• The Mathematical Education
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• v.53 no.1
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• pp.57-73
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• 2014

This study investigated the connections of mathematical thinking of students at the second, fourth, and sixth grades with regard to multiplication, fraction, and proportion, all of which have multiplicative structures. A paper-and-pencil test and subsequent interviews were conducted. The results showed that mathematical thinking including vertical thinking and relational thinking was commonly involved in multiplication, fraction, and proportion. On one hand, the insufficient understanding of preceding concepts had negative impact on learning subsequent concepts. On the other hand, learning the succeeding concepts helped students solve the problems related to the preceding concepts. By analyzing the connections between the preceding concepts and the succeeding concepts, this study provides instructional implications of teaching multiplication, fraction, and proportion.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.203-211
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• 2018

The purpose of this study is to investigate the effects of Project-Based Learning on Science Concepts and Science Learning Motivation. This particular study was proceeded to 4th grader at S elementary school, there was a mutual agreement with a homeroom teacher about assigning a research group and comparison group and it was agreed to students by explaining the reason and purpose of the study. There searcher visited in person to pick 22 students for research group and another 20 students for comparison group. For a research group, an experimental group, homeroom teacher, proceeded a science class with the application of Project-Based Learning. The experimental period was set up as a 40 minutes class unit for 12 weeks. After an experimental group, Science Concepts and Science Learning Motivation were examined, data collection and data analysis were proceeded by order. The following experimental results are as below. First, the application of Project-Based Learning method in a class was effective in improvement of Science Concepts acquisition. Second, the application of Project-Based Learning method in a class was effective in cultivation of Science Learning Motivation. Third, the application of Project-Based Learning method in a class had a positive cognition from the learners in the experimental group. Based on the discussions and implications of the results of this study, some suggestions in the follow - up study are as follows. First, applying Project-Base Learning to various science lessons and learning effects can be suggested as one of the new teaching methods. Second, the use of the Project-Based Learning to test the effects of elementary school students' different grades may be regarded as another teaching method for science class.

• Journal of Korean Elementary Science Education
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• v.35 no.1
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• pp.39-53
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• 2016

This study aimed to understand students' learning in elementary science classes in terms of participatory perspective. Participatory perspective is based on the participationist views on learning. Based on the participatory perspective, this study used two concepts of participationism: 'the changes of learning on commognition' of Sfard (2007) and 'the identity' of Wenger (1998/2007). Based on these concepts, four episodes of an elementary science class were analyzed. The results showed that students carried out their learning from objective-level learning to meta-level learning. And students defined who they are by identifying and negotiating scientific meaning during the learning. These results showed students become members of science community through their participations in science class.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.276-285
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• 2002

In this study the concepts for science learning of physics and earth science presented in the seventh grade science textbooks for the seventh national curriculum of Korea approved by the ministry of education were analyzed in terms of the concrete and formal concept level. The parts of textbook analyzed for science learning consist of three sections in physics such as light, force, and waves, and three sections in earth science such as the structure of the earth, the substance of crust, and the movement and composition of the ocean. The analyzed results showed that the number of scientific concepts were differed from 54 to 74 in physics and from 86 to 120 in earth science depending upon publishers. In general, the concepts for science learning in the physics were found to be more in the formal level than the concrete level. However, the concepts for science learning in earth science were found to be more in the concrete level than the formal level. The analyzed results suggest that the concepts of science learning should be considered the learner's cognitive level and the sections should be disposed depending on the degree of difficulty for writing the science textbook. Therefore, it seems to be important to review carefully whether the textbook meets the object of the seventh curriculum of Korea during the process of the investigation for the science textbook.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.553-560
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• 2022

The research of course-embedded learning evaluation method, which can be used to measure the competency of learners by evaluation of learning outcomes, has been performed for competency-based education in the university. In this paper, we propose an learning evaluation and adaptive feedback model based on learning outcomes, learning subjects, learning concepts graph, and an evaluation matrix. Firstly, we define the layered learning outcomes, a graph of learning subjects and concepts, and two association matric. Secondly, we define algorithms to calculate the level of learning achievement and the learning feedback to learners. We applied the proposed method to a specific course, "Java Programing", to validate the effectiveness of our method. The experimental results show that our proposed method can be useful to measure the learning achievement of learners and provide adaptive feedbacks to them.

• The Mathematical Education
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• v.43 no.4
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• pp.419-440
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• 2004

The purpose of this paper is to know the effects on number and operation abilities of the 1st grade children of elementary school by applying teaching and learning activity throught communication. For this purpose, we have studied according to the following procedure. 1. We divised teaching and learning model through communication and applied in the actual teaching and learning activity. 2. We investigated the effects of number and operations abilities of the 1st grade children by applying teaching and learning activity through communication. To accomplish this purpose, we applied learning activity through communication to the 1st grade of 40 elementary school children for about six months(September 1, 1999 ～ February 20, 2000). In process of applying this model, we collected all sorts of cases in the children's learning activity and investigated children's response on learning activity through communication, interview with children and researcher's observation. We applied the model through communication in class and compared with the traditional learning. 1. In learning through communication, children could solve the problem in themselves with a sense of responsibility. 2. It was impossible to find out the degree of children's comprehension in the explanatory learning. But in the learning through communication, it was a great help to individualize and plan the learning because children express their ideas clearly. It has conclusion as follows. The learning activity through communication has effected on forming number and operations abilities of the 1st grade of elementary school children importantly. 1. Children have improved in the abilities through communication to express their own ideas. 2. Children have studied with a sense of responsibility not in the teacher-oriented learning but in the self-directed learning 3. Children could find out the mathematical concepts in themselves - correcting false concepts, reguiding concepts by errors, finding invisible errors, solving problems variously and knowing the easy method. 4. The activity through communication in mathematics was a base of children's individual learning and important data of next learning plan. 5. The mathematical concepts formed through communication had a high transfer of learning. 6. Children have taken pleasure of discovery and had affirmative attitude about mathematics learning. We can make sure that number and operations abilities of the 1st grade children are formed by applying teaching and learning activity through communication. However, help and control of teacher have to be with it.

• The Mathematical Education
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• v.49 no.4
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• pp.437-462
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• 2010

The purpose of this research is to analyze the textbook contents about the natural number concepts in the Korean National Elementary Mathematics Curriculum. Understanding a concept of natural number is crucial in school mathematics curriculum planning, since elementary students start their basic learning with natural number system. The concepts of natural number have various meaning from the perspectives of pedagogical research, and the philosophy of mathematics. The natural number concepts in the elementary math curriculum consist of four aspects; counting numbers, cardinal numbers, ordinal numbers, and measuring numbers. Two research questions are addressed; (1) How are the natural number concepts focusing on counting, cardinal, ordinal, measuring numbers are covered in the national math curriculum? ; (2) What suggestions can be made to enhance the teaching and learning about the natural number concepts? Findings reveal that (1) the national mathematics curriculum properly reflects four aspects of natural number concepts, as the curriculum covers 50% of the cardinal number system; (2) In the aspect of the counting number, we hope to add the meaning about 'one, two, three, ......, and so on' in the Korean Mathematics curriculum. In the ordinal number, we want to be rich the related meaning in a set. Further suggestions are made for future research to include them ensuing number in the curriculum.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.19-29
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• 1992

In this study, five learning models were compared and discussed in terms of their learning procedures and learning strateies. After a brief introduction of each model, the author discussed the differences and similarities among the five learning models. As a result, Kwon's procedual learning (Kwon, 1989) seemed to encompass almost all the learning models proposed by the other four author. All the models emphasized the importance of cognitive conflict. However, I. K.Kim(1991), Park(1992) and Y.M.Kim(1991) seemed to be concentrated their attention on the cognitive conflict between concepts ; while Hashweh and Kwon emphasized cognitive conflict between cognitive structure and environment. The study also suggested more study on the empirical evidence of the three kinds of the cognitive conflicts proposed by Kwon(1989) and on the development of learning strategies to induce and overcome the cognitive conflicts.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1998.06a
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• pp.308-313
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• 1998

In this paper we will discuss a type of inductive learning called learning from examples, whose task is to induce general description of concepts from specific instances of these concepts. In many real life situations, however, new instances can be added to the set of instances. It is first proposed within the framework of rough set theory, for such cases, an algorithm to find minimal set of rules for decision tables without recalculation for overcall set of instances. The method of learning presented here is base don a rough set concept proposed by Pawlak[2][11]. It is shown an algorithm to find minimal set of rules using reduct change theorems giving criteria for minimum recalculation with an illustrative example. Finally, the proposed learning algorithm is applied to fuzzy system to learn sampled I/O data.

• 대한공업교육학회지
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• v.36 no.1
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• pp.167-190
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• 2011

The purpose of this study is to identify the effect of problem solving with task-based activities on understanding of major concepts and learning attitude in 'Applications of ICT' subject. In teaching the 4th class of 'Applications of ICT' subject, problem solving with reasoning task-based activities are used for the experimental groups and instructor-oriented teaching for the comparative groups. The results are as follows: First, no meaningful difference was found in the pretest result of concepts of ICT, while posttest found that the students with problem solving with reasoning task-based activities in experimental group marked average 5.87 point higher than the control group and showed meaningful difference at significance level p<.05. Dividing concepts about Information Communication Technology into four domains, there were no meaningful difference between two groups in the concept test about communication principles and methods and network, while the test results about the other two concepts, that is, expressions and patterns of information and compositions and types of communication network, showed the meaningful difference at significance level p<.05. Second, the research proved that the experimental group with problem solving with reasoning task-based activity teaching, compared to the control group with lecture, showed desirable change in learning attitude. From the results, the solving with reasoning task-based activity model is better teaching-learning method compared to lecture, revealing positive change in understanding major concepts of information and communication technology and learning attitude.