• Education of Primary School Mathematics
• /
• v.11 no.2
• /
• pp.81-94
• /
• 2008

The 7th national curriculum requires the paradigmatic shift in education from teacher-centered to student-centered instruction. But, teachers beliefs on instruction have not been changed during implementing of the mathematics textbooks based on the curriculum. More exactly speaking, they are changed very slowly. Therefore, some beliefs they should establish in order for them to implement it were discussed: Perspectives of students' intelligent ability, learning goal for the every lesson, the passibility of teaching contents involved in the national curriculum, the size of classroom, and students' achievements.

• The Journal of Sustainable Design and Educational Environment Research
• /
• v.19 no.4
• /
• pp.60-69
• /
• 2020

This research is a preliminary study to find out the module of 20 students in a classroom. This research investigated the widths of passages in the 30 classrooms of 5 elementary schools in Namyangju City, Korea. The conclusions were as follows: First, the area of unit for 1 student was 650 (W) × 950 (D). Second, the desk placements for most classrooms were one-way types (87%), and group-study types constituted 13%. Third, the width between the blackboard and the very front desk was 2.17 m. The width of passage between the very back seat and the backside lockers was 1.32 m. The width of passage between the sidewall and the nearby desk was 0.8 m. The width of passage between the window and the nearby desk was 0.8 m. The average widths of 2 vertical passages between the desks were respectively 0.67 m and 0.68 m. Fourth, the area of the teacher was 2.1-2.25 m × 2.16 m = 4.5-4.8 ㎡.

• Journal of The Korean Association of Information Education
• /
• v.13 no.1
• /
• pp.60-68
• /
• 2009

With the increase of double-income families, parents are not free in terms of time and space in communicating with teachers. Also for teachers, with many students and heavy load of work, communication with parents has been poor. As a means for overcoming this kind of situation, this research examined the current status of communication between teachers and parents using SMS and problems to solve. The investigation of the actual conditions of SMS use showed that there was a high number of answers pointing out that SMS is needed for the exchange of information regarding children and educational activities, and teachers pointed out that the communication was effective for exchanging educational information regarding children whereas parents pointed out that it was effective in improving the children's attitudes. Based on the results of the analysis, the following was found as tasks to be solved: preparing a plan for revitalizing SMS use, solving the burden that parents have in communicating with teachers, becoming more friendly with teachers, investigation of the reason why there is no response regarding SMS and preparing countermeasures, providing information appropriate to what parents want, increasing the reply rate of parents, expansion of text capacity, and trouble with getting online with a computer.

• Journal of The Korean Association For Science Education
• /
• v.31 no.2
• /
• pp.314-327
• /
• 2011

The purpose of this study was to investigate secondary science teachers' general perceptions of scientific and creative problem solving. The secondary science teachers responded to a survey. The results indicated that most of the teachers perceived enhancing scientific and creative problem solving skills as one of the most important goals in teaching science. However, they hardly implemented instructions for scientific and creative problem solving in their science lessons. They reported the absence of specialized teaching strategies and assessment tools for scientific and creative problem solving, and university entrance exam-oriented social and educational atmosphere as major barriers. In addition, the teachers tended to present limited understanding of scientific and creative problem solving, which is merely focused on creativity. Considering the results, it was thought that a guide to a clear conception of scientific and creative problem solving was needed. Also, many teaching strategies and appropriate assessment tools for adopting and scientific and creative problem solving were required.

• Journal of the Korean Chemical Society
• /
• v.48 no.5
• /
• pp.510-518
• /
• 2004

The purposes of this study were to find out the effectiveness of instructional program developed utilizing various strategies to foster the students creativity in science and to analyze the recognition of the students as well as the science teachers on this program for the improvement of the program. Instructional program was consisted of student's worksheet and teacher guidebook. This program was applied to 93 7th grade students for three months. Result of this study showed that the students in experimental group got higher scores than those in the control group, which implied that creativity of the students could be promoted through specially designed program. Analysis of the change of creativity of the students by science achievement showed that the degree of promotion of creativity was higher as the achievement of the students becomes higher. Recognition on this program of the students and teachers who participated in this project revealed positive in that this program was different from the instructional program they have used and that this program would make the students eager to learn and explore the phenomena they faced. Students and teachers also indicated that shortage of instructional time, too many students in class, passive attitude of the students in class discussion, and so on as the problem they have to solve in running the program.

• 대한공업교육학회지
• /
• v.40 no.2
• /
• pp.196-215
• /
• 2015

The purpose of this study was to develop the instructional process plan and performance assessment instrument to do problem-solving activity for 'Energy and Transportation Technology' unit at the subject 'Technology-Home Economics' in middle school. This study was conducted by the following these stage. First, it was documents research and analysis of the 'Energy and Transportation Technology' unit. Second, topics for transportation technology hands-on and problem-solving activity were selected, and the organized for designed instructional process plan and performance assessment instrument related transportation technology in the development step. Third, developed instructional process plan and performance assessment instrument were conducted in order to amend and improved by expert and have gone through the field test for further improvement. The theme of transportation technology for hand-on and problem-solving activity was 'Created a hovercraft', and were consist of instructional process plan for 8 class period and performance assessment instrument in 4 type of observation, assessment finished, portfolios and student self-assessment.

• Journal of Science Education
• /
• v.34 no.2
• /
• pp.405-420
• /
• 2010

The purpose of this study was to contrive the specific teaching plans based on the frame of 2007 revised science curriculum for applying open-inquiry lesson in real education situation and to research the effects of open-inquiry lesson on the student's science-related attitude, science process skill, and to investigate instructing teachers' cognition about open-inquiry. For this study, two fifth grade classes were chosen, one class was the experimental group, who were taught by open-inquiry based lesson, and another was the comparative group, who were taught by traditional method based lesson. The findings of this study were as follows: After open-inquiry lesson, the experimental group students came to enjoy open-inquiry learning and had the positive thought about it. After open-inquiry lesson, the experimental group marked higher mean score than the comparative group in science-related attitude's field but didn't showed the meaningful difference. On the other hand, in science process skill's field, the experimental group showed the significant higher improvement than the comparative one, especially in the subordinate area of basic science process skill. Finally, teachers who instructed students open-inquiry lesson thought open-inquiry lesson is the self-directed problem solving learning which raise the student's science process skill and interest. And the teachers thought the obstacles to instruct open-inquiry lesson are the lack of the student's cognition about open-inquiry and the insufficient circumstance for open-inquiry lesson. Therefore the teachers argued that the prerequisite for settling open-inquiry lesson successfully is to develope open-inquiry lesson curricula and teaching materials.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.12 no.2
• /
• pp.218-224
• /
• 2001

Although Attention Deficit Hyperactivity Disorder(ADHD) has been considered as the disorder occurring during childhood, the prevalence is increasing among adolescents and adults. The prevalence rate varies from 2.0 to 14.3% due to the difference of diagnostic criteria, different assessment methods, or subjects' age difference. Therefore, it needs to make age specific(i.e., for children, for adolescents, and for adults) assessment tools. Authors translated Conners-Wells Adolescents Self-Report Scales(short form)[CASS(S)] in to Korean to get validity and reliability as a way of development of assessment tool for adolescent with ADHD in Korea. CASS(S) was translated and corrtected by three psychiatrists and one clinical psychologist. To examine the concurrent validity and test-retest validity, CASS(S) was applied with K-YSR on one class of each grade in a middle school in Seoul with two week interval(total 115：male 58, female 57). To test validity, authors analysed and got Cronbach's as internal consistency. Construct validity was done by principal axis factor analysis on 4,354 students. As a result, Cronbach's alpha for internal consistency was .88, Pearson coefficient for test-retest reliability .83, and coefficient for concurrent validity .65. And in the factor analysis to examine construct validity, three factors were revealed as cognition, hyperactivity, and conduct. These results shows that CASS(S) may be useful tool for adolescents with ADHD, although there was a limit not to be done the comparison with clinical groups.