• Journal of Educational Research in Mathematics
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• v.15 no.4
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• pp.375-399
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• 2005

In this article, I identified many points of commonness and differences at)feared in the fraction units of three conspicuous textbooks -McLellan, MiC and Korea. After that, 1 evaluated these results with reference to more general didactics on which each text-book is based. A background theory of Mc-Lellan's textbook was Dewey's experientialism, and that of MiC was Freudenthal's realistic mathematics education. Through this study, I have reached the fact that these three textbooks could not exhibit the phenomenological wholeness of fraction. Driven by measuring number model which is very abstractive, McLellan's text-book is disregarding the lower level context. MiC textbook, driven by real context, is ignoring higher level model which is close to rational number concept. From an excess of formulation and practice of algorithm, Korea's textbook is overlooking the real context. It is necessary that a textbook which would display the phenomenological wholeness of fraction is developed.

• The Journal of Korean Association of Computer Education
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• v.7 no.1
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• pp.141-149
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• 2004

Today there are many Web courseware systems for formative evaluation and feedback. Formative evaluation and feedback provided according to users' response in most Web courseware systems, however, are simple texts showing only whether correct or wrong, correct answers, relevant information, etc., far deviated from actual context. Thus such a system may weaken the corrective function of feedback and, as a result, reduce learners' understanding of contents and the possibility of learning transfer. In addition, according to the learning theory of constructivism, learning is influenced by the situation, in which it happens, and knowledge is learned and transferred differently depending on the context in which it is learned. In the background, this study designed and implemented a contextual error-correction feedback system that can provide feedback in a context closely related and similar to the relevant situation according to the response of learners when formative evaluation is carried out in Web courseware. In addition, it applied 'correction/correct-answer-providing feedback', 'relevant information providing feedback' and 'contextual error-correction feedback' to Web courseware for learning actual productivity S/W and verified if 'contextual error-correction feedback' is more effective than other two types of feedback for learners' academic achievement.

• Cross-Cultural Studies
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• v.41
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• pp.113-140
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• 2015

This paper explains how the basic and instinctive emotion "joy" is verbally expressed in Russian and Korean. In particular, the main concern of this pater is on the cultural context with which the emotion "joy" is related and the ways in which the emotion "joy" has a wide range of uses. The semantic and pragmatic characteristics of the uses of the expression "joy" can be explained through the cultural and historical backgrounds in both languages. In Russian, joy has two variants, radost' and udovol'stvie. It is very difficult to distinguish a significant difference between them; however, the former is mainly connected with more mental, spiritual, cultural, and religious contexts, whereas the latter is mainly related with more concrete, instantaneous contexts and daily life. The former produces an impression that has a more wide, spiritual, and macroscopic attitude toward a situation, whereas the latter produces an impression that has a microscopic and instantaneous attitude toward a situation. Compared with the Russian expressions, the Korean equivalents, 기쁨 and 즐거움, have a very similar opposition like that of the Russian. The former is based on a more logical and causal relation between an anticipation or desire and the current situations, whereas the latter is based on the participation of speakers in a situation and has a very instantaneous characteristic, like a udovol'stvie in Russian. Thus, it can be reasonable argued that the Russian udovol'stvie and the Korean 즐거움 share many similar semantic properties. In brief summary, in both languages there exists two distinctive variants that show a privative opposition to express the emotional concept of joy.

• The Science & Technology
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• v.28 no.4 s.311
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• pp.90-92
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• 1995

북한의 현실에 대하여 연구하고 이해할 수 있어야 통일후에도 서로를 더 잘 알고 모두가 융화하는데 그 고통이 훨씬 덜하리라 여겨진다. 이러한 맥락에서 북한의 농업과 농업과학에 대한 조사 연구는 매우 중요하다. 북한의 농업과학전문 학술지들을 중심으로 용어들을 분석해본다

• The Science & Technology
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• v.28 no.2 s.309
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• pp.88-92
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• 1995

북한의 현실에 대하여 연구하고 이해할 수 있어야 통일후에도 서로를 더 잘 알고 모두가 융화하는데 그 고통이 훨씬 덜하리라 여겨진다. 이러한 맥락에서 북한의 농업과 농업과학에 대한 조사연구는 매우 중요하다. 북한의 농업과학전문 학술지들을 중심으로 용어들을 비교 분석해 본다.

• The Science & Technology
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• v.28 no.3 s.310
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• pp.86-89
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• 1995

북한의 현실에 대하여 연구하고 이해할 수 있어야 통일후에도 서로를 더 잘 알고 모두가 융화하는데 그 고통이 훨씬 덜 하리라 여겨진다. 이러한 맥락에서 북한의 농업과 농업과학에 대한 조사연구는 매우 중요하다. 북한의 농업과학전문 학술지들을 중심으로 용어들을 비교 분석해본다.

• Journal of the Korea Society of Computer and Information
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• v.25 no.1
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• pp.207-219
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• 2020

This study analyzed the change of teaching expertise of pre-service teachers through TPACK education. In this study, we applied a programming-based TPACK education program developed by Kim and Lee (2019) to 20 prospective teachers. To analyze the pre-service teachers' teaching expertise analyzed the lesson plan prepared before, during and after applying the educational program. As a result, Few teachers use technology in lesson plan, and the design of the instructor-led or experiment to confirmed content in curriculum or textbook. The use of technology has increased in the second Teaching Plan, but the technology was not used depending on the educational context. In the third lesson plan, all pre-service teachers were able to use technology in an educational context. Moreover, the teaching expertise of the pre-service teacher showed a statistically significant improvement in the lesson plan. This study founded that the programming-based TPACK education program was effective in enhancing the teaching expertise of the pre-service teacher.

• School Mathematics
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• v.19 no.4
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• pp.663-690
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• 2017

The aim of this study is to look into the meaning and sub-factors of spatial orientation, compare and analyze mathematics curriculums and textbooks of several countries with respect to spatial orientation and offer suggestions to improve teaching spatial orientation in elementary school mathematics in Korea. In order to attain these purposes, this study examined the meaning and sub-factors of spatial orientation through the theoretical consideration regarding various studies on spatial sense. Based on such examination, this study compared and analyzed mathematics curriculums and textbooks used in South Korea, Singapore, Japan, China, Hong Kong, Finland, United States of America, and Germany with respect to contents of mathematics curriculum and textbooks in grades, sub-factors of spatial orientation, and contexts for spatial orientation. In the light of such theoretical consideration and analytical results, this study provided suggestions for improving teaching spatial orientation in elementary schools in Korea as follows: extending content of spatial orientation in mathematics curriculum, emphasizing spatial orientation across the several grades, especially in the upper grades, providing opportunities to learn the sub-factors of location, direction, coordinates, route, and distance variously, and utilizing various familiar and realistic contexts in the world around students.

• The Journal of the Korea institute of electronic communication sciences
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• v.8 no.5
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• pp.739-744
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• 2013

In the past several years there has been increasing the studies using ubiquitous technology as the base technology of IT-convergence. The cooltown, one of the ubiquitous projects, is based on the web technology and the mobile environment. However, in the cooltown system, users only get a pre-made web-page. In this paper, we propose the algorithm improved usability applying the context-awareness based on the sensor network. In this paper, we can provide a custom tailored service overlooked in the existing system from this.

• Journal of the Korea Society of Computer and Information
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• v.10 no.1 s.33
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• pp.189-199
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• 2005

Technology has many potential uses and changes by social context surrounding it. Therefore political implications are reflected in the internal logical system of articraft, technology. This explanation is ale to apply to the regulation technology of Internet. The empowerment of information is changeable according as which regulation technology is adopted. This paper explores the structure, principle and its social implication of regulation technology of Internet, which coincides with user empowerment of information as a case of ICRS(Internet Content Rating System).