• Title/Summary/Keyword: Teaching-Learning method

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An Effect of Integrated Science Inquiry Learning Method through Literature Materials on the Elementary Science Learning (문학 자료를 활용한 통합적 과학 탐구 학습의 초등 과학 학습에 대한 효과)

  • Han Young-Wook;Lee Woo-Kyung
    • Journal of Korean Elementary Science Education
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    • v.24 no.1
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    • pp.9-20
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    • 2005
  • The purpose of this study was to examine the effect of integrated science inquiry teaming method through literature materials on the learner's science concept formation, inquiry ability, and attitude related to science when it was applied to the unit 'The temperature of atmosphere and winds', 'The journey of water' in the 5th grade, and to find out the effect on science learning according to teaming styles. To study these subjects, 4 classes of 5th grade in J elementary school in Busan were selected. The result of this study were as follows: First, Integrated science inquiry learning method through literature materials was more effective for concept formation than conventional teaching method. In science inquiry ability, there was not significant difference at all between the comparison group and the experimental group. In attitude related to science, the experimental group showed significant difference only in the interest in occupation related to science. The visual modality learners within the experimental group showed significantly higher statistics than the other modality learners in the post-investigation into the science concept and there was significant difference between the visual and the kinesthetic modality learners in the result of post-test on science inquiry ability.

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A Study on the Determining Factors of Elementary Students' Attitude towards Mathematics (초등학생의 수학 학습태도를 형성하는 요인에 대한 연구)

  • Kim, Eun-Hyoung;Paik, Suck-Yoon
    • Journal of Elementary Mathematics Education in Korea
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    • v.12 no.2
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    • pp.125-148
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    • 2008
  • The purpose of this study was to analyze concretely and minutely a primary factor of deciding attitude of learning mathematics of elementary school students, grope a solution for negative attitude of learning mathematics with researching a difference between major factors by achievement in mathematics, and examine a suggestion in forming positive attitude of learning mathematics. The results of this study is as follows. First, elementary school students decided whether they liked or disliked mathematics, depending on not only characteristics of mathematics, but also teacher's teaching mathematics with interest and fun, or teacher's teaching tediously and difficultly. Second, negative attitude toward mathematics exam of elementary school students was influenced by parents' meddling for exam and negative attitude toward result of exam more than uneasiness by exam itself. Third, as private education for elementary school students becomes more popular, the learning mathematics out of school can be an important factor to decide attitude of learning mathematics of students on several sides such as teacher, teaching method, method of presenting task, and so on as much as mathematics class in school, and characteristics of mathematics. Fourth, students demanded silent and concentrative atmosphere in studying to have positive attitude of learning mathematics. Fifth, as the result of examining major factors that form attitude of teaming mathematics of groups by achievement in mathematics, there was considerable difference in each group. Students in a group of ‘upper’ and ‘lower’ disliked parents' meddling and rebuke, but it didn't change greatly their attitude toward mathematics exam. However a group of ‘middle’ showed the greatest uneasiness toward an exam, and they reacted sensitively to parent's rebuke, scolding, learning environment, and so on.

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A study of teaching methods in middle school mathematics in consideration of the Zone of Proximal Development (근접발달영역을 고려한 중학교 수학의 학습지도방안 연구)

  • Kim, Sung-Kyung;Lee, Dong-Won
    • The Mathematical Education
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    • v.44 no.1 s.108
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    • pp.41-65
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    • 2005
  • In this paper we make an experiment in order to test whether the teaching method with the Zone of Proximal Development (ZPD) developed by Vygotsky can be more effective and well applied in the middle school pratces. Based on this investigation, we conclude that ZPD help to efficiently enhance the study of students, in particular, the inferior student group. Moreover, if we divide the student by more precise stoups, the ZPD will be more effective on teaching and learning in middle school. Lastly, we arrive at the conclusion that a continuous teaching with ZPD will improve the student attitude positively in solving mathematical problem even it does not appeared apparently on this test.

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Teaching English Pronunciation for International Communication

  • Park, Joo-Kyung
    • Proceedings of the KSPS conference
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    • 2000.07a
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    • pp.36-43
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    • 2000
  • Koreans' interest in and concern with learning English are at the peak as more actions and transactions in our daily life are carried out in English. Even though we are experiencing a big transition from a conventional grammar-translation method to communicative language teaching, little efforts have been made to set the new goals and objectives, norms and standards, and to develop new instructional methods for teaching pronunciation for international communication. This lecture will introduce a new approach of teaching English pronunciation for international communication, suggesting how to implement it to Korean ELT classrooms. It will also address the necessity of research on Korean learners of English, focusing on their perception and production of English sounds for international intelligibility and identity,

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Development of a Teaching and Learning Plan for a Communication Unit for Family Members and Its Effect on Teenagers' Functional Communications and Relational Satisfaction with Their Parents (부모자녀간 의사소통과 관계향상을 위한 교수.학습 과정안 개발 및 적용: 중학교 1학년 '가족구성원간의 의사소통' 단원을 중심으로)

  • Joo, Hyun-Jung;Cho, Byung-Eun
    • Journal of the Korean Home Economics Association
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    • v.48 no.8
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    • pp.51-65
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    • 2010
  • This research explored the importance of conflict resolution in communication between adolescents and their parents. A teaching and learning plan on communication using the Active listening, I-message method and no-lose conflict resolution method was developed and applied to teaching the 'Communication among Family Members' unit in the middle school home economics and technology textbook. The experimental class of 203 students using the active listening, I message and no-lose conflict resolution method in communication was compared with a comparative class of 163 students using only the active listening and I message method, investigating the amounts of communication, conflicts, functional communication and degree of satisfaction the students perceived regarding relationships with their parents via pre and post tests. Both groups showed significant increases in their amounts of communication and functional communication. However, only the experimental class showed an increase in their degree of relationship satisfaction with their parents. Both groups evaluated the lesson positively.

An Analysis of Teaching and Learning Methods Focusing on the Representation-Shift of the Functional Context (일차함수 활용문제의 해결을 위한 강의식, 모델링, 과제기반 표현변환 학습의 교수학적 효과 분석)

  • 이종희;김부미
    • Journal of Educational Research in Mathematics
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    • v.14 no.1
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    • pp.39-69
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    • 2004
  • This paper investigates the teaching and learning of Linear function relating functional contexts and suggests the improved methods of representation-shift through this analysis. The methods emphasize the link between students' preacquired knowledge of mathematical representations and the way of using those. This methods are explanatory teaching, teaching and teaming based on modelling perspectives or tasks (interpretation, prediction, translation and scaling). We categorize the 8th grade middle school students' errors on the linear function relating real contexts and make a comparative study of the error-remedial effects and the teaching and teaming methods. We present the results of a study in which representation-shift methods based on modelling perspectives and tasks are more effective in terms of flexible connection of representations and error remediation. Also, We describe how students used modelling perspective-taking to explain and justify their conceptual models, to assess the quality of their models and to make connection to other mathematical representation during the problem solving focusing on the students' self-diagnosis.

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The development of teaching material for stow learners in mathematics and the analysis of its effect (수학학습부진아 지도를 위한 도움자료의 개발과 효과 분석)

  • Lee Nam-Hoon;Kwon Sung-Yong
    • Education of Primary School Mathematics
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    • v.9 no.2 s.18
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    • pp.89-105
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    • 2005
  • The purposes of this study were to develop an effective teaching material for slow learners in mathematics and to investigate its effect. To achieve the first goal, several pre-used teaching material and the 7th national curriculum for elementary school mathematics were analyzed to set up a framework fur developing new teaching material. Using these developed framework and curriculum data, 370 units of lesson were developed from the 3rd grade to the 6th grade. To investigate the effect of the material, 3 slow learners (2 from the 5th and 1 from the 6th grade) were selected through diagnostic tests. Then supplementary lessons were administered after school to relieve their disability accordingly for seven months. During the lessons(lasted about 40 minutes), teacher observed the subjects in detail and .judged the teaming sequence and the learning pace. Through this observation and the test administered after the treatment, several conclusions were drawn as follow: First, the supplementary lessons using the developed teaching material helped slow learners understand mathematics and solve problems. Especially, the test scores gained on formative evaluation became higher. This might be caused by the material that enabled to relieve the disablement and the teaching method that aimed to give a meaningful mathematical experience. Second, the supplementary lessons affected positively to the affective domain of the slow learners. They convinced themselves to their mathematical ability and became active in their mathematics class. This was observed by researcher and the class teacher in their lessons. Positive attitude toward mathematics and their ability is quite important for mathematics learning especially fur slow learners in mathematics.

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A study on mathematics class in North Korea (북한 수학 수업에 관한 연구)

  • Byun, Heehyun
    • Journal of Educational Research in Mathematics
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    • v.23 no.2
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    • pp.297-311
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    • 2013
  • The mainstream approaches to understand the characteristics of North Korean mathematics education focus on the comparative studies between South and North Korean mathematics curriculum and textbooks through literature analysis. These approaches make it possible to understand what is taught in mathematics class of North Korean school. But it is hard to find any information on how teachers teach mathematics and how students learn it. This study searches North Korean class environment, preparation for class, teaching and learning methods to understand mathematics class in North Korea as they really are. It is extremely difficult to make first-hand observations on North Korean class. Instead, this paper adopted interviews with teachers who have experience of teaching in North Korean school and now live in South Korea. By doing this, it is possible to get some understanding, although somewhat limited, the real aspects of North Korean mathematics class. As a result, there are distinct differences in the characteristics of North Korean mathematics class environment, preparation for class, teaching and learning methods, compared with South Korean.

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A Study on Classification of Teaching-Learning Materials in Mathematics Using Computers (교수-학습 자료 분류 체계화 연구 - 수학 교과 분류체계를 중심으로 -)

  • 황혜정;신항균
    • School Mathematics
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    • v.6 no.1
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    • pp.91-118
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    • 2004
  • Since 1998 year, many educational software and its contents have been developed by individuals and public institutes. However, it is not easy to re-use the contents effectively and consistently, because they should be changed and reorganized whenever a curriculum is changed. Therefore, it is important for each subject to establish new system in which the contents or their teaching-learning elements are not changed although new curriculum appears. In this respect, in last year(2003 year), while setting mathematics as a representative subject, KERIS executed a study on developing a system(or method) of classifying teaching-learning materials in mathematics using computers, based on future-oriented curriculum including the current mathematics curriculum. Finally, for this study, the most essential and basic teaching-teaming 'units' were developed and the total number of units were 339. Also, in addition to the development of 'units', the 'elements' were developed for understanding more concrete contents included in each 'unit' and the total number of elements were 1191.

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A Study on Game Content Development Methodology for Mathematics Learning to Raise Mathematical Intuition: for Elementary Geometry Learning (수학적 직관을 키우는 게임 콘텐츠 개발 방법 연구 : 초등 기하 영역을 중심으로)

  • Kim, Yoseob;Woo, Tack;Joo, Heeyoung
    • Journal of Korea Game Society
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    • v.13 no.6
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    • pp.95-110
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    • 2013
  • Current up-to-date courses of study put emphasis on raising creative students. However, the cramming methods of teaching mathematics in the school seems far from the creativity and the number of students who feels mathematics difficult is increasing. To overcome this situation, the government proposed 'the mathematics education using storytelling', which leads to lots of developments of mathematics using serious game in many areas. However most of the current serious games couldn't do away with the deductive framework of mathematics, which makes it impossible to achieve the purpose of raising creative students. This is because existing mathematics serious games have not deeply contemplated many aspects such as the purpose and theories of teaching and teaching mathematics. Therefore, in order to overcome the limitations of cramming methods in existing mathematics educations, this research proposes the new method of developing serious game contents for elementary geometry that is useful to improve mathematical intuition, based on RME, the theory of teaching/learning mathematics.