• Journal of Internet Computing and Services
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• v.11 no.1
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• pp.49-57
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• 2010

Today, internet traffic is rapidly increasing by the appearance of a large number of website thru a numerous internet service provider and the introduction of advanced teaching methods like utilizing ICT(Information and Communication Technology) education. At these actualities, it is requested to increase internet bandwidth in the scene of school; however, it is difficult to resolve the request quickly because of the government's budget and technical problems. In this circumstance, this paper proposes a method to raise the efficiency of internet operations with the current bandwidth. In order to achieve the purpose of this paper, the analysis of internet traffic has been done by the traffic currently being used in school, and an internet bandwidth distribution model differ from the existing standpoint is developed with the analyzed result. It can be used to predict the increase in the bandwidth which may be requested at school in the future, and it can support the office of education for appropriate bandwidth allocation at schools and reduction of school budget in telecommunication. Also, it can be adopted as a future oriented reference model for network policy.

• The Mathematical Education
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• v.62 no.4
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• pp.457-471
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• 2023

Measurement is an imperative content area of early elementary mathematics, but it is reported that students' understanding of units in measurement situations is insufficient despite its importance. Therefore, this study examined lower-grade elementary students' quantitative reasoning of units in length measurement by identifying the levels of reasoning of units. For this purpose, we collected and analyzed the responses of second-grade elementary school students who engaged in a set of length measurement tasks using an open number line in terms of unitizing, iterating, and partitioning. As a result of the study, we categorized students' quantitative reasoning of unit levels into four levels: Iterating unit one, Iterating a given unit, Relating units, and Transforming units. The most prevalent level was Relating units, which is the level of recognizing relationships between units to measure length. Each level was illustrated with distinct features and examples of unit reasoning. Based on the results of this study, a personalized plan to the level of unit reasoning of students is required, and the need for additional guidance or the use of customized interventions for students with incomplete unit reasoning skills is necessary.

• Journal of the Korean Institute of Educational Facilities
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• v.4 no.1
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• pp.53-64
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• 1997

지난 20여년간의 비약적 경제 성장을 통하여 우리 사회는 모든 물리적 측면에서 양적인 성장과 질적인 발전을 거듭하여 왔다. 이러한 경제 성장기를 거치면서 우리의 삶은 다각도에서 변화를 겪었으며 건축환경에도 많은 변화가 있었다. 정보화, 세계화라는 시대적 흐름은 우리의 생활자체를 급속도로 변화시키고 있으며 업무용 시설을 포함한 모든 건축물이 대형화, 고층화 뿐 아니라 정보화, 현대화되고 있다. 그러나, 교육의 중요성과 이를 뒷받침해 줄 학교 시설의 중요성에도 불구하고 교육환경의 질적 개선은 상대적으로 낙후되어 있는 상황이라고 할 수 있다. 교육개혁위원회의 교육개혁방안이 계속적으로 나오고 있고 서울의 불암초등학교를 필두로 한 시설 현대화 시범학교가 시도별로 마련되고는 있지만 전반적인 교육 환경은 아직 열악한 상태이다. 특히 구도심부에 위치한 초등학교의 경우, 준공된 후 30년 이상 경과된 학교 건물을 사용하고 있는 경우가 적지 않아 안전상의 문제마저 안고 있는 실정이다. 따라서, 건물의 내구 연한이 그 한계에 달해 가고 유지보수비용이 계속적으로 늘어 경제성을 잃어 가고 있는 학교들을 대상으로 한 재건축과제가 신설 학교의 신축 또는 기존학교의 이전 못지 않은 주요 과제로 대두되고 있다. 더욱이 기존 학교의 재건축사업은 수업을 진행시켜가며 철거 및 신축공사가 단계적으로 수행돼야 한다는 어려움을 갖고 있다. 본 연구는 초등학교의 재건축을 위한 기본적인 자료를 정리하고 배치 및 평면 계획을 중심으로 한 계획 대안을 작성, 검토하여 대안별 장단점을 분석한 후 가장 바람직하다고 평가되는 안을 제시하는 것을 연구의 범위로 하였다. 계획안의 작성에 앞서 실시된 문헌조사 및 실측조사를 통하여, 신축되는 홍파초등학교에 필요한 시설의 내용 및 규모가 산정되었는데 특기할 사항은 좁은 대지임에도 불구하고 가능한 체육관 시설을 포함시키고자 하였다는 것이다. 홍파초등학교 부지는 $8,960m^2$ 정도밖에 안되는 좁은 부지로서 운동장도 제대로 확보할 수 없는 상황이었으나 체육관의 높은 활용도 및 장래의 필요성을 고려하여 소규모라도 계획되는 것이 바람직하다고 판단하였다. 열린교육에의 대응, 제반 특별교실의 확충, 식당 및 지하주차장의 확보 등 모든 시설이 현재 및 장차의 사용에 적합하도록 계획하여 현 시설의 1.5배 정도의 연면적을 갖는 신축 계획안을 작성하였다. 서울대학교와 광운대학교에서 분담하여 실시된 계획안의 작성을 통하여 총 4개의 계획안이 도출되었으며 이 대안들을 채광 및 환기, 학년별 zoning, 기능별 zoning, 열린교실의 정도, 지역사회에의 개방성, 재건축 공사의 용이성, 규모, 옥외공간의 활용성, 동선 계획, 조형성 등 10개 항목을 기준으로 평가하였다. 이러한 비교분석을 통하여 결론적으로 제1안을 최적안으로 제시하게 되었으며, 이를 바탕으로 구체적인 최종 설계안이 도출되기를 기대하는 바이다.

• Journal of Nutrition and Health
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• v.53 no.3
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• pp.329-345
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• 2020

Purpose: This study examined the status of food allergy management and importance-performance analysis (IPA) between elementary, and middle and high school employees in school foodservice. Methods: The participants were employees in elementary (n = 171) and middle and high schools (n = 187) in the Jeonbuk area. The demographic characteristics, the status of food allergy management, food allergy education, and the importance and performance status were assessed using a self-administered questionnaire. Results: Approximately 55.0% of employees in elementary and 32.6% in middle and high schools recognized that the foods in menu tables induced allergies. Approximately 93.0% of employees in elementary and 85.0% in middle and high school thought that food allergy management was an important part of school foodservice because of the possibility of health emergencies. Elimination and replacement meals were provided more in middle and high schools than in elementary schools. Food allergy education from nutrition teachers had been given to 62.6% of employees in elementary and 50.3% in middle and high schools. To prevent food allergy accidents, 72.4% of employees in elementary schools and 65.2% in middle and high schools wanted more accurate information on students with food allergies. As a result of IPA, elementary, middle, and high school employees were aware of the importance and performed well: 'Strict control of allergy-inducing foods because of cross-contamination'. On the other hand, they were not aware of the importance and performed them insufficiently: 'Know how to use epinephrine to prepare for emergencies'. Conclusion: Therefore, it is necessary to improve the consciousness of nutrition teachers for the effective application of food allergy education, especially the recognition of allergy-inducing foods and emergency responsive ability.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2015.05a
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• pp.660-661
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• 2015

In this paper, we describe the output of specific situation through the recognition of several situation in the school zone based school. In the school zone, there needs the method of situation recognition to react to the diverse event or accident, and the situation output should be requested.

• School Mathematics
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• v.13 no.4
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• pp.651-674
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• 2011

Functional thinking is a central topic in school mathematics and the purpose of teaching functional thinking is to develop student's functional thinking ability. Functional thinking which has to be taught in elementary school must be the thinking in terms of phenomenon which has attributes of 'connection'- assignment and dependence. The qualitative methods for evaluation of development of functional thinking can be based on students' activities which are related to functional thinking. With this purpose, teachers have to provide students with paradigm of the functional situation connected to the other subjects which have attributes of 'connection' and guide them by proper questions. Therefore, the aim of this study is to find teaching method for functional thinking by situation posing connected with other subject. We suggest the following ways for functional situation posing though the process of three steps : preparation, adaption and reflection of functional situation posing. At the first stage of preparation for functional situation, teacher should investigate student's environment, mathematical knowledge and level of functional thinking. With this purpose, teachers analyze various curriculum which can be used for teaching functional thinking, extract functional situation among them and investigate the utilization of functional situation as follows : ${\cdot}$ Using meta-plan, ${\cdot}$ Using mathematical journal, ${\cdot}$ Using problem posing ${\cdot}$ Designing teacher's questions which can activate students' functional thinking. For this, teachers should be experts on functional thinking. At the second stage of adaption, teacher may suggest the following steps : free exploration ${\longrightarrow}$ guided exploration ${\longrightarrow}$ expression of formalization ${\longrightarrow}$ application and feedback. Because we demand new teaching model which can apply the contents of other subjects to the mathematic class. At the third stage of reflection, teacher should prepare analysis framework of functional situation during and after students' products as follows : meta-plan, mathematical journal, problem solving. Also teacher should prepare the analysis framework analyzing student's respondence.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.430-453
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• 2006

The purpose of this study was to explore how an elementary school teacher developed PCK by utilizing her knowledge domains in teaching practice, regarding the specific science topic of 'animals:' A case study approach was adopted with the participation of a 1st grade teacher, in a poor urban neighborhood elementary school in NYC. Data was collected through interview and the participant observation method in order to investigate: a) the teacher's existing knowledge base in terms of subject matter knowledge, pedagogical knowledge and contextual knowledge; b) how she develops PCK during classroom practice, centering on the relationship between knowledge domains. The findings illustrate the ways in which the three knowledge domains are closely related and developed as PCK through the whole teaching process. In particular, the findings indicate that the teacher's contextual knowledge plays a critical role in shaping and developing PCK. Before instruction, her contextual knowledge regarding the administrative policies and the school test system in the district enabled her to make decisions and plans about teaching science. During classroom teaching, her knowledge of students' sociocultural backgrounds and living conditions in the urban setting helped her to identify specific teaching strategies and resources suitable to the students' needs and interests. The study results imply that science instruction can be more feasible in meeting the demands of particular groups of students if teachers make an effort to become knowledgeable about their own teaching context and utilize it in developing their PCK.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.561-582
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• 2013

Meanwhile, the meaning has been emphasized in mathematics. But the meaning of meaning had not been clearly defined and the meaning classification had not been reported. In this respect, the meaning was classified as expressive and cognitive. Furthermore, it was reclassified as mathematical situation and real situation. Based on this classification, we investigated how student recognizes the meaning when solving mathematical modeling problem. As a result, we found that the understanding of cognitive meaning in real situation is more difficult than that of the other meaning. And we knew that understanding the meaning in solving of equation, has more difficulty than in expression of equation. Thus, to help students understanding the meaning in the whole process of mathematical modeling, we have to connect real situation with mathematical situation. And this teaching method through unit and measurement, will be an alternative method for connecting real situation and mathematical situation.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.619-633
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• 2010

To offer insights in organizing professional development programs to promote teachers' substantial ongoing learning, this paper provides an overview of situative perspectives in terms of cognition as situated, cognition as social, and cognition as distributed. Then, it describes research findings on how mathematics teachers can enhance their knowledge and thus improve their instructional practices through participation in a professional development program that mainly provides opportunities to learn and analyze students' mathematical thinking and to perform mathematical tasks through which they interpret the understanding of students' mathematical thinking. Further, it shows that a knowledge of students' mathematical thinking is a powerful tool for teacher learning. In addition, it suggests that teacher-researcher and teacher-teacher collaborative activities influence considerably teachers' understanding and practice as such collaborations help teachers understand new ideas of teaching and develop innovative instructional practices.

• Journal of The Korean Association For Science Education
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• v.9 no.2
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• pp.89-97
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• 1989

어떤 현상에 대한 학생들의 수업전 개념구조가 과학자들의 그것과 다를때 이 수업전개념을 간단한 정성적인 퀴즈를 통하여 학생 스스로 인식하게 하고 실험 또는 관찰을 통하여 학생 자신의 수업전개념 보다는 과학자들의 개념이 실험결과를 더 잘 설명할 수 있다는 것을 깨닫게 함으로써 학생들의 수업전 개념구조를 변화시키려는 교수모델을 고안하여 그 효과를 검토하였다. 고등학교 1학년 남학생 115 명(실험집단 58명, 비교집단 57명)과 고등학교 2학년 여학생 120명(실험집단 59명, 비교집단 61명)을 대상으로 뉴우턴 제2법칙에 대한 학습에 적용하고 2주후에 뉴우턴 제2법칙에 관한 시험(13문항)을 실시하였다. 그 결과, 퀴즈에 사용한 것과 유사한 상황을 다룬 문제에서는 실험집단의 성적이 비교집단의 성적보다 유의하게 높았다. 그러나, 같은 개념을 다루나 새로운 상황의 문제에서는 그 효과가 유의한 차이를 나타내지 않았다. 한가지 개념이 여러가지 새로운 상황속에 나타날때 학생들에게 이미 친숙한 상황과 새로운 상황사이의 유사점을 강조하며 위의 교수법을 계속하여 사용한다면 학생들의 뿌리깊이 밝힌 수업전 개념구조를 변화시킬 수 있으리라 사료된다. 위의 교수법은 학생들이 자신의 수업전 개념구조를 명확히 인식하고 그 불합리함을 깨달아야 하므로 자신의 수업전 개념구조에 근거하여 어떤 결과를 예측할 수 있는 예측논리(Expectation or biconditional Reasoning)가 형성된 이후의 학생들에게만 효과가 있으리라 가정하였으나 교수방법과 예측논리 사이에 유의한 상호작용효과(interaction offect)는 나타나지 않았다. 다만 여학생의 경우에서만 학생들에게 새로운 상황의 문제에서도 예측논리를 이미 형성한 실험집단의 평균이 이에 상응하는 비교집단의 평균보다 높았다. 이것은 남학생과 여학생을 지도한 교사의 교수경력과 학생들의 수업전 개념구조에 대한 교사의 인식정도에 큰 차이가 있었음을 고려할 때, 위의 수업방법을 사용하는 데 있어 교사가 학생들의 수업전 개념구조가 학생들의 개념획득에 얼마나 커다란 영향을 끼치는가에 대해 인식하는 것이 중요한 요인임을 시사한다.