• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.769-789
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• 2016

Pattern activities are useful to develop functional thinking of young students, but there has been lack of research on how to teach patterns. This study explored teaching methods of geometric patterns for developing functional thinking of elementary school students, and then analyzed the lessons in which such methods were implemented. For this, three classrooms of fourth grades in elementary schools were selected and three teachers taught geometric patterns on the basis of the same lesson plan. The lessons emphasized noticing the commonality of a given pattern, expanding the noti ce for the commonality, and representing the commonality. The results of this study showed that experience of analyzing the structure of a geometric pattern had a significant impact on how the fourth graders reasoned about the generalized rules of the given pattern and represented them in various methods. This paper closes with several implications to teach geometric patterns in a way to foster functional thinking.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.370-381
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• 2021

This study examines the perceptions and demands of pre-service early childhood teachers about the Demonstration of simulated instruction for 350 students in early childhood education at 3-4 years university located in Busan, Ulsan, and Gimhae. And through this, the purposes of study are to provide basic data based on the current level of pre-school teachers for instructors leading simulated instruction and to seek effective management plans for simulated instruction to improve teaching ability. As a result of the study, pre-service early childhood teachers recognized that simulated instructions were necessary in teacher training course and helped to improve teaching ability, but they did not actively agree to expand simulated instructions and were not very satisfied with the methods of instructors in demonstration of simulated instruction. They wanted to receive feedback from instructors who have practical teaching knowledge and skills based on field experience at least two times during preparation stage and evaluation stage of the simulated instructions. And they wanted to be guided specifically on principles and methods of preparing educational plans, effective interactions and questions with young children. They wanted the feedback, the most preferred form of feedback is form of participations by all class members and instructors. In addition to instructor's feedback, they required experience of simulated instruction in which infants and toddlers participate together.

• Journal of the Korean Society for Library and Information Science
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• v.43 no.4
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• pp.29-57
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• 2009

The research is intended to establish the importance of background knowledge in reading process and suggest a revitalization plan for the schema for reading education. The reading process as fundamental research and the schema conception have been studied and the present situation of reading education in the school libraries has been inspected. This research reviewed the reading strategies which school libraries require for the revitalization of the schema and based on this data, a method of SQ3R reading has been applied and a class model developed. As an outcome, a guidance plan for instruction was proposed and learning-activity materials applying graphic organizer have been produced. Subsequently, a class in school library was conducted. Following the outcome of the class and an expert's review of the class model, this research has developed a class model for the revitalization of the schema for reading education in school libraries.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.261-280
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• 2019

This study is a qualitative study on the case of teaching mathematics between parents and children. 12 lesson units were applied to the 5th grade elementary school child for the first semester, 2019. The purpose of this study was to identify conceptual understanding in the area, the types of problems that child felt difficult during the learning and parents' advantages and difficulties in this setting. For this study, video recording and voice recording were collected for each lesson class. The concept of the area was recognized correctly, the awareness of reconstruction became clear, and the concept of partitioning, unit iteration and structuring an array was more clearly rebuilt. He showed difficulty in conversion between units of the area, in displaying height of the shape whose height is displayed outside and drawing type of figure with same area after the value of the area was offered. In the learning situation of parents and children, parents who are researchers have the advantage of being able to customize up to their children and being free from time and cost constraints. There were difficulties in controlling negative emotion toward the child, determining the level of the children, distribution the class time and deciding the degree of intervention. Furthermore, research on parenting and child-to-parent teaching in mathematics is recommended.

• Journal of Korean Home Economics Education Association
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• v.20 no.2
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• pp.61-73
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• 2008

The purpose of this study was to improve interest and attitude of student's Technology-Home Economics Curriculum and to recognize the change of recognition on Traditional image through Natural Dyeing and Jogakbo making on the unit of making living goods with fabrics in Technology-Home Economics curriculum on first year high school. The abridged result of study following this: First, in Natural Dyeing and Jogakbo making, teaching-learning plan applying LT cooperative studying and learning materials have been developed. Second, after applying the developed lesson plan, the result showed that the change in learning interest and attitude about Technology-Home Economics curriculum was positively improved. After executing the class on Natural Dyeing and Jogakbo making, the interest and concern about tradition were very positively upgraded through the result analyzing the change of recognition on traditional image. Through these results, The Teaching-learning plan and learning materials would show high possibility of application as educational contents about traditional culture in the field of education. After executing the class on making of Natural dyeing and Jogakbo, the learning interest degree and attitude was very positively upgraded, and the recognition on traditional image had been changed to the active and positive recognition.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.553-564
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• 2017

This study investigated the change of pre-service elementary teachers' professional visions through video-based reflection on science teaching with focus on their attention and pedagogical reasoning about student learning. Specifically, we compared two reflection cycles before and after pre-service elementary teachers went through the collaborative video-based reflection process in a professional learning community. The primary data were collected from eight pre-service elementary teachers and included their science lesson plans, videotaped lessons, video-reflection papers, and transcripts from the interviews. Pre-service elementary teachers' attention was categorized in five aspects: classroom management & control, teacher's instruction, students' thinking & learning, subject knowledge, and assessment. The level of their pedagogical reasoning about student thinking and learning was determined with six levels based on the number of evidence, evidence area, and evidence type. The findings revealed that 1) individual reflection is not enough - collaborative reflection is essential to change their attention toward students learning and thinking 2) pedagogical reasoning levels increase gradually throughout the individual and collaborative video-based reflection processes. The participants not only attributed student learning solely to the characteristics of students but also connected it with their own instruction or science content knowledge and used different types of evidences as they went through two reflection cycles. Implications for using video in the teacher education program were discussed.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.167-181
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• 1999

The aim of this study is to investigate the influence of graphic calculator in the teaming of function of the underachieved students in the second grade of middle school. Under this purpose of the study, we devised the instruction-plan which incorporates the using of graphic calculator into the traditional paper-and-pencil teaming environments, and executed the function-instruction with the underachieved students according to the devised instruction-plan. During the lesson hours, we observed and analysed the contributions and the carefulness of using graphic calculator in the learning of function of the underachieved students. Furthermore, we carried out the pre-test and the post-test to examine the effects of using graphic calculator in the learning of function of the underachieved students.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.335-344
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• 2022

This study was conducted for 4 weeks on the preparation of the science teaching/learning course plan for 109 students in 4 classes of the 2nd year intensive course at B University of Education. Pre-service elementary teachers attended a two-week field training practice after listening to a lecture on how to write a science teaching and learning course plan. Pre-service elementary teachers tried to find out about the selection of materials and the degree of connection between the course plan and the class to prepare the science teaching/learning course plan. The researcher completed the questionnaire by reviewing and deliberation on the questionnaire questions together with 4 pre-service elementary teachers. The questionnaire related to the writing of the science teaching and learning course plan consists of 8 questions. Preferred reference materials when writing the course plan, the level of interest in learning, the success or failure of the science course plan and class, the science preferred model, the evaluation method in unit time, and the science teaching and learning One's own efforts to write the course plan, the contents of this course are the science faculty. It is composed of the preparation of the learning process plan and how helpful it is to the class. The results of this study are as follows. First, it was found that elementary school pre-service elementary teachers preferred teacher guidance the most when drafting science teaching and learning curriculum plans. Second, it is recognized that the development stage is very important in the teaching and learning stage of the science department. Third, Pre-service elementary teachers believe that the science and teaching and learning process plan has a high correlation with the success of the class. Fourth, it was said that the student's level, the teacher's ability, and the appropriate lesson plan had the most influence on the class. Fifth, it was found that pre-service elementary teachers prefer the inquiry learning class model. Sixth, it was found that reports and activity papers were preferred for evaluation in 40-minute classes. Seventh, it was stated that the teaching and learning process plan is highly related to the class, so it will be studied and studied diligently. Eighth, the method of writing a science teaching and learning course plan based on the instructional design principle is interpreted as very beneficial.

• School Mathematics
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• v.14 no.2
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• pp.255-274
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• 2012

The purpose of this study was to investigate the responses of pre-service elementary school teachers to the task that require to apply mathematics knowledge for teaching and from this investigation to draw some conclusions about teacher education. To do the study, task was to develop teaching materials and devise lesson plan for introducing the concept of plain figure 'kite'. For gathering data, 77 pre-service elementary school teachers were selected from the University of Education located in G city. Several conclusions were drawn as follow: first, task for applying MKT is needed to check whether pre-service teachers can apply. Second, assessment is needed to check what kind of MKT do pre-service elementary school teachers have.

• School Mathematics
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• v.12 no.4
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• pp.507-530
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• 2010

The purpose of this study was to help teachers for their teaching practice by analyzing the excellent lesson videos. To analyze the lesson videos between teacher and students, the researchers classified excellent lesson classes into four types as 'Discourse type', 'Representation type', 'Operation type' and 'Complex type' by mathematical communication pattern and kept close watch each lesson videos. Mathematical communication of the best discourse type classroom was analyzed in terms of questioning, explaining, and the sources of mathematical ideas. As a result, the number of Discourse type classes was 6. Operation type classes were 16 owing to characteristic of elementary class. Representation type class was 1 and Complex type class was 1. The Classes excluding Operation type was more planned by teachers. Teachers need to know about mathematical communication accurately because they designed just 5 lesson plan considering mathematical communication of students and only one of the lessons has the intellectual purpose of communication. Furthermore teachers should reflect questioning for student-to-student in their lesson plan.