• Environmental engineer
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• v.18 s.192
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• pp.60-61
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• 2002

• 대학교육
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• s.9
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• pp.43-48
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• 1984

• 대학교육
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• s.9
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• pp.54-58
• /
• 1984

• 대학교육
• /
• s.9
• /
• pp.49-53
• /
• 1984

• the MEAT Journal
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• s.8 spring
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• pp.65-66
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• 1993

• The Korea Swine Journal
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• v.11 no.5 s.117
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• pp.48-50
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• 1989

• The Korea Swine Journal
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• v.11 no.5 s.117
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• pp.46-47
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• 1989

• KOREAN POULTRY JOURNAL
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• v.21 no.6 s.236
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• pp.38-39
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• 1989

• Education of Primary School Mathematics
• /
• v.27 no.2
• /
• pp.139-153
• /
• 2024

This analysis was intended to present pedagogical implications related to the guidance of solid figures in elementary mathematics textbooks. The definitions of mathematical concepts and visually represented examples presented in the prism and pyramid units were analyzed. As a result of the analysis, differences were observed in both the method and content of defining mathematical concepts, even though the same curriculum was reflected. Additionally, various forms of visual examples were provided during the learning process of prisms and pyramids. Based on the results of this analysis, it is necessary to understand the definition of mathematical concepts and to teach students in an appropriate manner, considering the goals of each session and the objectives of the activities involved in presenting visual examples.

• Journal of The Korean Association For Science Education
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• v.38 no.6
• /
• pp.793-812
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• 2018

This study, from a critical view on knowledge-centered science education, aims to explore the wisdom that can be acquired from science. In other words, to find the categories and examples of "Wisdom of Science(WOS)" that can be shared in science classroom is the purpose of this study. For the data collection, twelve hours of physics classes of three high schools were observed, together with teacher interviews and student interviews. Collected data were analyzed qualitatively based on the operational definition of WOS. In this study, WOS was defined in a limited sense to mean 'wise action such as behaviors, attitudes, methods, and thoughts that can be found in the process of formation and application of scientific knowledge'. The results of this study, i.e. three categories and six examples of WOS, can be summarized as follows. First category of WOS is 'wisdom as a scientific attitude'. The examples of this category are 'rational suspicion and open-minded attitude', and 'effort to find the best way in given situation'. Second category of WOS is 'wisdom as a method for problem solving'. The examples of this category are 'thinking with changing the conditions', and 'communication using the language of science'. Third category of WOS is 'wisdom as a reflection about science and human'. The examples of this category are 'understanding of the relationship between science and society', and 'perceiving the relationship between science and my life'. In conclusion, "Wisdom-oriented Science Education" as an alternative goal of future science education is suggested with its meanings and implications.