• Journal of Korean Elementary Science Education
• /
• v.33 no.1
• /
• pp.140-161
• /
• 2014

The purpose of this study was to analyze 181 papers about brain-based learning appeared in domestic scientific journals from 1989 to May of 2012 and suggest application conditions in elementary science education. The results of this study summarizes as follows; First, learning activity suggested by brain-based learning study is mainly explained by working of brain function. Learning activity explained by brain-based learning study are divided into 'learning according to specialized brain function, learning according to brain function integration and learning beyond specialization and integration of hemispheres'. Second, it searched how increased knowledge of brain structure and function affects learning. Analysis from this point of view suggests that brain-based learning study affects learning in many ways especially emotion, creativity and learning motivation. Third, brain-based learning study suggests various possibilities of learning activity reflecting brain plasticity. Plasticity which is one of most important characteristics of brain supports the validity of learning activity as learning disorder treatment and explains the possibility of selective increment of brain function by leaning activity and the need of whole-brain approach to learning activity. Fourth, brain-based learning brought paradigm shifts in education field. It supports learning sophistication on the understanding of student's learning activity, guides learning method that reflects the characteristics of subject and demands reconstruction of curriculum. Fifth, there are many conditions to apply brain-based learning in elementary science education field, learning environment that fits brain-based learning, change of perspectives on teaching and learning of science educators and development of brain-based learning curriculum are needed.

• The Mathematical Education
• /
• v.57 no.2
• /
• pp.93-110
• /
• 2018

One of the biggest changes in the 2015 revised mathematics curriculum is shifting to the second year of middle school in Pythagorean theorem. In this study, the following subjects were studied. First, Pythagoras theorem analyzed the expected problems caused by the shift to the second year middle school. Secondly, we have researched the reconstruction method to solve these problems. The results of this study are as follows. First, there are many different ways to deal with Pythagorean theorem in many countries around the world. In most countries, it was dealt with in 7th grade, but Japan was dealing with 9th grade, and the United States was dealing with 7th, 8th and 9th grade. Second, we derived meaningful implications for the curriculum of Korea from various cases of various countries. The first implication is that the Pythagorean theorem is a content element that can be learned anywhere in the 7th, 8th, and 9th grade. Second, there is one prerequisite before learning Pythagorean theorem, which is learning about the square root. Third, the square roots must be learned before learning Pythagorean theorem. Optimal positions are to be placed in the eighth grade 'rational and cyclic minority' unit. Third, Pythagorean theorem itself is important, but its use is more important. The achievement criteria for the use of Pythagorean theorem should not be erased. In the 9th grade 'Numbers and Calculations' unit, after learning arithmetic calculations including square roots, we propose to reconstruct the square root and the utilization subfields of Pythagorean theorem.

• East Asian mathematical journal
• /
• v.31 no.4
• /
• pp.587-607
• /
• 2015

The 4th grade storytelling-based mathematics textbook according to the 2009 revised curriculum was introduced in 2013. This study analyzed and investigated their perceptions regarding the storytelling teaching and learning, the effects of the introduction of storytelling, the reconstruction of storytelling, the problems and improvements of the textbook and their feelings of the storytelling lessons. For this objective, we administered the open and multiple choice surveys to fifty 4th grade teachers who had taught storytelling mathematics in 2013~2014 school years, four of them gave in-depth interviews as well. The purpose of this study is to obtain implications for the effective and reliable settlement of the storytelling teaching and learning.

• Journal of the Korean Institute of Educational Facilities
• /
• v.8 no.2
• /
• pp.5-12
• /
• 2001

As the exiting school facilities become old and unfit for new curriculum, the systematical remodelling process based on its educational and physical functions is required. due to the inadequate maintenance and repairing practices, unnecessary costs are expended. Therefore, this study aims to establish a remodelling decision-making model for improving the educational environment of the existing school facilities. According to the budget system, it proposes the concept of remodelling that includes the activities of extension, reconstruction, repair and improvement. This study classifies the performance evaluation for school facilities as that of safety, durability and educational function, and articulates the assessment standards, methods and elements. In the end, it suggests a rational model for remodelling decision-making that can provide efficient and comprehensive remodelling process, economic and sustainable school development.

• Proceedings of the Korea Society of Mathematical Education Conference
• /
• 2007.06a
• /
• pp.37-50
• /
• 2007

What is a foundational element of plane geometry? Isn't it possible to constitute the contents of plane geometry from that element? In this paper, we suggest a view point that triangle is a foundational element of plane geometry. And take some examples of reconstruction of usually given contents and mathematical activity centered on the triangle in plane geometry.

• Communications of Mathematical Education
• /
• v.28 no.2
• /
• pp.235-253
• /
• 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. Especially, this paper deals with the analysis of the results from in-depth interviews and class observations, so as to identify the current situation and best practice cases of students' affective characteristics education in Korea. The results are classified into a) curriculum, which is in turn divided into national curriculum and reconstruction of curriculum school and classroom; and b) teaching, learning and evaluation, which is in turn divided into learner characteristics, motivation, teaching strategies, class grouping, activities and interaction, question and feedback, evaluation methods, and evaluation tools. Support plans in terms of school and social environments are also suggested based on the results.

• Journal of the Korean Chemical Society
• /
• v.58 no.3
• /
• pp.313-323
• /
• 2014

The purpose this research was to develop the practicum-affiliated coursework for pre-service chemistry teachers to enhance their instructional professionalism. The researchers developed the syllabus and the materials of the practicum-affiliated coursework and opened the class 'Practice of Chemistry Lesson' for the pre-service chemistry teachers who were expected to participate in the practicum. Semi-constructed individual interviews revealed that pre-service chemistry teachers thought the developed coursework, which linked science education theory and practice, helped them to develop educational connoisseurship about good science class and to be prepared practically to the practicum, and as the result, they could enhance their teaching ability. The result identified that the reconstruction of the practicum experience through the process of 5 steps of the curriculum could develop the instructional professionalism of pre-service chemistry teachers.

• Maxillofacial Plastic and Reconstructive Surgery
• /
• v.35 no.4
• /
• pp.265-275
• /
• 2013

The anterolateral thigh flap (ALTF) is a versatile fasciocutaneous or myocutaneous flap, which can be harvested incorporating several skin islands and muscle components. The perforator of the ALTF is usually derived from the descending or transverse branch of the lateral circumflex femoral artery, and these vessels are based mainly on musculocutaneous perforators traversing the vastus lateralis muscle, and also based on the septocutaneous vessels running in between the rectus femoris and vastus lateralis muscle. Despite its usefulness for the oral cavity reconstruction, anatomic variations of these nutrient vessels, such as three main branches of ALTF and its relations with sartorius, vastus lateralis, tensor fasciae latae and rectus femoris muscle, have been reconstructive surgeons to be hesitated for the selection of ALTF. For the better understanding of ALTF as a routine reconstructive procedure in oral and maxillofacial surgery, various anatomical findings must be learned and memorized by young doctors in the course of the special curriculum periods for the Korean national board of oral and maxillofacial surgery. This review article will discuss the vascular anatomy and relavant anatomical variations of ALTF with Korean language.

• Maxillofacial Plastic and Reconstructive Surgery
• /
• v.33 no.6
• /
• pp.549-558
• /
• 2011

The latissimus dorsi myocutaneous flap (LDMF) was initially described at the turn of the century by Tansini et al, and latissimus dorsi myocutaneous free flap (LDMFF) was also first described for the coverage of a chronically infected scalp by Maxwell et al. As a pedicled flap, LDMF has been often used for breast reconstruction and for soft tissue replacement near the shoulder and the lower reaches of the head and neck. LDMFF is a flat and broad soft tissue flap with large-caliber thoracodorsal vessels for microvascular anastomosis. A skin paddle of the LDMFF can be more than $20{\times}40$ cm, so very large defects in the oral cavity and outer facial region can be covered by this LDMFF. Other advantages include consistent vascular anatomy, acceptable donor site morbidity and the ability to perform simultaneous flap harvest with tumor resection. For a better understanding of LDMFF as a routine reconstructive procedure in large defects of the oral cavity and facial legion, anatomical findings must be learned and memorized by young doctors during the special curriculum periods for the Korean national board of oral and maxillofacial surgery. This review article discusses the anatomical basis of LDMFF with Korean language.

• Maxillofacial Plastic and Reconstructive Surgery
• /
• v.34 no.5
• /
• pp.367-375
• /
• 2012

Midfacial reconstruction following resection of extensive malignant oral cavity tumors constitutes a challenging problems for reconstructive surgeons. Rectus abdominis muscle free flap (RAMFF) can be considered as the optimal reconstructive option in this case, because this flap has some advantages including consistent deep inferior epigastric artery anatomy, easy to dissect with well defined skin boundaries, acceptable donor site morbidity and the ability to perform simultaneous flap harvest with oral cancer ablation surgery. The rectus abdominis muscle forms an important part of the anterior abdominal wall and flexes the vertebral column, which is a long strap-like muscle divided transversely by three tendinous intersections, fibrous bands which are adherent to the anterior rectus sheath, which is thickly enclosed by the rectus sheath, except for the posterior part below the arcuate line that is usually located midway between the umbilicus and symphysis pubis. Below the arcuate line, this muscle lies in direct contact with the transversalis fascia and parietal peritoneum. For the better understanding of RAMFF as a routine reconstructive procedure in oral and maxillofacial surgery, the constant anatomical findings muse be learned and memorized by the young doctors in the course of the special curriculum periods for the Korean national board of oral and maxillofacial surgery. This review article will discuss the anatomical basis of RAMFF with Korean language.