• The Mathematical Education
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• v.61 no.4
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• pp.539-557
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• 2022

A research field develops by experiencing several turns of paradigms. Mathematics education research have experienced those turns as well. Still, the dominant perspective is that mathematics education research should be scientific and objective. In this article, I suggest that this need not to be the prime rule to follow and that the mathematics education field will fertile by discussing extraordinary cases which may seem controversal to be recognized as valid research work. To this end, I first briefly describe the necessity of open discussions among researchers for a field to develop. Then, I introduce fiction writing, a resesarch method derived from arts-based research, as an extraordinary case for open discussions. The benefit of Arts-based research is on that it takes an holistic approach to how we know by embracing emotion and emphathy as means for knowing. Because of this trait, arts-based research holds a powerful potential for influencing a wide range of people, both inside and outside of the resesarch field. Following this, I present a fiction about a prospective teacher who participated in an activity for designing educative curriculum materials. By doing so, I sought to provoke discussions among mathematics education researchers about what to include as a valid research work, possible standards for reviewing arts-based resesarch.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.591-606
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• 2016

The purpose of this study is to develop the argumentation program to build scientific concepts on natural selection for science-gifted elementary students and to know how to implement this program. For this study, nine key concepts about natural selection such as the overproduction of offspring, limited resources, population stability, competition, variation, heredity of variation, differential survival, change of the population and speciation were selected through the literature study. The programs were developed by learning cycle instructional model. Argument writings and discourses have been collected, analyzed and compared before and after the program. Two questionnaires to compare pre and post concept change consist of multiple choice questionnaire and open-ended response question were developed and applied to 19 science-gifted elementary students. Sufficiency of the explanation and conceptual quality of the explanation were used to assess the quality of their arguments before and after the program. Discourse and visual models collected from the highest and lowest group about score improvement were compared. The scores of the gifted statistically improved significantly in multiple choice questionnaire. Students' alternative conceptions about natural selection at the beginning of the program decreased and changed scientifically after the program. Visual models drawn by the students supported the results as well. This study asserts that elementary science-gifted students are able to explain evolutionary perspectives about organism change and use the key concepts of natural selection. The study means that evolutionary perspective is possible to be reflected in elementary science curriculum for the gifted.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.201-209
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• 2012

This study aims to explore patterns and characteristics of coordination between evidence and theories which were found in pre-service elementary teachers' writing for their science inquiry. Five science inquiry activities and a total of 115 writings of the participant teacher at the elementary teacher preparation university in Korea were collected and analyzed for this study. Based on the writing analyses there were found four types of coordination between the evidence and theory. We proposed four types as: Type 1-Consistency of evidence and theory; Type 2-Consistence of evidence and theory including more extension or elaboration of theory; Type 3-Inconsistence of evidence and theory Type 4-Inconsistence of evidence and theory followed by coordination of them. Firstly the findings indicated that the most to least frequent types were Type 1, Type 3, Type 2, and Type 4. The most frequent type was Type 1. It is interpreted that theory in the inquiry questions were frequently figured out by participants and they selected supporting evidence out of data found. There were rarely found relations between activity topics and frequencies of coordination types except in activity 1. The findings in this study will connect to the point of how students collaborate their previously owned knowledge with experiment planning, data analysis and interpretation and making of their own scientific claims.

• Journal of the Korean Chemical Society
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• v.60 no.5
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• pp.342-352
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• 2016

The purpose of this study was to investigate inquiry-based science instruction developed and implemented by a pre-service chemistry teacher regarding the difficulties that she encountered and the ways how she tried to solve out problems. Main data of this study were pre-service teacher reflections that were written after developing both each lesson plan and the whole 10 lesson plans, and after implementing both each lesson and the whole classes. Supplemental data were lesson plans, class audio recordings, and student written journals. The pre-service teacher learned that she was lack of science content knowledge and understanding of students’ understandings. Also she had difficulties of developing inquiry-based science lesson plans, managing classrooms, and guiding students to engage in science inquiry. In order to overcome the difficulties, she asked for advice to experienced teachers, studied science concepts using textbooks and internet resources, provided detailed and concrete guidance for student argumentation and writing.

• Journal of Korean Library and Information Science Society
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• v.46 no.3
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• pp.255-275
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• 2015

The purpose of this study is to develop an approach to teaching qualitative research methods (TQRM) for Library and Information Science. To draw trend of TQRM, 76 course syllabi collected in the research oriented universities' master and doctoral programs, were analyzed using content analysis. The study proposes both common topics and essential strategies for TQRM in terms of the paradigm of qualitative research, research design, wide range of approaches to QR, diversity of collecting and analyzing data, writing, and evaluation criteria. It is very important to identify qualitative stance and to understand paradigms and philosophical and theoretical frameworks of QR for conducting QR reiteratively, creatively, reflectively.

• Proceedings of The KACE
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• 2018.01a
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• pp.115-118
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• 2018

본 연구는 대학원생의 연구 수행을 위한 학술적 역량 진단 및 평가를 기반으로 하여 성취 과정을 지원하는 대학원생의 표준 학술능력 진단평가 도입을 제안하고자함을 목적으로 하였다. 이를 위하여 호주 시드니 대학교의 대학생 학업능력 진단평가 모델인 MASUS(Measuring the Academic Skills of University Students A Diagnostic Assessment)를 연구대상으로 선정하고 질적연구 방법 중 도구적(instrumental) 사례연구를 선택하였다. 이에 따라, 자료 수집 단계에서 시드니대학교 학습지원센터 관계자와의 반구조화된 면대면 인터뷰 및 문헌자료를 정보원으로 하여 자료를 분석함으로써 MASUS의 특징과 시사점을 도출하였다. 이를 기반으로 학문적 소양으로서의 글쓰기 능력의 의미와 중요성을 고찰하고, 이를 통해 대학원생 학술 역량 진단평가 도입의 당위성을 부여하였다. 본 연구를 통해 향후 모든 대학원에서 범용적으로 적용할 수 있는 객관적이고 신뢰도 높은 표준 진단평가 모델을 개발하여 긍정적인 진단문화를 형성할 수 있기를 바라는 바이다.

• Communications of Mathematical Education
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• v.23 no.4
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• pp.1043-1058
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• 2009

This study concerns with the effects of group projects performed by the students in college math classes. The study result shows that 61% of the students get more self-confidence and interest in mathematics through working projects. In addition, the result reveals that one of the essential factors for successful college mathematics class is to provide a strong motivation for learning to students. For effective teaching through group projects, this paper suggests that 1) the number of students in the class be 20 or less, 2) the projects group be consisted of two members, 3) the instructor should select proper problems to students' level from extra-textbooks, 4) the problems should be interesting, positive and challenging, 5) each group should take only one problem, 6) the groups be provided with enough references and materials, 7) each student in the group be cared to feel importance and necessity of mathematics and cooperative work, 8) the students should work with math joyfully, 9) the instructor remind the students that we live with mathematics in real life, 10) 2-month be a necessary and appropriate term in working projects.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2017.05a
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• pp.160-161
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• 2017

Sentiment analysis and opinion mining is the field of study that analyzes people's opinions, sentiments, evaluations, attitudes, and emotions from written language Opinion mining and sentiment analysis(OMSA) as a research discipline has emerged during last 15 years and provides a methodology to computationally process the unstructured data mainly to extract opinions and identify their sentiments. The relatively new but fast growing research discipline has changed a lot during these years. This paper presents a scientometric analysis of research work done on OMSA during 2007-2016. For the literature analysis, research publications indexed in Web of Science (WoS) database are used as input data. The publication data is analyzed computationally to identify year-wise publication pattern, rate of growth of publications, research areas. More detailed manual analysis of the data is also performed to identify popular approaches (machine learning and lexcon-based) used in these publications, levels (documents, sentences or aspect-level) of sentiment analysis work done and major application areass of OMSA.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.121-128
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• 2024

With the recent rise in the use of AI-based online translation tools, interest in their methods and effects on education has grown. This study involved 30 prospective elementary school teachers who completed an English writing task using an AI-based online translation tool. The study focused on assessing the impact of these tools on English writing skills and their practical applications. It examined the usability, educational value, and the advantages and disadvantages of the AI translation tool. Through data collected via writing tests, surveys, and interviews, the study revealed that the use of translation tools positively affects English writing skills. From the learners' perspective, these tools were perceived to provide support and convenience for learning. However, there was also recognition of the need for educational strategies to effectively use these tools, alongside concerns about methods to enhance the completeness or accuracy of translations and the potential for over-reliance on the tools. The study concluded that for effective utilization of translation tools, the implementation of educational strategies and the role of the teacher are crucial.

• Journal of Korean Library and Information Science Society
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• v.45 no.1
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• pp.125-147
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• 2014

The aim of this study is to develop and suggest a reading strategy to learn for integrating reading and writing. The reading and writing strategy could be divided in directed strategies related to the cognitive process and indirected strategies to carry out the process successfully. Therefore, its strategies are constructed of the indirected strategy corresponding with the instructional design model and the direct strategy containing specific action plans of the model's progressive stages. When considering the reading to learn could be run as a program in the school, in this study, the basic model of the indirected strategy is devised with four steps of 'preparing-designing-implementing-evaluating'. And the implementing stage of the read to learn combining reading and writing is consisted of six steps as 'selecting subjects-considering contents-searching-writing-correcting-publishing'. Also, proper indirected strategies such as graphic organization and checklists are suggested in order to assist reading and writing activities in the implementing stage.