• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.457-470
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• 2016

We investigated the conceptual and methodological characteristics of self-study as an innovational way with reflective research methods and explored the possibility of application of self-study in the field of science education by reviewing previous researches done in foreign countries. The results show that Self-study in education means the study of self, self-practice, self-thought, and so on in the teaching and learning context. It is a kind of new research method to pursue the improvement of teaching and learning practice with integrated perspectives on the context of instruction, identities of members, their beliefs and values, innovation agenda for better education, etc. This can be attained by collective and critical reflection in doing research. Most previous articles on the methodology of self-study suggested that the self-study should be more than just daily journals written only by her/him self. To do self-study in the academic way, they requested interaction with critical and cooperative colleagues, multiple but strict qualitative research methods, and participants' efforts for making better practice in instruction. Similar features to the above are found in the previous 14 self-study papers related to science education done in foreign countries. Based on the results, we concluded that self-study could be applied usefully into the field of science education in Korea. This paper could contribute to stimulation in the innovation of science instruction in a more practical way by increasing the attention to self-study and provoking its practice in Korea.

• Journal of the Korean Chemical Society
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• v.48 no.1
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• pp.66-76
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• 2004

This study is to compare and analyse the high school chemistry curriculum in Korea and Japan from the viewpoint of the structure, objectives, contents, teaching-learning method, and assessment plans. From the comparative analysis, we found some common and different aspects. The suggestive ideas which is useful for study of Korean science curriculum were deduced, such as more expansion of selective subjects and enhancing the guidance, more flexible teaching methods, enhancing the individualized instruction plans suitable to each student's condition, careful selection of educational contents and enhancing the base and foundation, and transition period.

• East Asian mathematical journal
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• v.32 no.4
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• pp.519-543
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• 2016

Today the high school mathematics lesson has an effect on the scholastic achievement internationally, but fails to lead to the interest in the mathematics which stimulates the intellectual curiosity. Due to this, 2015 revised curriculum includes the effort to improve the emotional aspect of mathematics positively. It is needed that the teaching method through discussion and debate must be introduced to accomplish the objective of the mathematics in 2015 revised curriculum focused on the improvement of the ability and attitude to solve the problems creatively by increasing the mathematical communication skill of the students. The purpose of this study is to investigate the effect of mathematical essay-typed lesson focused on discussion and debate on the mathematical disposition and attitude of high school student. The findings from this study provided that the essay-typed lessons focused on discussion and debate improved the subject students' mathematical achievement and disposition and attitude, but it is not significant change.

• Journal of Educational Research in Mathematics
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• v.15 no.3
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• pp.273-286
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• 2005

We teach students to explore geometric figures by its properties and establish relationships between some basic figures. The concept of parallel line play very im-portant roles in such geometry learning process. In this study, 1 investigate the con-cept of parallel line we teaching in elementary school. Students have wrong concept images for parallel line, which is the result of the elementary school mathematics text books, where only typical cases for parallel line Is presented and there is no method to find if two lines is parallel or not. Therefore, we should teach explicitly students to find if two lines is parallel or not. The depth study on it is needed to develope students' geometric thought level.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.191-208
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• 2011

The quantitative study investigated perceptions of evaluative criteria in L2 writing between two groups - learners (N=212) and instructors (N=52) in Korea. Specifically, the purpose of the study is (1) to examine learners' and instructors' perceptions on evaluative criteria in L2 writing and to provide empirical evidence concerning how they respond to a list of them and (2) to ultimately devise appropriate rating criteria applicable to an EFL context like Korea. Analyses of evaluative criteria were conducted using factor analysis and yielded the following results: learner and instructor groups perceived the evaluative criteria differently and weighted them in a different way. For the learner group, the combined elements of grammar and language in use were identified as Factor 1 and mechanics as Factor 2. The results may infer that learners' response patterns are primarily linked to their instructors' writing practice in class, which may largely focus on grammatical knowledge based on lexical use and mechanical accuracy. Similarly, the instructor group acknowledged grammatical knowledge as Factor 1 and lexical use as Factor 2. The first two factors found in both learner and instructor groups indicate that in an EFL context like Korea, the form-then-content way of teaching and learning is still being considered more effective in L2 writing than any other method. Taking into consideration these perceptive similarities and differences between learners and instructors, the categories of evaluative criteria in writing include content and organization, grammar, mechanics, language in use, and flow of the essay, respectively.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.514-523
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• 2011

The purpose of this study was to investigation the elementary school teachers' perception in STEAM(Science, Technology, Engineering, Arts, Mathematics) Education. For this study, 93 elementary school teachers who have taught mathematics/science in gifted class were selected and a fifteen items questionnaire designed to elicit teachers' perception of steam education was to administered to them. The major findings are as follows: First, the ratio of teachers who understood a steam education exactly is very low. But teachers have positive thoughts about the need of steam education. Second, teachers thought that steam education has a good effect on elementary education. Third, teachers thought that steam education will be an alternative teaching and learning method. Fourth, teachers have negative thoughts to participate in class work related on steam education. To improve negative attitudes on steam education, incentives for teachers seems to be required. In order to spread steam education among the elementary school teachers successfully, the expansion of school facilities, administrators and staff in mind, improving financial support, strengthening education through the development of content and teaching strategies were analyzed as a challenge.

• Journal of the Korean School Mathematics Society
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• v.12 no.2
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• pp.281-308
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• 2009

In the process of solving a linear equation, some questions had equal sign('=') relation properly, while other questions did not have equal sign('=') relation properly. Since whether students could express equal sign('=') relation properly or not is determined by questions, the direction for teaching should be instituted, and instruction and teaching should be conducted by comparing and analyzing after conducing tests on may items. Most of students who got the answer for items without the method of solving a linear equation solved the items using binomial. For questions asking to solve using the characteristic of equality, most of students solved the questions using binomial instead of using the characteristic of equality. Therefore, instruction and learning to solve equations using both the characteristic of equality and binomial have to be achieved.

• The Mathematical Education
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• v.53 no.3
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• pp.399-412
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• 2014

The purpose of this article is to suggest using cooperative microteaching in pre-service mathematics teachers education based on their perceptions of it after actual application case. The background of this study is that cooperative learning came into the highlight as a good method to cultivate teachers' competencies for creativity and character education as well as students' creativity and character in the mathematics classroom. 20 pre-service mathematics teachers participated in their cooperative microteaching and 16 of them responded to the survey. The collected data showed that the merits of cooperative microteaching are to ease the burden of preparing for class, to discuss how to teach mathematics, to debate what lesson is better, to receive valuable feedback form their peer, and so on. Also, it provided them with the chance for self-improvement in that they kept to make up for the week points in their teaching behavior. Meanwhile, they wanted longer time to experience their teaching and their own lesson.

• Journal of rehabilitation welfare engineering & assistive technology
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• v.11 no.3
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• pp.247-252
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• 2017

The purpose of this study is to suggest the visual teaching method for the English vowel pronunciation, especially for the hearing-impaired who mostly rely on the visual aids, based on the SVM technique. By extracting phonetic features using the SVM technique from the sounds that are hard to hear by ear, the lip shapes for each vowel were refined. The lip shape refinement for vowels is advantageous in that language learners can easily see the movement of articulators by eye, and it is helpful for learning and teaching English vowels for the hearing-impaired.

• Journal of the Korean Home Economics Association
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• v.34 no.2
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• pp.129-142
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• 1996

This paper pursues a comparative study on the design and function of the ready-made Bo-Son and the Bo-Son Pattern based on teaching and learning materials. It intends to investigate whether the Bo-Son is designed to suit to Kinetics of foot or to give the ease of wearing and taking off. The following results came out through trial wearing. 1) The Bo-Son pattern suggested in teaching materials can not satisfy the wearers with partial modification due to design problem. On the other hand, the ready-made Bo-Son can satisfy them with partial modification. 2) The important factor in designing the pattern of Bo-Son is the posture of foot when putting on it, that is, the height of the heel of the foot from the floor, the length of the heel, the length of toe and the bending angle of toe. 3) As a result of this study, in the design of the improved Bo-Son pattern, it is most suitable when the size of foot is 230mm, the height of the heel of the foot is 12.5cm, and and angle of the front toe of a sock is 35$^{\circ}C$.