• Communications of Mathematical Education
• /
• v.31 no.1
• /
• pp.103-123
• /
• 2017

Mathematical tasks in general introduce and deal with real-life situations, and they derive to students' thinking fluently in solving the given tasks. The tasks might be considered as an important and significant factor to lead a successful mathematical teaching and learning situation. MiC Textbook is a representative one showing such good examples and tasks. This study explores concretely and in detail the cognitive demand level of mathematical tasks, by the subject of MiC Textbook. To accomplish this, this study is to reconstruct more elaborately the analysis framework developed by Hwang and Park in 2013. The framework basically was set up utilizing 'the cognitive demand level' suggested by Stein, et, al. The cognitive demand level is divided into two levels such as low level and high level. The low level is comprized of two elements such as Memorization Tasks(MT), Procedures Without Connections Tasks(PNCT), and high level is Procedures With Connections Tasks(PWCT), and Doing Mathematics Tasks(DMT). This study deals with the tasks on the area of 'data analysis and statistics' in MiC 1, 2, 3 level Textbook. As a result, mathematical tasks of MiC Textbook led learners to deal with and understand mathematical content for themselves, and furthermore to do leading roles for checking and reinforcing the content. Also, mathematical tasks of MiC Textbook are comprized of the tasks suitable to enhance mathematical thinking ability through communication. In addition, mathematical tasks of MiC Textbook tend to offer more learning opportunity to learners' themselves while the level of MiC Textbook is going up.

• Journal of Korean Classical Literature and Education
• /
• no.37
• /
• pp.151-184
• /
• 2018

The purpose of therapeutic approach of humanities, including literary therapy, is ultimately encourage the growth and the development of human being rather than the development of therapeutic techniques for eradicating symptoms. This paper is noteworthy as to the fundamental work for using folktales at therapy sessions. It may be argued that therapy is the process of searching clients' own development history and accepting current challenges in relation to overall context of their own lives and this may lead to the growth clients. In this regard, this paper attempts to set up the selection criteria for folktales to be effectively applied in therapy sessions. The author of the paper argued in her previous paper that folktales may be effective in terms of self-understanding of clients. Folktales can assist clients regarding the objectification of their issues by projecting and exposing their problems. Therefore, this paper argues the method for selecting proper folktales to stimulate of clients" developmental challenges and ultimately to expose them. The first groundwork for this is understand contents of folktale as to general problems of life and view it as the development of one's entire life. The challenge of client is personal and unique but at the same time it is problems of general development process. The author examines the need for developmental approach of literary therapy and attempts to compose a classification framework for understanding folktales as to developmental process. This may use at literary therapy sessions to select proper folktales based on clients' complaining issues and their developmental age. The criteria also can be used as the basis of clients" reaction on folk-tales.

• Journal of The Korean Association For Science Education
• /
• v.41 no.6
• /
• pp.501-517
• /
• 2021

In the present age, when the development of science and technology is leading the changes, this study supports the view that students should possess the literacy to participate democratically and critically in socio-scientific issues, and should be positioned as agentic and participatory citizens. Accordingly, we implemented a club activity that emphasize climate social action for elementary students, and explored how students were positioned in relation to climate change. In this study, position is defined as a complex cluster of rights and duties that students have in relation to climate change. The club activity was implemented throughout 46 sessions from March to July, 2019 for 11 sixth graders of 'H elementary School' in Seoul, and transcripts of video and interviews were analyzed by means of a constant comparison method. In the course of the activity consisting of three steps, the students exhibited different positioning and they are as follows: In the global warming modeling activity for Step 1, students were positioned as 'active learners', but at the same time, they showed a contradiction in being positioned as 'apprentice'. In the student-led research activities inherent to Step 2, they were positioned as 'scientists who design and conduct research' and 'bystanders' due to the controversial nature of SSI knowledge. As students participate in the social actions involved in Step 3, the position changed from 'elementary school students facing difficulty in making a change' to 'participatory citizens creating changes.' This study is significant because it shows students' potential to promote participatory and democratic citizenship through action-oriented SSI activities. In addition, pedagogical approaches were discussed dealing with the contradictions and limitations of positioning.

• Journal of The Korean Association For Science Education
• /
• v.39 no.3
• /
• pp.389-403
• /
• 2019

This study aims to analyze criteria and characteristics for preservice elementary teachers' critiques of their peers' inquiry-based instruction. This study reviews critiques written by 31 preservice elementary teachers enrolled in an elementary school science inquiry methods course wherein the teachers designed and implemented inquiry-based instruction. These preservice teachers participated in inquiry-based instruction as if they were elementary students and then evaluated their peers' instruction. Analysis of the critiques reveals that preservice teachers evaluated their peers' instruction on the following criteria: instruction context, science content, teaching strategies, students, instructional goals, non-verbal attitude, and assessment. Their beliefs about teaching science inquiry were reflected in the critiques. Additionally, it was found that four orientation for teaching inquiry-didactic, academic rigor, activity-driven, inquiry orientation-reflected in critiques; some of critiques held more than one of these orientations. And they did not merely criticize but suggested alternatives to general teaching strategies; furthermore, of inquiry-instruction specific teaching strategies. They showed higher epistemic understanding of inquiry-based instruction after mid-term demonstrations. The evidence demonstrated that the proportion of critiques specifically about inquiry-based instruction increased after the mid-term demonstrations. Moreover, the post mid-term critiques emphasized interaction between students as well as understanding of the nature of science. These findings could provide implication for teaching inquiry and criticizing others' instruction as part of elementary school science courses in preservice elementary teacher education.

• Journal of Elementary Mathematics Education in Korea
• /
• v.22 no.2
• /
• pp.183-198
• /
• 2018

In this paper, I theoretically considered joining and separating activities and revisited the textbooks from 7 countries and Korean mathematics textbooks from 5th revised curriculum to 2015 revised curriculum to find implication for the treatment of 0 in the joining and separating activities. The 'joining' has definition and properties similar to addition, but the 'separating'is difficult to define and is not considered to have properties similar to subtraction. In the sense of computation, joining and separating can be seen as' part-part-to-whole' situations, but are just part of the addition and subtraction situations. The analysis of textbooks from 7 counties showed that Singapore and Malaysia textbooks already studied zero and then included it in joining and separating activities, but other countries did not include it as joining and separating activities. The textbooks of South Korea have consistently suggested not to include zero, but teacher's guide has shown that there is a little consistency in the treatment of zero. As a conclusion, I suggested that it was necessary to propose a proper context of the situation in order to introduce joining and separating without including 0 in terms of student level and to propose that a more consistent presentation of zero handling in the teaching in the teacher's guide.

• 기호학연구
• /
• no.54
• /
• pp.7-36
• /
• 2018

Michael Polanyi's idea of tacit knowledge came from the realization that scientific objectivity and critical philosophy had become too restrictive for philosophy, especially in the realm of meaning, which is beyond positivistic proof and contains more non-critical elements than critical ones. In social life, people still share certain kinds of knowledge and beliefs which they obtain without making or learning those explicitly. Contemplating the role and significance of tacit knowledge, he called for a post-critical philosophy that integrates the realm of meaning and thereby appreciates the intertwined nature of tacit and explicit knowledge. Polanyi's position towards skepticism and doubt shows similarities with Charles S. Peirce's thinking about the relationship between belief and doubt. Although Peirce's semeiotics stands firmly in the tradition of critical philosophy, he affirms that doubt cannot be a constant state of mind and only belief can form a basis for a specific way of life. Polanyi's approach differs from Peirce's by focusing on the impossibility of scientific knowledge based solely on principles and precision, and his emphasis on the crucial role of the community of scientists. Nevertheless, the deeper implications of Peirce's contemplations on belief and doubt have myriad ramifications on the philosophy of science as well as the sociology of science.

• (The)Korea Educational Review
• /
• v.23 no.2
• /
• pp.131-155
• /
• 2017

In this study, I examine what is called character. It is to establish what constitutes a relationship between life, culture, and education. In addition, I try to explore the possibility of anthropology of education as an academic basis for character education by using the way of '문 질빈빈(文質彬彬)'. As a result of the study, 'character' in terms of '문(culturality)' aspect implies the qualities, the nature, the disposition, and the meaning of virtue. A 'character education' can be seen in school education as a moral consideration, considering the social context, such as the ability to live harmoniously. In terms of '질(naturality)', I will look at both the innate aspect of the character and the acquired aspect through the 'character' which is the essence of character. Character is the concept of both parties, and if it is influenced by an external environment, one can seek better ways to improve the chances of improvement through education. Furthermore, the role of education is inevitably required in order to achieve the goal of 'lesser human being' to 'better human being'. Home and school education can have a positive impact on the character. An honest mind about humanity among family members is the right character. The importance of humanity is considered as a value to be recognized and protected in our society because the logic that it protects the family by character and helps to maintain the social order influences to the legal culture tradition of the modern. Therefore, the academic approach through anthropology of education has sufficient value of trial study for exploring the relationship between character, education, and culture for teachers and learners, and is appropriate for providing an academic foundation.

• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.20 no.6
• /
• pp.175-182
• /
• 2020

The non-contact eye tracking is a nonintrusive human-computer interface providing hands-free communications for people with severe disabilities. Recently. it is expected to do an important role in non-contact systems due to the recent coronavirus COVID-19, etc. This paper proposes a novel approach for an eye mouse using an eye tracking method based on a context-aware based AdaBoost multi-region classifier and ASSL algorithm. The conventional AdaBoost algorithm, however, cannot provide sufficiently reliable performance in face tracking for eye cursor pointing estimation, because it cannot take advantage of the spatial context relations among facial features. Therefore, we propose the eye-region context based AdaBoost multiple classifier for the efficient non-contact gaze tracking and mouse implementation. The proposed method detects, tracks, and aggregates various eye features to evaluate the gaze and adjusts active and semi-supervised learning based on the on-screen cursor. The proposed system has been successfully employed in eye location, and it can also be used to detect and track eye features. This system controls the computer cursor along the user's gaze and it was postprocessing by applying Gaussian modeling to prevent shaking during the real-time tracking using Kalman filter. In this system, target objects were randomly generated and the eye tracking performance was analyzed according to the Fits law in real time. It is expected that the utilization of non-contact interfaces.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.3
• /
• pp.123-134
• /
• 2021

This study was conducted for the purpose of convergence exploration of evidence-based practices for the advancement of performance analysis of the extracurricular activities at Duksung Women's University. The research method consisted of an expert meeting procedure along with a procedure for analyzing previous studies dealing with the performance analysis of the university's extracurricular activities in the field of pedagogy. The contents of this study consisted of presenting some facts that should be based on evidence for the advancement of performance analysis of the extracurricular activities after the establishment of the center for extracurricular activities in Duksung Women's University. And in practices, the development and diagnostic analysis of tools for diagnosing extracurricular customized learning capabilities, data-based multidimensional analysis (IR system), continuous monitoring analysis through extracurricular certification, and analysis based on feedback tools were presented in a convergence perspective and context. As a result of the study, the evidence-based practices for the advancement of the performance analysis of the extracurricular activities at Duksung Women's University guarantees the validity and stability of the performance evaluation and feedback system of the extracurricular activities at Duksung Women's University, and has a close influence on the extracurricular education work of other universities analyzed as possible.

• Journal of the Korean earth science society
• /
• v.42 no.6
• /
• pp.734-751
• /
• 2021

The purpose of this study is to prepare basic data to reflect polar literacy education in the school curriculum. The perception about the polar regions, teaching experience, and polar-related cognitive and affective characteristics of teachers were investigated. The survey was conducted among 56 elementary, middle, and high school teachers from schools from 10 major cities and surrounding regions, based on their perceptions of the polar region, current teaching status, polar knowledge, and beliefs and attitudes toward polar region and climate change. Results showed that although teachers' polar information efficacy was low, they positively evaluated the status of educators in resolving polar and climate change problems, and prioritized global citizenship values over practical purposes. The experience of teaching polar region and climate change issues at schools varied across subjects and non-subjects, but showed a passive aspect in teaching development, such as wanting to be provided with consolidated learning materials. On the cognitive aspect, teachers revealed an ambiguous understanding of the mechanisms and processes by which polar change and climate influence each other. On the affective aspect, most teachers showed strong beliefs and attitudes for polar-related issues beyond the school level, but their behavior choices were relatively lower. Based on the results, we propose the following as recommendations: providing opportunities and materials to promote polar knowledge, discovering educational materials in various contexts to form values and attitudes, developing educational materials from polar research materials, identifying misconceptions about polar knowledge among students and teachers, strengthening elementary school teachers' polar literacy, and cultivating positive attitudes and values toward polar issues.