• Journal of The Korean Association For Science Education
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• 제23권4호
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• pp.331-340
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• 2003

This paper presents a case study of the student's culture as a component of conceptual ecology that affects discussions and discourses in the science classroom. The present study was conducted using a naturalistic approach, mainly through observing a science class of a middle school in Seoul, Korea, and through semistructured interviews. The case showed that the science classroom culture can be identified in four aspects: (1) knowledge; (2) the teacher; (3) classmates; and (4) self. These cultural aspects were strongly related to each other and functioned as constraints in discussions and discourses of the science classroom. For successful discussions and discourses, it is necessary to consider students' cultural aspects: epistemological views on knowledge, the teacher-student and student-student relationships, and the role of self in the discussions and discourses.

• Research in Mathematical Education
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• 제17권4호
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• pp.267-278
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• 2013

Through quantitative analysis of two math classroom videos, combined with the relationship between types of teachers' questioning and students' answering, it is concluded the following problems are in the mathematics classroom teaching: (1) The time of teachers' questioning is longer, the number is too much, with managerial questions and prompting questions is given priority to; (2) Teachers' questioning time is longer than students' answering time, comprehensive answer is more, creative answer is little; (3) In the classroom questioning, students' participation is low; and (4) There is a significant correlation between types of teachers' questioning and length of waiting time after questions. In response to these phenomena, we propose strategies as follows: pursuit of timeliness of classroom questioning, reducing inefficient questions, to increase efficient questions, adopting different waiting strategies for different questioning types, to mobilize students' thinking activities, and improving students' participation etc.

• School Mathematics
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• 제4권2호
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• pp.237-246
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• 2002

The purpose of this paper is to investigatethe relationship between Korean elementary teachers' teaching practice and students' perceptions of classroom learning environment. It is important to examine whether teachers conceive of mathematics and their teaching practice are consistent with their actual teaching mathematics in classroom. To do so, two reform-oriented and two traditionally-oriented elementary teachers in Seoul and a total of 130 students from these four selected teachers' classes participated in the present study Using classroom environment survey scale [CES] the differences in students' perceptions on classroom learning environment were examined. The results show that students taught by reform-oriented teachers have significantly higher score in the area of participation, relevance, and commitment to learning than traditionally-oriented group of students. Thus, we may conclude that the reform-oriented group of students have more benefits in learning mathematics than do the traditionally-oriented group of students.

• Proceedings of the KIEE Conference
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• 대한전기학회 1997년도 하계학술대회 논문집 E
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• pp.1764-1766
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• 1997

In this paper, the illuminance distribution of blackboards on classroom in elementary, junior, and senior high school was measured and analyzed. Generally, average illuminance and uniformity of illuminance was 519[lx] and 0.543 (elementary: 389[lx], 0.387; junior: 632[lx], 0.570; senior: 527[lx], 0.608) respectively. When all lighting fixtures in each classroom were turned on, average illuminance was higher about 65% than lights-out, and, in case that local lighting fixtures exist, was higher 27% than absence, but uniformity of illuminance turned bad on the contrary ($0.462{\rightarrow}0.676$). According to classification into direction of windows on classroom. facing north, both were bad. In case of classroom to slant to east or west, the difference of illuminance at the forenoon and afternoon was big, and uniformity of illuminance was also bad.

• Journal of the Korean Data and Information Science Society
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• 제19권4호
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• pp.1191-1200
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• 2008

Recently classroom monitoring is becoming important since the lecture is being held in the classroom and academic institutions are interested in the quality assurance. Some institutions have adopted ISO 9000 systems and constructed monitoring system through measurement, analysis and improvement. In this study quality assurance problems in academic institutions and the requirements of ISO 9001:2000 will be briefly discussed. Next we will investigate how to monitor the lecture in the classroom(in-class) using statistical process control techniques such as control charts. Then case study will be given to illustrate the technique to use appropriate statistics. Finally how to monitor the learning process during in-class and after-class will be proposed.

• Journal of the Korean housing association
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• 제7권1호
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• pp.105-116
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• 1996

The purpose of this study is to improve the quality of the light environment of classroom. To attain this purpose, this study estimated the physical factor and evaluation of the subjective response of classroon located in south and north in the summer and the winter. The results are as followed. 1. The evaluation of the illumination, uniformity factor, daylight factor as physical factor of light environment is good as classroom, but the classroom in south is better that that in north, the light environment in summer is better than winter. 2. The subjective response to light environment of classroom is positive on both seasons at all calssroom. Comparing summer with winter, I found that the difference of subjective response between both classrooms on summer is attentive. 3. The realtion between subjective response and physical factor of light environment in classroom is attentive on the light sense, content sense, uniformity.

• Journal of the Korean Institute of Educational Facilities
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• 제20권3호
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• pp.21-28
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• 2013

Because it is now the fourth year since the first operation of the departmentalized classroom system in March 2010, a clear analysis of the conditions for the system from the investigation of the schools' operating the system is necessary. In particular, in-depth investigation and analysis are pressing, because investigation and observation of the conditions and situations for the departmentalized classroom system are not conducted continuously after creating an environment for the management of the system through a large investment. Therefore, the purpose of this study lies in building clear data on the conditions for the operation of the departmentalized classroom system in schools by visiting schools that operate the system, grasping the conditions for environmental composition, and investigating and analyzing practical use of the environment.

• Journal of Korea Multimedia Society
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• 제22권8호
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• pp.940-949
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• 2019

Classroom response systems (CRS) have been proven to have positive educational effects on student engagement and participation by allowing immediate feedback to both students and instructors. We explore the use of a chatbot and slide widget-based CRS to overcome some of the challenges of existing mobile-based CRSs while retaining their advantages. Our system uses widely available instant messaging services and operates web-based slide widgets that can be seamlessly integrated into instructors' slides to visualize student feedback in various formats. The student survey results indicate that our system is as effective as conventional CRSs in promoting student engagement and participation.

• East Asian mathematical journal
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• 제39권2호
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• pp.183-198
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• 2023

Classroom observation instruments are often used to evaluate teachers' instructional practices and provide feedback to inform interventions or research studies, or professional development efforts. While designed as research tools, many classroom observation instruments can provide important information to support teachers' learning and instructional change by providing a focus for formative assessment or self-evaluation of practice. In this paper, we review two classroom observation tools and the protocols for their use with an implementation example for one of the tools. These tools are more foreign to the field compared to others but have features that might serve as affordances in relation to the purposes of a specific investigation.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 한국방송∙미디어공학회 2021년도 하계학술대회
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• pp.232-234
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• 2021

본 논문에서는 딥러닝 얼굴 인식을 이용하여 실시간 360 공간 Classroom 과 실시간을 기반으로 한 가상 360 공간 Classroom 을 제안한다. MTCNN 을 이용한 얼굴 검출 및 Inception Resnet V1 모델을 이용한 딥러닝 기법을 통해 얼굴인식을 진행하고 HSV 색공간 기반의 화자 판별, 아바타 Rendering, 출석 체크 등을 진행한다. 이후 시각화를 위해 제작한 Web UI/UX 를 통해 사용자에게 현실과 가상 공간을 넘나드는 Twin Classroom 을 제공한다. 따라서 사용자는 새로운 화상 교육 플랫폼에서 보다 개선되고 생동감 있는 Classroom 에서 교육을 받을 수 있다.