• Journal of the Korean School Mathematics Society
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• v.24 no.3
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• pp.283-308
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• 2021

This study aims to analyze statistical tasks in Korean and Singaporean textbooks with the mathematical modeling perspective and compare the learning contents and experiences of students from both countries. I analyzed mathematical modeling tasks in the textbooks based on five aspects: (1) the mathematical modeling process, (2) the data type, (3) the expression type, (4) the context, and (5) the mathematical activity. The results of this study show that Korean and Singaporean textbooks provide the highest percentage of the "working-with-mathematics" task, the highest percentage of the "matching task," and the highest percentage of the "picture" task. The real-world context and mathematical activities used in Korean and Singaporean textbooks differed in percentage. This study provides implications for the development of textbook tasks to support future mathematical modeling activities. This includes providing a balanced experience in mathematical modeling processes and presenting tasks in various forms of expression to raise students' cognitive level and expand the opportunity to experience meaningful mathematizing. In addition, it is necessary to present a contextually realistic task for students' interest in mathematical modeling activities or motivation for learning.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.145-161
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• 2008

The purpose of this paper is to find out the needs of housing contents in highschool Home Economics among students. The 105 housing contents and topics were chosen from the 3 textbooks and related references. The number of 516 questionnaire from 8 areas were used to analyze. Analyses indicated that respondents were more likely to favor Home Economics subject and one out of five wanted to select it. Average needs of the housing contents was above middle(3.4) and these was a little difference among 3 middle units in housing. The most needed unit was housing design. There was a more wide difference in 19 small units than in middle ones, ranged $3.00\sim3.91$. Individual contents showed the most variousness in needs from 2.89 to 4.30 in the middle unit of housing and environments, 3.00 to 4.01 in housing design, and 2.68 to 3.91 in housing management. The needs of additional contents were about the same as those textbook contents and it indicated that new textbook needs to adopt the newly demanded housing contents. Some of individual, family, and environmental characteristics were significantly related to the students needs. The higher positive attitude such as favor, interest, and selecting of the subject was related to the higher needs of housing contents. Residential areas and neighboring were also related to most of the needs of individual housing contents.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.179-189
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• 2018

Objective: This study composed a melody program through handbells, and applied it to the mixed-age edu-care children. Methods: This study implemented a handbell melody program suitable for children's interest and development characteristics, based on Nuri Curriculum, to 15 mixed-aged edu-care children aged 3 to 4 at C Kindergarten located in Seoul for 12 weeks (once a week) from October 2015. Results: The program consisted of the origin of handbell, promises to keep in playing the handbell, partial literary introduction, and musical note activities using teaching aids or games in an integrated way with other areas. Through the program, dynamic class could be carried out with mutual leading participation of a teacher and children. Consequently, children aged 3 to 4 could easily encounter playing the handbell, being interested in playing, and showed cooperative spirit and society-friendly behaviors. The mixed age edu-care teacher felt pleasure and achievement of challenge by performing the class herself, which had depended upon extracurricular activities. Conclusion/Implications: A further study as action research for edu-care teachers, focused on change of edu-care teachers themselves, is proposed.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.347-358
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• 2020

He purpose of this study is to design and apply a pilot assessment tools for scientifically gifted and talented elementary school students with lower grades. The assessment tool consists of three parts: homeroom teachers' recommendation, paper and pencil test and performance tests. The tools are verified whether they are suitable for unique characteristics of young children and enable to attract active participation. For suitability check, students' performance tests were inductively analyzed and 30 behavioral patterns were shown which were included and partially exceeded the level of lower elementary students' performance expectation in NGSS. As a result, we concluded that assessment tool developed in this study will be effective in discriminating young pupils' scientific talents. Then for participation check, we compared the number of coding references as an indicator of participation. Two cases were found that students with high interest participated passively in performance tests. We found these 'passive participants' had excessive scientific experiences and extremely narrow region of interest, during the process of complex interpretation between the results of this assessment tool and in-depth interviews with homeroom teachers. We found out in this study that newly developed tools can be used in school scene after modifying and elaboration through accumulation of more case studies.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.533-551
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• 2015

Problem posing in school mathematics is generally regarded to make a new problem from contexts, information, and experiences relevant to realistic or mathematical situations. Also, it is to reconstruct a similar or more complicated new problem based on an original problem. The former is called as problem generation and the latter is as problem reformulation. The purpose of this study was to explore the co-relation between problem generation and problem reformulation, and the educational effectiveness of each problem posing. For this purpose, on the subject of 33 pre-service secondary school teachers, this study developed two types of problem posing activities. The one was executed as the procedures of [problem generation${\rightarrow}$solving a self-generated problem${\rightarrow}$reformulation of the problem], and the other was done as the procedures of [problem generation${\rightarrow}$solving the most often generated problem${\rightarrow}$reformulation of the problem]. The intent of the former activity was to lead students' maintaining the ability to deal with the problem generation and reformulation for themselves. Furthermore, through the latter one, they were led to have peers' thinking patterns and typical tendency on problem generation and reformulation according to the instructor(the researcher)'s guidance. After these activities, the subject(33 pre-service teachers) was responded in the survey. The information on the survey is consisted of mathematical difficulties and interests, cognitive and affective domains, merits and demerits, and application to the instruction and assessment situations in math class. According to the results of this study, problem generation would be geared to understand mathematical concepts and also problem reformulation would enhance problem solving ability. And it is shown that accomplishing the second activity of problem posing be more efficient than doing the first activity in math class.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.187-202
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• 2009

The purpose of this study was to develop a practical reasoning model for the 'parenthood' part of the 'marriage and child rearing' unit of high school first-grade technology & home economics based on the instruction objectives selected from 11 different kinds of textbooks, and to examine the effects of the model. Learning objectives and contents were selected, and a practical reasoning teaching model of six sessions was developed and implemented in class. The subjects in this study were students in five first-year classes in a high school located in the city of Icheon, Gyeonggi province. The effectiveness of the model was analyzed by conducting a survey on the students before and after its application. Assessments were also conducted on the lessons applied. Students who received instruction according to the practical reasoning model underwent a significant change, as they displayed higher scores in understanding the meaning of parenthood, preparation for parenthood, and the role of parenting. As a result of applying the model, it was found that the classes proved to be helpful to the students.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.14 no.6
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• pp.189-197
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• 2014

This study analyzed the characteristics of multiple intelligence and the levels of academic adjustment for the department and the major among undergraduate students majoring in IT. Seventy freshmen majoring in IT at the department of M, H University participated in this study and the basic major subject required for the department was Computer Language: I-C Language. Eight intelligence areas less controversial in Gardner's multiple intelligence theory were used; academic adjustment was manipulatively defined as the degree of adjustment for the department and the major among undergraduate students; and pleasure, flow, familiarity and relevance to the major, academic achievement, and major satisfaction were selected as variables through literature review. The undergraduate students majoring in IT showed high levels of interpersonal intelligence and intrapersonal intelligence, with insignificant gender differences. Significant correlations were found between multiple intelligence and academic adjustment. In particular, while pleasure and flow in C programming were found to be at low levels in academic adjustment, the significant correlation between linguistic intelligence in multiple intelligence and flow in C language was a very interesting finding. While significant correlation was not found between multiple intelligence and academic achievement, students who were more highly aware of the relevance to the major and who were more familiar with C language showed higher academic achievement. Lastly, limitations of this study were discussed; on the basis of the results, suggestions were made about prescriptive strategies to improve academic achievement for undergraduate students majoring in IT.

• Journal of the Korean association of regional geographers
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• v.23 no.2
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• pp.420-436
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• 2017

This study is to design and apply the Havruta class in the geography class and to investigate the effects of the students' attitude on the geography class and the change of the academic achievement through the Havruta class. As a result, it was found to be effective. The students who experienced the lessons in the class were more interested in the geography class, so they were more active in the class activity and they were useful as the class strategy to turn into the self - leading learner participation class. Through the help of Havruta class, students have been helped to understand the concept of geography, and it can be seen that their interaction with their mates has changed into an active attitude to improve their problem-solving ability and creative thinking ability. But, the students who experienced Havruta class did not get a meaningful difference in the evaluation of academic achievement after the class application. We can expect a positive effect on the application of short-term teaching, but it is necessary to give appropriate grace period to the evaluation of the cognitive domain and to develop a proper evaluation method rather than the existing selective evaluation I knew.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.73-96
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• 2002

수학적인 사고력과 창의력이 강조되고 있는 요즈음 수학교육에서는, 이산수학적인 영역이 담당해야 할부분이 더욱 많아진 것으로 생각된다. 이에 발맞춰, 최근에 이산수학에 관한 연구가 활발해지고 있다. 그러나, 아직 초등학교에서 적절히 사용할 수 있는 별도의 이산수학 관련 서적이나 연구 문헌이 없어 아동들의 이산수학에 대한 관심과, 수학 성적과 이산수학의 문제 해결력과의 관계에 대하여 조사해 보았다. 이산수학의 문제들을 구성하여 아동들에게 예고 없이 평가하고 문제에 대한 수학적인 태도를 질문을 통하여 알아보고, 수학 실력이 우수한 학생과 그렇지 못한 학생들과의 이산수학 문제 해결력의 관계를 알아보고자 다음과 같은 연구 내용을 설정하였다. 이를 살펴보면 첫째, 초등 수학교육에서 이산수학에 대한 학생들의 반응에 대하여 생각해 본다. 둘째, 수학 성적과 이산수학 문제 해결과의 관계를 생각해 본다. 이상의 연구 문제를 해결하기 위해, 문헌 연구를 통하여 이산수학에 관련된 초등학교 내용을 소개하고, 문항을 구성하였다. 소개된 주제 중에서 4개의 주제(수 세기, 한 붓 그리기, 지도 색칠하기, 최소 거리 ${\cdot}$ 비용 수형도)를 선정하여 10개의 문항을 작성하였다. 조사 연구를 위한 대상은 서운 시내 2개 초등학교 5, 6학년 2개 반을 선정하였다. 각 문항의 정답율은 백분율(%)에 의하여 분석하였는데 그 결과를 살펴보면, 첫째, 수 세기의 정답율은 첫 번째 문항의 정답율이 낮았을 뿐, 다른 문항들의 정답율은 비교적 좋게 나타난 것으로 보아 문제를 이해하기 쉽게 구성하는 것이 중요하다는 것을 알게 되었다. 둘째, 한 붓 그리기와 지도 색칠하기의 문제들의 정답율은 상당히 높게 나타났는데, 그러한 것은 아동들이 직접 다양한 방법으로 시도해 봄으로써 문제를 해결할 수 있었기 때문인 것 같다. 또한 이러한 유형의 문제들은 아래 학년에도 투입해 볼 수 있을 것 같다. 셋째, 최소거리 ${\cdot}$ 비용 수형도의 문제에서는 난이도가 높은 이유도 있지만 문제 이해를 완전히 하지 못해 정답율이 무척 낮게 나온 것으로 생각된다. 넷째, 수학 성적이 높은 학생들이 대체적으로 문제 해결력이 높았던 것으로 나타났으나, 몇몇 학생들은 정반대의 결과가 나와 특이한 시사점을 제공했다. 그러한 이유로는 정형화된 문제들을 선호하고 쉽게 해결하는 아동들과, 그렇지 않은 아동들 사이의 문제 접근 방법의 차이라고 생각된다. 본 연구를 통하여 다음과 같은 제언을 하고자 한다. 첫째, 이산수학에 관련된 많은 문항을 개발하여 아동들에게 확대 투입함으로써 수학 수업의 효과와 문제 해결력을 높일 수 있을 것이라 생각된다. 둘째, 수학 실력이 떨어지는 아동들에게 보다 흥미있는 이산수학적 문제들을 제시함으로써 수학에 대한 자신감과 흥미를 높일 수 있을 것이라 생각된다. 셋째, 초등학교 과정에 알맞은 이산수학의 다른 주제도 학습 지도안과 그와 관련된 문제들을 개발하는 연구가 진행되어야 하겠다.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.251-259
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• 2006

The purpose of this study is to help 10th grade students learn their science course more efficiently through an Earth System Education (ESE). ESE may contribute in the right view of nature and human by mitigating interdisciplinary in science and accomplishing harmonious tuition-studying. In this study, subject in 'Volcano explosion and Global climate change' is chosen by the ESE program and corrects are made so that it becomes suitable in 'Science' subject of the 7th curriculum and supplements this and inspects the application possibility. As a result of the analysis, the experimental group showed a positive change in almost all area; whereas, the control group was so only in cognition of science (p=0.003), interest toward science (p<0.001), attitude about science (p<0.001), etc. Experiment group in which ESE programs were applied shown higher accomplishment drawing in study accomplishment degree than the control group, which progress traditional class (p=0.038). Students from the experimental group were active, serious in attitude, self-directed in their studies during class. We can expect that the application of ESE programs has a good effect on scientific interest, curiosity enhancement of students, scientific talent and right view of nature height in science subjects on the basis of these result.