• Communications of Mathematical Education
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• v.30 no.4
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• pp.499-514
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• 2016

As people get to aware that the traditional teacher-centered education can not develop individual students' diversity and creativity and cope with the rapidly changing future society, Korean government has emphasized the learner-centered education since the 7th curriculum. Under this background, we have analyzed the problems of mathematics education that teachers recognized and the features of mathematics textbooks that they developed within the framework of leaner-centered education on the basis of the resources developed from 'Student-centered mathematics textbook improvement teacher research group in 2015.' As a result of using the framework of 'Learner-centered psychological principles (APA, 1997)' for analysis, teachers pointed out the problems related to the principles of Motivational and emotional influences on learning, Individual differences in learning, Developmental influences on learning, Nature of the learning process, and Construction of knowledge, in order. The features of textbook teachers developed reflected the principles of Nature of the learning process, Construction of knowledge, and Motivational and emotional influences on learning, in order. Finally, as we have compared teachers' recognition of the problems with the features of the textbooks developed, most of the problems teachers recognized are reflected in the textbooks; however, the Cognitive and metacognitive factor takes higher possession on the textbooks compared with the problems being recognized, and the Motivational and affective factor takes lower possession on the textbooks compared with the problems being recognized. Accordingly, we have been able to search for the solution to realize the learner-centered education through math textbooks.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.471-483
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• 2016

The purpose of this study is to explore how students' epistemological framing and positional framing affect the role of wonderment questions related to the activation of conceptual resources and to investigate what contexts affect students' framings during scientific model construction. Four students were selected as focus group and they participated in collaborative scientific model construction of mechanisms relating to urination. According to the results, one student whose framings were "understanding phenomena" and "facilitator" asked wonderment questions, but the others whose framings were "classroom game" and "non-respondent" were not able to activate their conceptual resources. However, they were able to activate their conceptual resources when they shared the epistemological framing of "understanding phenomena" and shifted between the positional framings of "facilitator" and "respondent." Although they were able to activate their conceptual resources, these activated resources were not able to contribute to their model when they shifted to the framings of "classroom game" and "receiver." In contrast, when students constantly shared an "understanding phenomena" framing and dynamically shifted between the framings of "facilitator" and "respondent," they were able to activate various conceptual resources and develop their group model. The students' framings were affected by the contexts. These included: when students were confronted with cognitive difficulties and were not provided proper scaffolding; when the teacher played the role of answer provider and guided the activity with correctness; when there were several possible explanatory models that students could choose from; and when the teacher played the role of thought facilitator. This study contributes to supporting teaching and learning environments for productive scientific model construction.

• Journal of the Korean Society of Clothing and Textiles
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• v.36 no.3
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• pp.346-359
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• 2012

This study provides basic guidelines to enrich lecture content and teaching methods for university lecturers about basic clothing construction (flat pattern making). The survey was conducted from October $13^{th}$ to December $20^{th}$ 2010 by mail and e-mail on 96 selected clothing departments in Korean universities to investigate the content, method and condition of the course of basic pattern making. A total of 63.3% of survey respondents were PhD graduates, 80 percent majored 'Apparel Science and Technology', average of total teaching experience was 12.84 years and 40 percent had studied abroad. The surveyed universities were 4 year universities (70%), 2-3 year tenure colleges (27%), and Cyber Universities (3%). The average number of students in a class was 28.08 and the lab space and equipment was evaluated positively only when the number of students was 20 or less. The type of measurements for basic pattern drafting were 'individual student's sizes' (62%), 'ready-made clothes sizing system' (25%), 'professor's experiential sizes' (5%), 'dress form sizes' (3%). In addition, the percentage of using 'ready-made clothes sizing system' increased 13% over the previous study (Lee, 2000). At a basic pattern drafting stage, 'the error of body measurements' in the case of using individual student's sizes, 'the poor results of fitting for students who deviate from standard body size' in the case of using ready-made clothes sizing system, 'the lack of education about fitting' in the case of using dress form sizes had been pointed out as shortcomings. A total of 66% of survey respondents carried out muslin fitting; however, a lack of students and teacher feedback about fitting & alteration of paper patterns remained a problem.

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.157-177
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• 2001

Modern society's technological and economical changes require high-level education that involve critical thinking, problem solving, and communication with others. Thus, today's perspective of mathematics and mathematics learning recognizes a potential symbolic relationship between concrete and abstract mathematics. If the problems engage students' interests and aspiration, mathematical problems can serve as a source of their motivation. In addition, if the problems stimulate students'thinking, mathematical problems can also serve as a source of meaning and understanding. From these perspectives, the purpose of my study is to prove that mathematical modeling tasks can provide opportunities for students to attach meanings to mathematical calculations and procedures, and to manipulate symbols so that they may draw out the meanings out of the conclusion to which the symbolic manipulations lead. The review of related literature regarding mathematical modeling and model are performed as a theoretical study. I especially concentrated on the study results of Freudenthal, Fischbein, Lesh, Disessea, Blum, and Niss's model systems. We also investigate the emphasis of mathematising, the classified method of mathematical modeling, and the cognitive nature of mathematical model. And We investigate the purposes of model construction and the instructive meaning of mathematical modeling. In conclusion, we have presented the methods that promote students' effective model construction ability. First, the teaching and the learning begins with problems that reflect reality. Second, if students face problems that have too much or not enough information, they will construct useful models in the process of justifying important conjecture by attempting diverse models. Lastly, the teachers must understand the modeling cycle of the students and evaluate the effectiveness of the models that the students have constructed from their classroom observations, case study, and interaction between the learner and the teacher.

• Geomechanics and Engineering
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• v.20 no.2
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• pp.87-101
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• 2020

The construction of combined pile-raft foundations is considered as the main option in designing foundations in high-rise buildings, especially in soils close to the ground surface which do not have sufficient bearing capacity to withstand building loads. This paper deals with the geotechnical report of the Northern Fereshteh area of Tabriz, Iran, and compares the characteristics of the single pile foundation with the two foundations of pile group and geogrid. Besides, we investigate the effects of five principal parameters including pile diameter and length, the number of geogrid layers, the depth of groundwater level, and pore water pressure on vertical consolidation settlement and pore water pressure changes over a year. This study assessed the mechanism of the failure of the soil under the foundation using numerical analysis as well. Numerical analysis was performed using the two-dimensional finite element PLAXIS software. The results of fifty-four models indicate that the diameter of the pile tip, either as a pile group or as a single pile, did not have a significant effect on the reduction of the consolidation settlement in the soil in the Northern Fereshteh Street region. The optimum length for the pile in the Northern Fereshteh area is 12 meters, which is economically feasible. In addition, the construction of four-layered ten-meter-long geogrids at intervals of 1 meter beneath the deep foundation had a significant preventive impact on the consolidation settlement in clayey soils.

• Journal of the Korean Institute of Educational Facilities
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• v.22 no.4
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• pp.3-14
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• 2015

This study analyzes the domestic kindergarten attached to elementary school, and that is to present the basic data to be established in the future on the basis of the problems seen in kindergarten attached to elementary school analysis of construction planning. For this study, selecting 10 kindergartens in Hwaseong, Gyeonggi-do, and the selected spatial configuration of kindergarten. And then, analyzes Space Organization, Circulation Plan, Area Distribution, Spatial Hierarchy of them. The results were as follows. 1) The current kindergarten attached to elementary school is associated with the most elementary building planes are independent. 2) Most of them don't have space for secondary activities such as playroom or hallway space between the classrooms and the entrance. 3) Interior space is composed of educational space, service space, administrative space. 4) Kindergarten attached to elementary school should plan increase the area because it is small scale there are a lot of dead space. 5) The main users of kindergarten children should be planned simultaneously in a space that is used along with the teacher. Such a kindergarten attached to elementary school in order to be implemented in construction and environmental characteristics of the kindergarten curriculum developers and juxtaposition of kindergarten teachers and architects such exchanges should be made a doctor of the tripartite briskly.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.93-105
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• 2022

This study investigated the aspects of how three preservice elementary school teachers conducted the data-text transforming discourses in their science simulation teaching and how their epistemological conversations worked for learners' construction of scientific knowledge. Three preservice teachers, who had presented simulation teaching on the seasonal change of constellations, participated in the study. The results revealed that one preservice teacher, who had implemented the transforming discourses of data-to-evidence and model-to-explanation, appeared to facilitate learners' knowledge construction. The other two preservice teachers had difficulty helping learners construct science knowledge due to their lack of transforming discourses. What we should consider for improving preservice elementary school teachers' teaching competencies was discussed based on a detailed comparison of three cases of preservice teachers' data-text transforming.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.10-21
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• 2009

The purpose of this research was to investigate science teachers' thoughts about hypotheses and rules related to the contents of ninth grade 'Construction of Matter' and 'Rules of Matter Change' chapters. The changes of their thoughts through experience of the abduction viewpoint were also analyzed. Twenty-two science teachers in the masters course took lessons and discussions related to the abduction viewpoint in the course of three weeks. The changes in thought of four teachers selected among them were investigated through individual interviews and their reports. From the investigation, it was found that the two teachers who had not recognized the problems of textbook content order could distinguish rules and hypotheses after the lessons and discussions. The two teachers who had recognized the problems before the lessons gained the abduction viewpoint through the lessons. They also recognized new opinions related to teaching styles for students and the meaning of the abduction viewpoint on education.

• The Journal of Korean Association of Computer Education
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• v.5 no.2
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• pp.39-48
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• 2002

It is general that the ICAI(Intelligent Computer Assisted Instruction) consists of 4 modules. Export module, Teacher module, Student module and Interface module. In each module construction, there should be some rules to control strategies efficiently and systematically that are related to the texts and assessment instruments, assessment results and evaluation, feedback, etc. It is necessary to use a method to classify the curriculum into sections with units and to represent the identified relationships between them. These relationships are available to all the process of learning, assessment, evaluation and feedback. In this paper, we propose the method to represent these units and relationships as a graph. In addition, we implement an internet-based courseware authoring tool to support the environment in which several expert can construct concurrently the courseware with cooperation between them.

• Journal of the Korean Institute of Educational Facilities
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• v.10 no.3
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• pp.27-36
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• 2003

This paper aims to analyse facilities and characteristics of management for 21 model schools' open education system. So, we analyzed the class management and the methods of open education, teacher's mind, the shape and form of study group and we investigated teachers' satisfaction rate about the physical space. As a result, it is considered that the change for structure of learning space unit is needed because of the limitation in standard class size by the rule for construction. Considering the decrease of real using space by the space of learning materials or learning furniture, it should enlarge the structure of learning space unit or decrease the number of students. And to use multipurpose space practically as a place of study, it need that the multiple support of study program for teachers by government, support in course of study, giving training opportunity to teachers, distribution of personal management.