face English reading classes have a positive effect on learners' reading comprehension learning. In addition, the reasons for learners' satisfaction with online non-face-to-face classes include systematic class progress, class quality, and efficiency of learning. Instructors must be aware of the need to expand online non-face-to-face classes, for which they will have to be thoroughly prepared in advance. Instructors will also need to implement efficient online class activities, organize classes systematically with detailed explanations, and provide quick and useful feedback.

• School Mathematics
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• v.19 no.1
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• pp.95-116
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• 2017

Through the teaching experiments, we investigated a series of processes for obtaining the differential coefficient at x=0 of the exponential function $y=2^x$ based on the process of constructing the natural constant e and the understanding of it. and all of the students who participated in this study were students who had no experience of calculating the derivative of the exponential function. The purpose of this study was not to generalize the responses of students but to suggest implications for mathematical concept mapping related to calculus by analyzing various responses of students participating in experiments. It is expected that the accumulation of research data derived in this kind of research on the way of understanding and composition of learners will be an important basic data for presenting the learning model related to calculus.

• Journal of the Korean earth science society
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• v.28 no.2
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• pp.159-168
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• 2007

This study developed earth science learning materials based on paleolithic remains in the Youngsan River basin to provide students with curiosity and interest of science. These materials consist of four activities such as orientation, tour of museum, field trip to paleolithic sites, and making of remains. More than 60% of the teachers said that these materials are likely to improve the scientific process skills of students and also suggested that these could be applied to club activity, field trip, and homework. In addition, materials seemed to help students to understand the properties of the mineral and rock. We suggested that these materials could broaden teachers' subject of teaching in science.

• Education of Primary School Mathematics
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• v.25 no.3
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• pp.213-232
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• 2022

With the importance of number line in learning fractions, this study investigated how 4th grade students understand fractions and its operations in number line. The questionnaire consisted 22 items which were related to representing fractions, comparing the size of fractions, and operating addition and subtraction of fractions. Both structured number line and sub-structured number line were presented in the items. As results of the study, the overall success rates were not high and even some items showed higher incorrect answer rates than the success rates. Also, the students showed a difficulty in solving non-structured number line tasks. It was also noticeable that students showed several types of incorrect answers, which means that students had incomplete understanding of both fractions and number line. This paper is expected to shed light on elementary students' understanding of fractions and number line and to provide implications of how to deal with number line in teaching and learning fractions in the elementary school.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.487-495
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• 2021

Using self-regulation learning strategies that can cultivate the creative and critical thinking required in the era of the Fourth Industrial Revolution, it was applied to the exploration experimental class of the section 'quantitative relationship in chemical reactions' in high school chemistry and the effects on academic performance and scientific attitudes were analyzed. In case of academic achievement, although there was no meaningful difference between the two groups in the pre-test, the average value of the experimental group was significantly higher in the post-test. In the case of scientific attitudes, the difference in average points between the two groups was the greatest in readiness and curiosity. In the post-test of the experimental group, academic achievement showed the highest correlation with meta-cognition and scientific attitude with behavioral regulation, respectively. Considering the effectiveness of metacognition and scientific attitudes, self-regulation learning strategies are the most suitable teaching-learning forms for creativity and personality education in this era.

• Journal of The Korean Association of Information Education
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• v.18 no.3
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• pp.453-460
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• 2014

In this study, we develop a teaching and learning model for elementary students on game programming using KODU. The developed model consists of four steps: introducing the game programming, making the game, playing the game, and modifying the game. After teaching the students, we conduct a survey to gather their opinions on the game making tool and activities. The results show that the students are satisfied with KODU and prefer make a game to play a game. Game programming educating with KODU can keep elementary students from game addiction while increasing confidence in their studies.