• Journal of Fisheries and Marine Sciences Education
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• v.20 no.3
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• pp.343-357
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• 2008

Generally, schooling is implemented by instruction in the classroom. And instruction is made progress by concrete interaction through teacher's question and students' answer or presentation. According to a lot of researches on teacher-student interaction, student's opportunity of class presentation is influenced by students' self-esteem, learning attitude, academic achievement, and relationships. And students' opportunity of class presentation is very important not only students but also social equality and democracy. Therefore, teachers have to recognize the importance of students' opportunity of class presentation. However, according to many referential researches, students' opportunity of class presentation is differentiated by students' academic ability and social-economic status. The purpose of this study was to ascertain whether students' opportunity of class presentation was differentiated by students' academic ability and social-economic status or not. The method of this study was used checklist, interview, and class observation for a month. This study indicates that in spite of some exceptional cases, many students were taken the opportunity of class presentation differently by his/her academic ability and social-economic status. And teacher does not recognize that whether she gives student's opportunity of class presentation differently or not. To be a good teacher, teacher should reflect that teaching students is not easy, and teaching students is very important. And teacher should recognize that her speaking, action, and interaction with students including students' opportunity of class presentation influences students' self-esteem, learning attitude, academic achievement, and relationships.

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.857-888
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• 2017

Due to globalization, diversification, and informatization, modern society confronts change and crisis in a variety of areas such as economy, politics, and culture. In that context, mathematics educators seek for how to reform school mathematics for democratic and just society. This research proposes critical mathematics education as an alternative model of school mathematics for democratic society. In particular, this research is an explorative study to construct a model of critical mathematics education program. For the purpose, we conducted a comprehensive literature review to identify goals, contents, and methods of teaching and learning, and method of assessment for critical mathematics education. We checked the validity of the model by using the cases of critical mathematics education. Since this research is explorative in the regard that the model is based on theoretical literatures, further research is necessary to extend the model through design research in school context.

• Journal of Science Education
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• v.37 no.2
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• pp.278-293
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• 2013

The purpose of this study was to analyze the characteristics of multiple-choice test items used in assessment of high school integrated science according to 2009 revised curriculum. For the analysis of the tendency of item setting, we devised an analytic framework specific to integrated science, and analyzed the characteristics of items by applying the devised framework and item response theory. The results of the tendency of item setting revealed that most of items run counter to the intent of integrated science in terms of item resource, integration extent, and cognitive level, which means teachers are stick to separative method in teaching-learning and assessment of integrated science. The results of the analysis applying item response theory showed that item difficulty was appropriate and item discrimination was considerably high. However, there was no relevance between the tendency of item setting and qualitative characteristics of the items. We also discussed some agendas to improve the teaching-learning and assessment of integrated science based on the results of this study.

• Journal of The Korean Association For Science Education
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• v.14 no.1
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• pp.1-11
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• 1994

The primary goal of this study was to suggest the ways of developing various types of instructional models which could be effectively used for science lessons in secondary schools. In order to attain this goal this study used literature review as its main method. This study was carried out through the process of three steps as follows: The conceptual relationship among instruction. teaching, and learning was examined. Then the general instructional models built on the traditional epistemology and psychology were reviewed and analyzed in terms of their characteristics and limits. The nature of instructional models developed for science education in secondary schools were analyzed The essential features and limits of the models were discussed in relation to their theoretical background and applicabilities to actual practices of science education. The implications for science learning were drawn from modem philosophy of science, which were used for developing instructional model. The strategies for using the new instructional model was also suggested. One general model of science instruction was given as an example applicable for science classrooms. The model was composed of appropriate teaching strategies and processes.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.605-625
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• 2012

This study examined how 132 teachers of different grade levels incorporate the key competencies identified by Korea Institute for Curriculum and Evaluation into their mathematics teaching and how they perceive of its full potential of the competency-based learning and teaching in mathematics classroom. Survey and semi-structured interview methods were used to collect data for the study. It was found that in their instruction teachers emphasized competencies such as problem-solving, literacy, creativity, communication and information-processing skills in order. Inter-personal skills, self-management, citizenship, global understanding and career-development appeared to be challenging competencies for teachers to reflect in their instruction with the reasons such as no direct connections to mathematics and insufficient instruction. Findings of the study suggest that various instructional methods, development and dissemination of related curricula materials, change of evaluation method, and change teachers' perceptions may be needed for incorporating KICE's key competencies in K-12 mathematics education.

• Journal of Digital Contents Society
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• v.18 no.2
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• pp.339-346
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• 2017

There is increasing interest in text analysis based on unstructured data such as articles and comments, questions and answers. This is because they can be used to identify, evaluate, predict, and recommend features from unstructured text data, which is the opinion of people. The same holds true for TEL, where the MOOC service has evolved to automate debating, questioning and answering services based on the teaching-learning support system in order to generate question topics and to automatically classify the topics relevant to new questions based on question and answer data accumulated in the system. Therefore, in this study, we propose topic modeling using LDA to automatically classify new query topics. The proposed method enables the generation of a dictionary of question topics and the automatic classification of topics relevant to new questions. Experimentation showed high automatic classification of over 0.7 in some queries. The more new queries were included in the various topics, the better the automatic classification results.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.541-554
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• 2013

Recently, storytelling was emphasized in mathematics education for students to have interest in mathematics and active attitude about the mathematics. Storytelling can provide a meaningful mathematical context that motivates children to learning mathematics actively. And also, the power of storytelling for engaging children in mathematics learning was evident in the many research. According to this trend, the new mathematics textbook applying storytelling was developed. Already this textbook applying storytelling was used in grade 1-2 in 2013. Grade 3-4 will use this new textbook in 2014 and grade 5-6 will use new textbook in 2015. This study reviewed the mathematics educational meaning of storytelling and discussed the educational rationale of introducing the storytelling in mathematics education, and offered practical teaching method for applying storytelling in mathematics instruction.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.177-193
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• 2010

The purpose of this study is to explore normal distribution in probability distributions of the area of statistics in high school mathematics. To do this these contents such as approximation of normal distribution from binomial distribution, investigation of normal distribution curve and the area under its curve through the method of Monte Carlo, linear transformations of normal distribution curve, and various types of normal distribution curves are explored with CAS calculator. It will not be ablt to be attained for the objectives suggested the area of probability distribution in a paper-and-pencil classroom environment from the perspectives of tools of CAS calculator such as trivialization, experimentation, visualization, and concentration. Thus, this study is to explore various properties of normal distribution curve with CAS calculator and derive from pedagogical implications of teaching and learning normal distribution curve.

• Journal of Internet Computing and Services
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• v.10 no.6
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• pp.159-171
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• 2009

The objective of this research is to explore a method to utilize a programmable robot, as a potential learning tool in the elementary school's curricula. Due to their programmability and operational ease of use, programmable robots are among digital toys that today offer specially instructive features. In this research, we developed the robot game-based project contents as a tool for teaching the elementary school children to learn the algorithm, the essential part of computer programming. The LEGO material, selected as the construction kit for robot, consists of a mechanical assembly system, a set of sensors and actuators, a central control unit, a programming environment. The project requires the children to complete 3 separate tasks, each of which is developed based on the principles of algorithm. The classroom feedback supports that the robotic experiences provided the children with fun and absorption. It is likely that implementing learning with robot in regular classroom in elementary school can bring new possibilities to the educational system, provided that a thorough preparation backs up the plan.

• Journal of the Korea Society of Computer and Information
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• v.29 no.10
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• pp.275-286
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• 2024

Recently, domestic and international educational institutions and educational sites have been continuously trying to promote various educational policies and creating educational cases related to artificial intelligence. In addition, it is necessary to identify subjects and areas that require AI-based teaching and learning support in various situations such as large classes or non-face-to-face classes, and provide appropriate support accordingly. Currently, the gap in Korean language proficiency among students entering elementary school is very large depending on the literacy environment of their homes, and this gap in Korean language proficiency affects not only Korean language subjects but also all subjects, so appropriate teaching and learning support according to each student's writing ability is required. Therefore, in this study, we developed and applied a Korean language education app that utilizes AI voice recognition and text recognition functions to verify its effect on the writing ability of first-grade elementary school students. As a result of the study, we confirmed that the AI-based Korean language education app had a positive effect on improving the writing ability of first-grade elementary school students, and suggested a method that can be used for Korean language writing education in elementary schools.