• Journal of Fisheries and Marine Sciences Education
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• v.25 no.2
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• pp.307-320
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• 2013

The purpose of this study is to inquire into present conditions and problems of current performance test and to try to come up with a fundamental alternative of it. Eventually, the studies of performance test so far can be labelled 'prescription' as a prospective approach. On the contrary, the fundamental alternative can be labelled 'understanding' as a retrospective approach. It can be seen that these 'prescription' and 'understanding' do not separate but represent both extreme ends of problem-solving.'Prescription' exists for 'understanding' and the latter can be acquired through the former. Just under this assumption, it can be accepted that 'prescription' as a prospective approach of performance test is an inevitable measure to achieve the purpose of it. However, the ultimate purpose of 'prescription' should proceed to 'understanding' as a retrospective approach.

• Research in Mathematical Education
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• v.13 no.2
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• pp.75-90
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• 2009

There are concepts in calculus which are difficult to teach and learn. One of these concepts is integration. However, problem posing has not yet received the attention it deserves from the mathematics education community. There is no systematic study that deals with teaching of calculus concepts by problem posing oriented teaching strategy. In this respect this study investigated the effect of problem posing on students' (prospective teachers') academic success when problem posing oriented approach is used to teach the integral concept in Calculus-II (Mathematics-II) course to first grade prospective teachers who are enrolled to the Primary Science Teaching Program of Education Faculty. The study used intervention-posttest experimental design. Quantitative research techniques were employed to gather, analyze and interpret the data. The sample comprised 79 elementary prospective science teachers. The results indicate that problem posing approach effects academic success in a positive way and at significant level.

• Journal for History of Mathematics
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• v.25 no.3
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• pp.141-157
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• 2012

There is enthusiasm among many mathematics educators to seek to understand how history of mathematics can be employed to emphasize the usefulness of mathematics and to make it even more useful. We investigate theoretical backgrounds of using history of mathematics for secondary students and prospective mathematics teachers. On the basis of historico-genetic principle and mathematics teachers' professional knowledge, we go into curriculum of prospective mathematics teachers. This study focussed on developing pedagogical approach using history of mathematics for prospective mathematics teachers.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.201-208
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• 2007

The purpose of this study was to analyze the structure and type of prospective elementary school teachers' scientific hypotheses generated on zoological tasks. The subjects were 18 prospective elementary school teachers. Four zoological hypothesis generation tasks were developed and administered to the subjects. After being presented with the zoological situations of the tasks, the subjects were asked to generate causal questions and scientific hypotheses. The scientific hypotheses were analyzed by the inductive approach. The results of this study showed that the hypotheses contained explicans and explicanda. The explicans were divided into two parts: 'what' and 'how'. In some cases, additional explanations were attached to the 'what' section. In addition, the hypotheses were classified into 9 types. The number of explicanda, the pattern of explicans, and the number of explicans were used as criteria for classification purposes. This study also discussed the implications of these findings for future directions in teaching and teaming in science education.

• Korean Journal of Childcare and Education
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• v.16 no.2
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• pp.89-118
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• 2020

Objective: The purpose of this study is to conduct maker-education for prospective child care teachers explore changes and for the results to be used as a basic data to study the utilization of maker-education. Methods: To that end, 36 prospective child care teachers attending nursery school applied to the maker-education program and to the curriculum of children's literature and play. The collected interview materials and student journals were qualitatively analyzed. Results: The results showed that prospective child care teachers started with mixed expectations and but then actively participated in worries classes with interest and had fun. Also, in the stage of sharing, they changed from having difficulty communicating with colleagues to developing an attitude of cooperation and unity through communication. In addition, it has been shown that from feeling the difficulties of planning, planning changes and modifications are directly related to their development and that they are quickly and wisely dealt with. Conclusion/Implications: It is recognized that there is a need for a follow-up study to verify the effect of this as meaningful implications are derived from the effects of positively accepting feedback, planning to attempt a step-by-step approach, and active attitude toward communication between colleagues.

• The Academic Congress of Korean Shoulder and Elbow Society
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• 2009.03a
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• pp.7-7
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• 2009

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.49-61
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• 2001

This study explored concurrent and prospective relationships of the coping strategies of 4th and 6th grade children in peer conflict focusing on bullying, victim, and prosocial behavior. Instruments were the Self-Report Coping Scale and the Peer Relations Questionnaire. Concurrent results of Study I showed children using more avoidance and fewer approach strategies were more likely to bullies or victims; and children using fewer avoidance and more approach coping strategies were more likely to be prosocial children. Externalizing best explained bullies and victims; seeking social support best explained prosocial children. Prospective results of Study II showed children using more externalizing and fewer problem solving were more likely to be bullies; and children employing internalizing and externalizing were more likely to be victims; and children using more seeking social support were more likely to be prosocial children. It was also found that externalizing at Time I best predicted bullies, internalizing best predicted victims, and seeking social support best predicted prosocial children.

• Research in Mathematical Education
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• v.18 no.1
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• pp.1-29
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• 2014

When taught the precise definition of ${\pi}$, students may be simply asked to memorize its approximate value without developing a rigorous understanding of the underlying reason of why it is a constant. Measuring the circumferences and diameters of various circles and calculating their ratios might just represent an attempt to verify that ${\pi}$ has an approximate value of 3.14, and will not necessarily result in an adequate understanding about the constant nor formally proves that it is a constant. In this study, we aim to investigate prospective teachers' conceptual understanding of ${\pi}$, and as a constant and whether they can provide a proof of its constant property. The findings show that prospective teachers lack a holistic understanding of the constant nature of ${\pi}$, and reveal how they teach students about this property in an inappropriate approach through a proving activity. We conclude our findings with a suggestion on how to improve the situation.

• Korean Management Science Review
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• v.33 no.3
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• pp.65-87
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• 2016

Being the FinTech technologies rapidly developed, the non face-to-face private loan market is also growing dramatically. While the real-world interests in this market are keen, the empirical studies on the issue are few compared to its prospective impact on credit loan market. This paper suggests a credit scoring model for the non face-to-face private loan employing the ratings approach (the absolute measurement method) of AHP. Analyzing a sample of data consisting of 460,000 transaction records over an 8-year period in the United States, we develop a scoring model for the non face-to-face private loan screening, and validate the model for the practical usage. Conducting sensitivity analysis, we suggest customized cut-off points for the loan execution to suit each individual loan institution's need.

• Korean Journal of Bronchoesophagology
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• v.9 no.1
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• pp.39-46
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• 2003

Surgery remains the standard treatment for resectable thoracic esophageal cancer but that is justified only when acceptably low morbidity and mortality rates can be achieved even for advanced disease. The appropriate extent of resection to achieve the best outcome is the most controversial aspect of treating esopahgeal cancer and the optimal excent of lymphadenectomy also remains controversial. Until data from prospective randomized trials showing a clear benefit using a particular approach are available, surgeons should perform their better judgement in individualizing and selecting the most appropriate surgical approach to provide the best chance of cure or lasting palliation for this disease that challanges both patient and surgeon. Further studies are necessary to examine the utility and efficacy of each approach in treating thoracic esophageal cancer either alone or in combination with other modalities.