• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.371-382
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• 2004

Kamii는 피아제의 발생론적 인식론이란 이론을 모태로 수학을 지도해야 학습자가 수학을 이해를 바탕으로 학습할 수 있다는 믿음을 지니고 있다. 본고에서는 Kamii가 이런 신념을 갖고 실시한 수업을 녹화한 비디오 자료에 나타나는 특징을 분석하였다. 첫 번째 특징은, 교사가 가르쳐야 할 지식을 직접적으로 지도하지 않는 대신에 학습자가 스스로 지식을 구성할 수 있도록 매개자의 역할을 한다는 점이다. 두번째, 기저지식으로서 학습자의 비형식적 지식을 학습자가 적극적으로 활용할 수 있도록 허용하는 분위기이다. 세 번째, 두 번째와 관련되어서 학습자의 사고과정은 성인이나 학문적 체계에서 운용되고 있는 사고 흐름과는 다르다는 것을 인정해 준다. 네 번째, 교사의 역할이 가르쳐야 할 지식을 가르치는데(전수하는데) 있는 것이 아니라 학습자들이 생성해 낸 여물지 않은 아이디어들을 익힐 수 있도록 환경을 조성하는데 있다. 다섯 번째, 학습자마다 기저지식이 다르기 때문에 동일한 학습주제라 할지라도 이해의 폭과 깊이가 다르다. 따라서, 전체학급을 대상으로 하는 수업 중이라 할지라도 개별적 학습을 염두에 두어야 한다. 학생들의 수학적 이해력이 저하된다는 염려의 목소리가 높아지고 있다. 이는 학생들이 이해를 바탕으로 한 수업을 받아 보지 못하기 때문이며, 이런 원인은 아마도 교사 자신이 이해를 바탕으로 한 수업 경험이 간접적으로든 직접적으로든 없기 때문일 것이다. Kamii가 실시한 수업이 학생 스스로 수학을 학습할 수 있다는 구성주의 원리를 적용한 성공적인 사례이며, 이와 같은 방향으로의 교수법의 변화가 있기를 기대한다.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.31-61
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• 2013

The purpose of this study is to confirm constructivists' assumption that when a little low level learners are taken in learner-centered instruction based on a constructivism they can also construct knowledge by themselves. To achieve this purpose, the researchers compare the effects of learner-centered instruction based on the constructivism and teacher-centered instruction based on the objective epistemology where second graders learn multiplication facts through the each treatment on learners' reasoning ability and achievement. Some conclusions are drawn from results as follows. First, learner-centered instruction based on a constructivism has significant effect on learners' reasoning ability. Second, learner-centered instruction has slightly positive effect on learners' deductive reasoning ability. Third, learner-centered instruction has more an positive influence on understanding concepts and principles of not-presented mathematical knowledge than teacher-centered instruction when implementing it with a little low level learners.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.1
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• pp.23-42
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• 2007

Learners who have taken learner-centered instruction is expected to construct conceptually mathematical knowledge which is. If so, they can have some ability to solve problems they are confronted with in the first time. To know this, First graders who have been in learner-centered instruction during 1 school year was given 7+52+186 which usually appears in the national curriculum for 3rd grade. According to the results, most of them have constructed the logic necessary to solve the given problem to them, and actually solve it. From this, it can be concluded that first, even though learners are 1st graders they can construct mathematical knowledge abstractly, second, they can apply it to the new problem, and third consequently they can got a good score in a achievement test.

• Proceedings of The KACE
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• 2017.08a
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• pp.235-239
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• 2017

학습자는 교육의 3요소인 교육자, 학습자, 교육내용의 하나로 학습자 특성과 이가 학업성취에 미치는 영향을 이해하는 것이 중요하다. 컴퓨터 비전공자를 대상으로 하는 컴퓨팅 교육이 점점 활발해지고 있다. 비전공자 컴퓨팅 교육이라는 맥락에서 학습자 특성과 학업성취의 관계를 이해할 필요가 있다. 본 연구는 비전공자 컴퓨팅 교육에서 학습자 특성과 학업성취의 관계를 실증적으로 이해하기 위해 실행되었다. 학습자 특성을 이전경험/사전지식, 인지적 요인, 심리적 요인의 3가지로 분류하였고, 연구대상을 3그룹으로 설정, 다양한 하위 요소 데이터를 수집하였다. 그 결과, 대상 1의 경우 학습스타일(순차적: 부적상관, 통합적: 정적상관), 대상 2는 자기 효능감(사후), 대상 3은 수학 사전지식, 컴퓨팅과 전공의 연계성 인식, 정보적 사고에 대한 인식이 학업성취와 유의미한 상관관계가 있었다. 하지만 상관성이 모두 0.5이하로 크지 않고, 자기 효능감과 전공 연계성 인식의 경우 대상에 따라 결과가 상이하였다. 향후 연구에서 다루지 않은 변수에 대한 연구와 상관관계가 밝혀진 변수만을 대상으로 인과성을 확인하는 연구가 필요하다. 또한 현상학적 관점으로 학습자 특성을 고찰할 필요가 있다.

• Journal of the Korean Chemical Society
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• v.67 no.6
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• pp.441-461
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• 2023

This study explore characteristics of teaching orientation and pck of science teachers in online-offline mixed learning environment. Data consisted of open-ended survey, semi-structured interview, class observation, field notes from 12 science teachers. We categorized teaching orientation considering both science education goals and science teaching·learning orientation. There were 8 different teaching orientations such as 'understanding science concepts-lecture centered' 'constructing science concepts-inquiry based' 'applying science concepts and inquiry-inquiry based' 'applying science concepts and inquiry-lectured centered' 'analyzing and judging science information-inquiry based' 'developing scientific attitude-inquiry based' 'developing scientific attitude-lecture centered' and 'developing perception of interrelationships among science, technology, and society-inquiry based'. Teachers with inquiry based teaching·learning orientation seemed to have knowledge of science curriculum specific to online learning environment for student inquiry. While teachers with 'understanding science concepts-lecture centered' teaching orientation appeared to have questioning strategy of checking student understanding and strategy of repeating a lecture, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of instructional strategies to perform online group activities targeting student construction of knowledge and to replace face-to-face group activities with virtual experiments and individual experiments. While teachers with 'understanding science concepts-lecture centered' teaching orientation did not show knowledge of student science learning, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of student difficulties in inquiry based learning.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.895-905
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• 2015

Citizens should be sensitive to the complex and controversial SSIs (Socioscientific Issues), be able to make a responsible decision with evidence and empathy, and furthermore take political action for the larger welfare. The premise of this research is that understanding the nature of science (NOS) takes an important role when students and adults participate in the discourse on SSIs because SSI reasoning requires individuals to examine information and counter-information with skepticism. We therefore designed SSI programs that were incorporated with NOS by adapting a contextualized-reflective approach. The leading research question was to what extent SSI contexts contributed to promoting students' understanding of NOS. A total of 71 11th grade students participated in this program. The school was located in an urban city near the capital city of Seoul, South Korea. We designed SSI programs to cover the issues of genetically modified organisms, climate change, and nuclear energy. Each issue required four to six class periods to complete. We conducted pre- and post-program tests using the revised VNOS-C, recorded group discussions or debates and collected student worksheets to observe the increase of student NOS understanding. As a result of this program, students showed moderate improvement in their understanding of NOS.

• Knowledge Management Research
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• v.22 no.3
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• pp.91-106
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• 2021

With the recent rapid development of deep learning technology, the demand for analyzing huge text documents in the national R&D field from various perspectives is rapidly increasing. In particular, interest in the application of a BERT(Bidirectional Encoder Representations from Transformers) language model that has pre-trained a large corpus is growing. However, the terminology used frequently in highly specialized fields such as national R&D are often not sufficiently learned in basic BERT. This is pointed out as a limitation of understanding documents in specialized fields through BERT. Therefore, this study proposes a method to build an R&D KoBERT language model that transfers national R&D field knowledge to basic BERT using further pre-training. In addition, in order to evaluate the performance of the proposed model, we performed classification analysis on about 116,000 R&D reports in the health care and information and communication fields. Experimental results showed that our proposed model showed higher performance in terms of accuracy compared to the pure KoBERT model.

• Journal of the Korea Society of Computer and Information
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• v.15 no.9
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• pp.137-144
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• 2010

We've run leveled intense and supplementary study groups connected with JAVA regular classes for more effective learning of computer programming. We performed the test for evaluating learning understanding degrees between before and after study to analyze learning effect for three leveled study groups and a non study group, and we also analyzed the differences of learning understanding degrees among 4 learner groups by computer programming areas. As a result, we can reach the result what programming areas are effective to be operated by intense and supplementary study groups. Those areas are the area to improve the ability of programming applying concepts through in-depth understanding of concepts, and the area of programming through mixed knowledges related each other. The study group for low-leveled learners has most improved of four groups. Low-leveled group was behind the other study groups on programming application ability, but the group was more excellent than non study group in most programming areas.

• Journal of the Korean Chemical Society
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• v.43 no.6
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• pp.707-719
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• 1999

This article studies the understanding of acid and base concepts of the 3rd-grade students in middle school. An effective teaching strategy for improving their acid and base concepts was designed by considering students' prior knowledge using Lawson's learning cycle method. The control group was adapted by the traditional teaching strategy which isn't considering students' prior knowledge. After the class, understanding of acid and base concepts of treatment group was significantly higher than that of control group. But the level of students' understanding of strong acid, weak acid strong base and the strength of acid in aqueous solution was low even after the class of two groups. This indicates indirectly that the microscopic views of acid and base concepts in aqueous solution are not easy to learn for these students. For the four categories of acid and base concepts, students' responses were reviewed carefully and classified into scientific conceptions and misconceptions. These results will be useful for developing an effective teaching strategy of acid and base concepts.

• Journal of Educational Research in Mathematics
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• v.18 no.4
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• pp.483-497
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• 2008

This study investigated what kind of informal knowledge is emergent and what role informal knowledge play in process of solving 2-digit by 2-digit multiplication task. The data come from 4 times interviews with a 3th grade student who had not yet received regular school education regarding 2-digit by 2-digit multiplication. And the data involves the student's activity paper, the characteristics of action and the clue of thinking process. Findings from these interviews clarify the child's informal knowledge to modeling strategy, doubling strategy, distributive property, associative property. The child formed informal knowledge to justify and modify her conjecture of the algorithm.