• Communications of Mathematical Education
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• v.24 no.3
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• pp.745-776
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• 2010

In this research, cases of classes for enhancing mathematical creativity are examined in order to explore how to improve methods of math instructions. The objective of the research is to design a creative, efficient math class of superior quality, supplementing the current educational curricula. To this end, features and elements of creative math class are classified into three categories: assignment characteristics, teacher's role, and teaching environment. Based on these, two high school teachers were selected for case study of creative instructions. By observing and analyzing their classes, the research identified main elements of creative classes and their characteristics according to the three categories. The research also explored how to revitalize creative math class by eliciting opinions of researchers and educational experts.

• Journal of the Korean Institute of Landscape Architecture
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• v.21 no.2
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• pp.91-106
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• 1993

The objective of this study is to prepare a proposal for desired changes in the laws and regulations system of the Environmental Impact Assessment (EIA) about cultural assets preservation. The related Korean regulatory system and literature for EIA have been surveyed and case studies have been analyzed and actual cases where cultural assets protection were of issue have been studied to deduce the problems of those areas. Based on the result of this study, proposed changes are as follows; 1. "Status of cultural Assets" is to be included as common assessment factor for all categories of object projects in "Table 2: Essential Assessment Factors for Individual Project Category" of "Ordinance for Preparation of EIA Statement, etc." 2. "Status of Underground Cultural Assets and Potential Underground Cultural Assets" is to be inserted as a survey factor in "Table 3:Format of and Instruction for Impact Statement". 3. The clause of "-- the survey should be performed on-site and the investigation report should be submitted." is to be inserted in methods of survey in "Table 3". 4. Ground survey of cultural assets should be performed prior to completion of project planning, that is, from the stage of pre-study for site selection. 5. The application of impact abatement from "Methods and Plants for Impacts Abatement" of "Report for Development of EIA Statement Technologies" should be included, with proper modification of timing, in "Ordinance for Preparation of EIA Statement, etc." 6. The expense liability clause in "Cultural Assets Preservation Act" is to be revised as "a certain ratio of expenses for excavation should be borne by the government." 7. Regulatory device for collecting appropriate opinions should be established. It may include Cultural Assets Preservation Committee's hearing to the project owner's opinion. be established. It may include Cultural Assets Preservation Committee's hearing to the project owner's opinion.

• Journal of Convergence for Information Technology
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• v.8 no.6
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• pp.273-279
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• 2018

This study aimed at providing a comprehensive account of the sources and causes of errors in business emails that Korean college students wrote using a translation machine. Data were collected from 21 emails written by the students who took a business English course. Findings indicated that the students tended to make frequent errors in verb use and verb tense as well as a definite article, countable/noncountable nouns, time adverbs and prepositions. Therefore, the study suggested that the students' common errors imply that they experience some difficulties learning these linguistic features. Given that learners' errors can give us valuable insights into teaching and learning how to write in English, pedagogical suggestions are put forward based on the study results.

• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.255-264
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• 2020

In the database design course, the team project is a very important process to develop students' database design competencies. In order to carry out team projects smoothly, active interaction between students and the professor as well as collaboration among team members are very important. However, a full uncontacted class was suddenly decides in the first semester of 2020, it was questionable whether it would be possible to effectively manage this course, where team projects to construct database take up a big portion. However team projects were able to proceed without major problems through interaction using real-time video media such as zoom, and discussions, quizzes, and Q&A supported by the online education support system (LMS), and online presentations, mutual evaluations, and so on. This paper shares the experience of managing engineering team projects in uncontacted classes and based on three surveys introduces desirable improving directions of this instruction and some suggestions to improve uncontacted classes overall.

• The KIPS Transactions:PartD
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• v.12D no.4 s.100
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• pp.589-600
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• 2005

Application developers need effective reuseable methodology to meet rapidly changes and variety of users requirements. Product Line and CBD(Component Based Development) offer the great benefits on quality and productivity for developing the software that is mainly associate with reusable architectures and components in a specific domain and rapidly changing environments. Product line can dynamically focus on the commonality and variety feature model among the products. The product line uses the feature modeling for discovering, analyzing, and mediating interactions between products. Reusable architectures include many variety plans and mechanisms. In case of those architecture are use in product version for a long time, It is very important in architecture product line context for product line design phase. Application developer need to identify the proper location of architecture changing for variety expression. It is lack of specific variety managements to design the product line architecture until nowdays. In this paper, we define various variety types to identify the proper location of architecture changing for variety expression and to design the reusable architecture. We also propose architecture variety on feature model and describe variety expression on component relations. We implemented the web learning system based on the methodology. We finally describe how these methodology may assist in increasing the efficiency, reusability, productivity and quality to develop an application. In the future, we are going to apply the methodology into various domain and suggest international and domestic's standardization.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.19-44
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• 2014

This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students' affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students' affective characteristics. In this paper, first of all, relevant theories on affective characteristics in literature are introduced. In other words, the concepts of three affective domains in question - interest, self-efficacy, and value - are reviewed, and their definitions for the present study are made. Also, teaching strategies and support plans for improving students' affective factors are extracted from previous studies. Furthermore, this paper reviews recent trends in research on how the affective domains are related to mathematics education and how one can teach them effectively. The teaching guidelines for each affective domain are developed according to the instruction principles extracted through literature review in general for all subjects. Based on the results of the findings mentioned above, this paper establishes and suggests the guidelines on how to teach mathematics reflecting the affective characteristic.

• The Journal of the Korea Contents Association
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• v.4 no.4
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• pp.45-51
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• 2004

The number of development in educational software is currently decreasing despite rapid improvement in computer technology. This is partly due to the fact that the current software relies on the conventional hypermedia method or on the hierarchical method, both of which have inherent limitations. To compensate their limitations while keeping their merits, a hybrid method called the structured hypermedia link method has recently been proposed in the literature. It has been found that the structured hypermedia link method is far superior than the conventional methods in terms of educational effectiveness because it can help a learner to search various data by navigating between the study topics on his own while maintaining his level of cognitively overloaded stress to the minimum. The clinical microbiology laboratories were chosen as the candidate site for this study because its educational system has not been standardized and has been relying heavily on the personal experience. In this study, the hypermedia link method was applied to the development of an education system for the image analysis in clinical microbiology laboratories. For this purpose, a web-based computer aided instruction(CAI) program was designed to systematically organize the Gram stain method based on the standardized image data. In the future, CAI program must be intended to educate for beginner and developed to accept for variable knowledge. And it will be useful program for technicians in case of applying various examinations based Gram stain method of this study.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.362-373
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• 2021

This is an action research study of mixed methodology design to confirm the implementation process and effects of applying visual thinking and window paning on improving nursing ethics and professional courses. Based on the conceptual model for action research, a quantitative and qualitative approach was taken. The data was collected and analyzed in an integrated manner. The survey analysis was done using the SPSS WIN 23.0 program. The participants were interviewed after experiencing the techniques in class and content analysis was used on the answers. As a result of applying visual thinking and window paning, ethical decision-making confidence (t=6.748, p<.001) and nursing professional intuition (t=-3.52, p<.001) showed statistically significant changes. There was, however, no significant change in biomedical ethics consciousness (t=1.291, p=.199). Qualitative analysis found that they had fresh experience, an unfamiliar but comfortable feeling, feeling of being mine, insufficient time, systematic case study approach based on theory, were able to cultivate cooperation and coordination ability through discussion and experience in various professional fields, pride, ethical responsibility consciousness and were able to apply learning content in the field. Visual thinking and window paning foster diverse competencies in nursing education and help integrative learning. Therefore, based on the results it is proposed that visual thinking and window paning are applied to the improvement of instruction in other courses to develop core nursing competency.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.763-777
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• 2013

This is a case study on two schools practising integrated science education (hereafter ISE). The purposes of this study are to investigate the types and features of ISE in the schools actively practising ISE, to identify the contextual factors of the schools, and to give implications for implementing ISE in schools. This study investigated the contextual factors in practicing ISE with a focus on the two schools, a middle school in Gyeonggi-do and a high school in Busan. They were breaking down the boundaries among teaching subjects and providing student-oriented instruction with problems in the real world. The data were collected by observing classes, by interviewing teachers, and by reviewing school documents and students' reports. The research findings are as follows: first, the two schools took part in ISE actively. They teach science to students providing integrated experiences mainly by using interdisciplinary knowledge and/or by solving the problems pertaining to the real world. While the former integrated subjects centering on topics, the latter focused on a project-based learning driven by students. They have differences in regard to the role of teachers and students, the level of integration and the type of integration. Second, the contextual factors that enabled ISE to be implemented there were found. The previous studies revealed six contextual factors in practising ISE: small and stable learning environment, leadership, team activities, in-school planning time, flexible timetable and community links. This study also found similar factors. However, the cases of this study provided ISE on a large scale and in a short period of time, instead of a small and stable learning environment. Teachers viewed the process of ISE not only as a tool to overcome the conservative culture of teachers but also as a pursuit of innovation.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.707-734
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• 2009

The purpose of the study was to investigate how children understand addition and subtraction of fractions and how their understanding influences the solutions of fractional word problems. Twenty students from 4th to 6th grades were involved in the study. Children's understanding of operations with fractions was categorized into "joining", "combine" and "computational procedures (of fraction addition)" for additions, "taking away", "comparison" and "computational procedures (of fraction subtraction)" for subtractions. Most children understood additions as combining two distinct sets and subtractions as removing a subset from a given set. In addition, whether fractions had common denominators or not did not affect how they interpret operations with fractions. Some children understood the meanings for addition and subtraction of fractions as computational procedures of each operation without associating these operations with the particular situations (e.g. joining, taking away). More children understood addition and subtraction of fractions as a computational procedure when two fractions had different denominators. In case of addition, children's semantic structure of fractional addition did not influence how they solve the word problems. Furthermore, we could not find any common features among children with the same understanding of fractional addition while solving the fractional word problems. In case of subtraction, on the other hand, most children revealed a tendency to solve the word problems based on their semantic structure of the fractional subtraction. Children with the same understanding of fractional subtraction showed some commonalities while solving word problems in comparison to solving word problems involving addition of fractions. Particularly, some children who understood the meaning for addition and subtraction of fractions as computational procedures of each operation could not successfully solve the word problems with fractions compared to other children.