• School Mathematics
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• v.1 no.1
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• pp.39-58
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• 1999

Nowadays, open education is popular in Korea. Various open education methods such as open time, open space, open curriculum, team teaching, small group learning are actively introduced into mathematics education. Current 'open education in mathematics' in Korea can be characterized as the application general education reform movement (open education movement) to mathematics education. This movement is interested in teaching methods rather than contents. In this article, I discussed with the limits and the problems of this application and argued that not the method-centered open general education reform movement but the content-centered mathematics education's own reform movement is necessary for the true mathematics education reform.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.405-423
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• 1998

This study aims to reflect the origin and the meaning of open education and to derive pedagogical principles for open mathematics education. Open education originates from Socrates who was the founder of discovery learning and has been developed by Locke, Rousseau, Froebel, Montessori, Dewey, Piaget, and so on. Thus open education is based on Humanism and Piaget's psychology. The aim of open education consists in developing potentials of children. The characteristics of open education can be summarized as follows: open curriculum, individualized instruction, diverse group organization and various instruction models, rich educational environment, and cooperative interaction based on open human relations. After considering the aims and the characteristics of open education, this study tries to suggest the aims and the directions for open mathematics education according to the philosophy of open education. The aim of open mathematics education is to develop mathematical potentials of children and to foster their mathematical appreciative view. In order to realize the aim, this study suggests five pedagogical principles. Firstly, the mathematical knowledge of children should be integrated by structurizing. Secondly, exploration activities for all kinds of real and concrete situations should be starting points of mathematics learning for the children. Thirdly, open-ended problem approach can facilitate children's diverse ways of thinking. Fourthly, the mathematics educators should emphasize the social interaction through small-group cooperation. Finally, rich educational environment should be provided by offering concrete and diverse material. In order to make open mathematics education effective, some considerations are required in terms of open mathematics curriculum, integrated construction of textbooks, autonomy of teachers and inquiry into children's mathematical capability.

• Journal of the Korean Institute of Educational Facilities
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• v.1 no.2
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• pp.21-31
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• 1994

Open education has been established for 10 years in Korea. In spite of relatively long history of open education, there are only two schools which have well structured open space to support open education. Development of open curriculm and open space is a vital elements for the success of open education. This study aims at introducing the concept and development of open space and analyze the role of media center to improve open education. Especially emphasis is placed on how the open space should be organized for the effective open education. The open space should include 4 areas such as instructional area, production area, storage area and teachers' area. There are, however, no standardized format for the open space and education. Open space should be flexibly restructured to adapt to rapidly changing educational environment.

• Research in Mathematical Education
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• v.3 no.1
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• pp.9-21
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• 1999

In mid 1980s, open education arrived in Korea. It was influenced by the educational reforms implemented in American primary schools. Currently, the Ministry of Education is appealing to teachers for their active involvement in educational reform by using open education methodology. Often teachers in Korea complain that they do not know what to do or how to change in order to practice the open education. It is time to review the state of open education in Korea and the United States. This paper contains the following segments: 0) Introduction, 1) Beginning of open education, 2) A brief history of open education in Korea, 3) The current status of open education in the United States, 4) A glance at open mathematics classroom in Korea, 5) Lessons from the review, and 6) Conclusion.

• Journal of the Korean Institute of Educational Facilities
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• v.2 no.3
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• pp.7-17
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• 1995

In early 1970s, open education was introduced with drastically changing educational concept. Since then, open education has brought about new concept and variations in curriculum, schools have adopted open education since mid 1980s. Open education which has advanced in foreign countries, how-ever, do not fit to the Korean educational situation without some modification in educational facilities. This education in Korea faced and making some suggestions on educational facilities for the effective open ducation in Korea. After briefly reviewing the conceprs of open education. I introduced educational facilities for open education regarded as basic in advanced countries, then I analyzed through questionaire current status of educational facilities of 23 Korean schools which have adopted open education. Finally I made some suggestions to improve educational facilities for effective open education of Korea.

• Korean Institute of Interior Design Journal
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• no.7
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• pp.50-55
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• 1996

Open education has brought about new concept and variation in educational quality , schools have adopted open education since mid 1980s. Since then ,open education has developed in Korea, but do not fit to the Korean educational situation without some modification in educational space. In the study, some theoretical backgrounds of open education reviewed from some literature were applied, and introduced the flexibility of the open education, some results of the analysis of flexibility space and furniture system. The purpose of this study is to suggest some of direction in the open education space for more advanced Korean education situation.

• Journal of the Korean Institute of Educational Facilities
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• v.4 no.3
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• pp.15-29
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• 1997

Open education started spontaneously in elementary school and accommodates positively as a result of educational reformation. Open education also contributes to the development of human nature. This developes a creative power and inhances independence according to a main task of school support for the 21st century. A premise of this study is how to fulfill a fresh and wide space field of learning which is an indispensable condition of open education. The study analysed the teachers' reactions to open education after classifying an atmosphere of reception, understanding concepts, and application. This examined the concept, basic principles, characteristics, teaching-learning activiters open education, and quality of learning. The method of research used was on the results from the percentages of questionnaires that were posted to the sample schools. Although the final outcome to open education can not be summarized, three preconclusions of open education are as follows; First an atmosphere of reception is spreading continuously day by day. Secondly, understanding the concept of open education is very important. Thirdly, go percent of all schools have experienced open education were applied to open education. Contrary to some affirmative reactions, there are some disadvantages to open education. incdule, poor educational environments, difficulty in managing schools, lack of repetition of old out-dated teaching skills. Finally in conclusion, we must learn to adapt to the new method of open education as our educational system for the 21st century can not simply rely upon the open education motto. Above all, we must support educational reform and enforce the development of education within the education act.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.54-68
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• 1998

With a theme of the ‘Environmental Education in Middle Schools’ and ‘Open Education’, this study has been aimed to suggest the improvements for environmental education through ‘Open Education’, which is nowadays emphasized in Korea. This study suggests that the following should be concluded in the syllabic for the environmental education; the environmental problems and their relations to the environments] education, the establishment of the model of environmental education system, the goal of environmental education and its characteristics, the analysis of environment-related subjects' contents, the teaching-learning methods for environmental education, and the applications of ‘Open Education’ to the environmental education. This study has found that the ‘Open Education’ would play a great role in increasing the effect of the environmental education, and thus it strongly recommends, as a necessity, that teaching skills and text for it should be developed as soon as possible.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.125-135
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• 1998

This study is to identify and analyze the realities and the problems of the open education in mathematics, and suggest the directions of the open education in mathematics. I have examined 104 primary school teachers using the questionnaire, observed and analyzed two open instructions. The advocates for open education should try to establish its identities. I claim that the open education in mathematics should be opening children's thinking. And I propose some suggestions for such instruction.

• Honam Mathematical Journal
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• v.32 no.2
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• pp.307-331
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• 2010

The notion of intuitionistic fuzzy semi-pre interior (semi-pre closure) is introduced, and several related properties are investigated. Characterizations of an intuitionistic fuzzy regular open set, an intuitionistic fuzzy semi-open set and an intuitionistic fuzzy ${\gamma}$-open set are provided. A method to make an intuitionistic fuzzy regular open set (resp. intuitionistic fuzzy regular closed set) is established. A relation between an intuitionistic fuzzy ${\gamma}$-open set and an intuitionistic fuzzy semi-preopen set is considered. A condition for an intuitionistic fuzzy set to be an intuitionistic fuzzy ${\gamma}$-open set is discussed.