• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.61-82
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• 2015

This study investigated the learning process of Chines international student within a technology environment, who was studying in Korea to be well equipped as a math teacher in future. Her activities were observed and guided in a class for pre-service teachers in one university, Kyunggido, in the second semester of 2014. She experienced obstacles such as the lacks of comprehending Korean sentences, Korean math terminologies, mathematical concepts, and fidelities of technology in her learning. She was recovered by bilingual effect, visualization activities, repetition activities, and group activities. There was a learning helper who made her learning possible in a bilingual way. Thus, the bilingual education is crucial for students with multi-cultural background.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.746-753
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• 2005

In order to be efficient teachers should understand the current level of leaners through diagnostic evaluation. However, it is arduous to administer a diagnostic examination in every class because of various limitations. This study examined, the major issues arising from the development of a new science diagnostic evaluation system by incorporating the using knowledge state analysis method. The proposed evaluation system was based on the knowledge state analysis method. Knowledge state analysis is a method where by a distinguished collection of knowledge uses the theory of knowledge space. The theory of knowledge space is very advantageous when analyzing knowledge in strong hierarchies like mathematics and science. It helps teaching plan through methodically analyzing a hierarchy viewpoint for students' knowledge structure. The theory can also enhance objective validity as well as support a considerable amount of data fast by using the computer. In addition, student understanding is improved through individualistic feedback. In this study, an evaluation instrument was developed that measured student learning outcome, which is unattainable from the existing method. The instrument was administered to pre-service physics teachers, and the results of student evaluation was analyzed using the theory of knowledge space. Following this, a revised diagnostic evaluation system for facilitating student individualized learning was constructed.