• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.25-30
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• 2022

The main purpose of the study is to analyze the main aspects of the impact of military actions on the EU labor market. The research methodology includes modern theoretical methods and methods for analyzing the state of the EU labor market. The war in Ukraine changed not only the economy of one country, but the whole continent. The European Union has very sensitively felt the changes brought about by the military actions on the territory of Ukraine. Military actions on the territory of Ukraine are a destructive factor in the labor market. Today, the main task of economic recovery is to minimize the consequences of humanitarian problems and preserve human potential, which is an important source of business activity. Based on the results of the study, we have identified key aspects of the impact of military actions on the EU labor market.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.83-107
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• 2009

The purpose in this study was to provide a basic resource for enhancing teachers' professional competence by examining how the Home Economics(HE) teachers had formed, developed, and introspected the pedagogical content knowledge in the HE classes of secondary schools. Data were collected through in-depth interviews with six HE teachers working at secondary schools. NVivo program, a kind of CAQDAS was used to analyze the data inductively. This study revealed that the HE teachers reflectively introspected the pedagogical content knowledge in Home Economics Education(H-PCK) as follows: First, as for knowledge of perspective on Home Economics Education(HEE), the research participants encouraged students to solve practical problems regarding the objective of HEE. They tried to foster the students' critical thinking ability related to the daily life. They made eager efforts to achieve the mission of HEE as a practical science. Second, as for knowledge of HE curriculum, the research participants mentioned that there was lack of systematic approach concerned with curriculum development. While reorganizing, they always paid attention to its relation to the students' daily lives, to the relationship between the curriculum contents and the social context. Third, as for knowledge of teaching strategies on practical problem-based instruction, the research participants developed the practical problem-based instruction skills. They mentioned students' difficulties in relating the practical problem-based instruction, too. Fourth, regarding knowledge of context, as teachers mostly prepared for progressed instruction alone without communicating with colleagues in the same school, they yearned for and also formed networks with other HE teachers in order to overcome their limitations.

• Education of Primary School Mathematics
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• v.26 no.2
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• pp.83-97
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• 2023

Nominalization is one of the grammatical metaphors that makes it easier to mathematize the target that needs to be converted into a formula, but it has the disadvantage of making problem understanding difficult due to complex and compressed sentence structures. To investigate how this nominalization affects students' problem-solving processes, an analysis was conducted on 233 third-grade elementary school students' problem solving of eight arithmetic word problems with or without nominalization. The analysis showed that the presence or absence of nominalization did not have a significant impact on their problem understanding and their ability to convert sentences to formulas. Although the students did not have any prior experience in nominalization, they restructured the sentences by using nominalization or agnation in the problem understanding stage. When the types of nominalization change, the rate of setting the formula correctly appeared high. Through this, the use of nominalization can be a pedagogical strategy for solving word problems and can be expected to help facilitate deeper understanding.

• School Mathematics
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• v.5 no.2
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• pp.241-257
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• 2003

The goal of mathematics education in the 7-th national curriculum is focused on maximizing learning effectiveness through teaching mathematics, considering learning contents and levels appropriate to various levels of students' abilities. Thus, reduction of contents, learner-centered way of teaching, and multi-step differentiated learning are centered around the curriculum. However, in reality one of the most difficult problems mentioned by many inservice teachers is that students are not interested in school mathematics because some of them tended to learn mathematics in advance in private institutes and others felt difficult from school mathematics. Thus, alternative solutions are strongly required. When students are more interested in mathematics classes and instructional materials, as a more effective way of teaching, are appropriately used, problems mentioned above are expected to be solved. In order to solve problems, additionally, this study investigated the amount of time assigned to each area of mathematics textbooks from level 1-A to level 6-B, which are currently used in elementary school. This study also examined inservice teachers' views about how instructional materials should be used. This will be helpful on using and developing instructional materials, and it will lead to more exciting classes of mathematics. However, these teaching materials need to be carefully used regarding their relationships with pedagogical transfer, metacognitive movement, and localization.

• International journal of advanced smart convergence
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• v.2 no.2
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• pp.1-6
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• 2013

Convergence in technology and media makes it possible to augment nurturing by making blended infrastructures with new digital resources available in learning environments at schools. A game-based provision of educationally-valuable content within a collective, virtual environment combined with an analysis of events in the game after it has been played (blended nurture environment) may help to better communicate human values especially where old-fashioned discussion methods fail or do not fulfill the promise of effective, educational institution-based methods of bringing up. In this paper we discuss the use of behavioural metaphors in game-based blended-nurture scenarios for computer games and pedagogical-psychological tests. Upbringing demands an active intervention in the process of children growing up and the courage to place higher expectations on ourselves and our own lifestyles. Decisions and the behaviour of the younger generation are often irrational and the resulting effects can have destructive consequences. Nowadays, games take on the role of modern storytellers. With the help of complex analogies in games, a variety of situations can be depicted in an eye-catching way and later discussed.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.1-25
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• 2011

This research primarily aimed to investigate proficient and less proficient EFL readers' awareness and experiences about learning to read and reading in English. The secondary purpose was to explore the participants' reading strategies, and to discover how the genres of English texts influence their reading processing behaviors. The participants consisted of four college students in engineering aged 21-25 years. Three data sources were employed: questionnaires, interviews, and think-alouds. The findings revealed that: (1) the proficient EFL readers judged themselves to be good readers, while the less proficient EFL readers judged themselves to be fair readers; (2) unknown vocabulary was perceived to be the major impediment to reading comprehension; the think-aloud data, however, demonstrated that unknown vocabulary did not significantly interfere with their reading comprehension; (3) regardless of the genre of the text, the participants employed similar reading strategies; (4) the participants were more likely to tolerate ambiguity and predict the content when reading the narrative text than the expository text; (5) there was no set of strategies that distinguished proficient EFL readers from less proficient EFL readers; and (6) when identifying problems, the proficient EFL readers used fix-up strategies more effectively and were better able to provide satisfactory solutions than their counterparts. Pedagogical implications for EFL reading instruction are discussed.

• East Asian mathematical journal
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• v.31 no.4
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• pp.393-420
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• 2015

The expectation and confirmation emerging as one of problem-solving strategies in the elementary school is a strategy that does not limited in the elementary school but used in the middle and high school. This strategy inevitably requires a process of adjustment that affected by the earlier expectation. Such an adjustment raised expectation and confirmation to one of effective problem-solving strategies. The adjustment is especially important to carry out the strategy effectively. The aim of this study was to conduct basic research on cognitive characteristics appearing to students when they carried out the expectation and confirmation strategy. We investigated and analyzed this in term of adjustment of expectation. To do this, we examined 50 5th graders' response in three kinds of word problems and interviewed with 4 participants who is using the expectation and confirmation strategy. The interview was conducted by using the items or solutions used in the test. From this, we tried to check students' cognitive characteristics and recognition on it's value. Furthermore we proposed the pedagogical implications associated with these results.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.448-460
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• 1999

Worksheets with various levels are major instructional material in open classroom, but sometimes they have been arbitrarily developed in elementaryschools. Especially, pedagogical elements of science course seem to have been neglected in developing science learning papers. To solve these problems, a model of worksheets was developed considering the contextual nature of science knowledge and educational constructivism. The frame of this model is composed of inquiry skill and context, which are two dimensions of each learning task. The level of each worksheet was determined by the level of inquiry skills and the familiarity of contexts.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.821-840
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• 2013

Definition of geometric figure in middle school geometry seems to mere meaning of the term which could be perceived visually through its shape. However, Much research reported the low achievements of definitions of basic geometric figures. It suggested the limitation of instrumental understanding. In this research, I guided gifted middle school students to reinvent definitions of basic geometric figure by the deductive organization of its properties as Freudenthal pointed. These students understood relationally about why some geometric figure can be defined this way and how it could be defined equally via other properties. This analysis of reinventing of definitions will be a stepping stone to reflect on the pedagogical problems in teaching geometry and to search the new alternatives.

• The Mathematical Education
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• v.50 no.4
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• pp.403-428
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• 2011

The direction of recent education literature points to the importance of creativity and creative practices, which also plays an important role in character education and has been recognized as being invaluable for the educational goals of the 21st century. As such, the goal of mathematics educators and researchers has also been on emphasizing the importance of building character and promoting creative practices. In this research, we study the pedagogical measures that can be easily implemented in classrooms to foster creative mathematical thinking and practices in students. In particular, the mathematical topic of interest is three-dimensional geometry, and especially polygons, and processes in which mathematical knowledge and creative practices play out in classrooms. For example, we explore how these creative lessons can be organized as the target internalization lessons, concepts definition lessons, regularity and relationship lessons, question posing lessons, and narrative story lessons. All of these lessons share three commonalities: 1) they require specific planning and execution challenges in order to achieve creative tasks, 2) they take advantage of open-ended problems, and 3) they are activity-oriented. Through this study, we hope to further our understanding on successful creative mathematical educational practices in the field of mathematics education, and help establish model lessons and materials for teachers and educators to use towards such goals.