• Communications for Statistical Applications and Methods
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• v.18 no.3
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• pp.333-342
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• 2011

Many students in introductory statistics courses do not engage in learning under traditional classroom settings. A statistics instructor is often irritated by student behaviors such as sleeping, talking out of place, and acting bored or apathetic during lectures. The lecture and exercises in the computer laboratory should constantly compete with materials via the Internet to draw the attention of the student. To address problems in statistics education, we propose a digital nervous system in which a teacher and students can communicate with each other.

• Research in Mathematical Education
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• v.15 no.2
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• pp.115-126
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• 2011

The aim of this study was to explore teachers' values about teaching mathematics in the classrooms which implemented Lesson Study and Open Approach as a teaching approach. The targeted group was 83 school teachers from 4 schools participating in a teacher professional development project. The data was gathered through teacher questionnaires, lesson observations and interviews. Data analysis is based on Bishop's (1988; 2003; 2007) and Komin's (1990) frameworks. The results from the implementation of Lesson Study and Open Approach in Thai classroom found the different of the roles and behaviors of teachers and students in classroom. The results revealed 3 kinds of values about teaching: Mathematical values, General educational values, Mathematics educational values and also found that most of the teachers valued problem solving as an innovative teaching approach as against traditional approaches they were familiar with.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.23-42
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• 2015

The purpose of this study was to find and to apply an effective intervention method to deal with the aggressive behaviors of Junseo, who is in a classroom for two-year olds. First, we collected the data about the aggressive behaviors by ABC event sampling, journal, recording the frequency of behaviors and the interview with the parents. Second, we drew an inference to the reason for his behaviors and tried to find an appropriate method to deal with them with colleagues and the professor. A time-out was applied to Junseo's aggressive behaviors and alternately, his parents were asked to applause him frequently on appropriate behaviors at home. The aggressive behaviors became better gradually while the intervention method was monitored and assessed for feedback. As a result, the approach procedure, which was used in this study, was suggested to deal with the aggressive behaviors of young children. And supporting the system for operating this procedure was further discussed.

• Journal of Science Education
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• v.39 no.2
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• pp.267-277
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• 2015

This study explored elementary school teachers' perspectives on science inquiry teaching. First, an open-ended questionnaire was administered to elicit teachers' experiences of their approach to inquiry teaching. These self-reported approaches revealed three conceptions of teaching for inquiry learning in science: 'science process skills-centered' category focused on observing, classifying, measuring, and fair testing; 'generating scientific questions' category focused on students' question-generating; and 'illustrate concept and/or content' category focused on science content demonstration by making use of experimental procedures to obtain expected results. Second, teachers were asked to place 18 activity cards either close to or further from an 'inquiry-based science classroom' card. The relative distances from the activity card to the central classroom card were measured. The teachers perceived that students' activity of 'designing and implementing appropriate procedures' was the most important in supporting an inquiry-based science classroom. Understanding teachers' views has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development.

• KIEAE Journal
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• v.10 no.3
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• pp.43-50
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• 2010

Natural lighting is directly connected with our mental and physical health. For working or learning effect, the proper natural lighting is required for improving our living conditions. School facilities, especially, are the place where includes students' ordinary activities with learning behaviors during the school years from elementary to high school. This study was carried out for the purpose introducing a basic database in that planning a school by researching on the actual in the natural lighting system of some schools' classroom, estimating, and analyzing through a simulation, which resulted in a method of improving the natural lighting system. As a result of measuring and analyzing Daylight Factor(DF) during the time from 9 am to 3 pm when students are activating in their classroom, generally DF range of the sides near to window and aisle seats zone are not distributed well. Besides, two out of four school which are researched would not reach the standards of the law for school sanitary while rest of the schools meet the standards; Average DF 5% and Minimum DF 2%. And the result of a simulation by RADIANCE program shows the most appropriate DF range when it is applied in variable numbers about an oriehows the- South-east 15, south-east 30, south-east 45, south-west 15, south-west 30, and south-west 45 degrees. When it is applied in the variable numbers about glass transmittance - 60%, 70%, and 80% in condition facing south of a classroom, the result shows that the DF range of 80% transmittance is relatively higher than other glasses in the classroom. Thus, when a school is built, plans for an orientation is necessary for improve of elementary schools' environment with the glass installation which is made for high transmittance and is regarded with the students' activities time.

• Korean Journal of Child Studies
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• v.35 no.2
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• pp.25-41
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• 2014

The purpose of this study was to investigate the relationships between play behaviors and young children's playfulness in a variety of play space environments. The subjects were 150 4-year old children of 29 mixed-age classes in childcare centers of Seoul and Gyeonggi area. The results were as follows; (1) Their play behaviors differed according to their play environment in terms of classroom spaces. Solitary-active play behaviors were more frequently observed in large play spaces than small. (2) Leading participation, cognitive flexibility, voluntary full immersion, and total playfulness scores correlated negatively with reticent behavior. Leading participation, voluntary full immersion, and total playfulness scores, on the other hand, correlated positively with group play behavior. (3) In small play spaces, leading participation, voluntary full immersion correlated negatively with reticent behavior, but leading participation correlated positively with group play. In middle play spaces, cognitive flexibility correlated negatively with reticent behavior. In large play spaces, voluntary full immersion correlated negatively with parallel play, but leading participation, cognitive flexibility, expressions of joy, voluntary full immersion, and total playfulness score correlated positively with group play.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.1-15
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• 2001

This study examined patterns of parenting variables in relation to children's peer competence. The subjects were 333 5- and 6-year-old children in early childhood settings. Classroom teachers rated each children's peer competence, and mothers responded to questionnaires on parenting goals, parenting behaviors, and management strategies pertaining to peer relations. Mothers' warm and encouraging behavior, mediation-supervision strategies, and parenting goals for peer competence were positively related to children's peer competence; that is, high warmth and encouragement and mediation-supervision of mothers was strongly associated with children's peer competence. Mothers high in parenting goals for peer competence used more management strategies to enhance peer relations which in turn contributed to children's peer competence.

• Research in Mathematical Education
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• v.3 no.2
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• pp.89-98
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• 1999

The purpose of this review of literature is to investigate what kinds of research have been done on social construction of mathematics understanding among elementary students in small groups. Only empirical studies were reviewed, and then grouping was done in terms of the purpose of the study. This grouping identified three categories: 1) Social and mathematical norms in mathematics classroom, 2) Teaching productive communication behaviors for active learning in small group, and 3) Participation roles and communication behaviors in different group structure. To enhance social construction of mathematics understanding in small group settings two suggestions are made: the importance of the selection of collaborative tasks or problems and teachers' beliefs about mathematics and the teaching an learning of mathematics.

• 교육공학연구
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• v.33 no.4
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• pp.1001-1024
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• 2017

Flipped classroom has used widely in university in that its unique structure can facilitate learners' higher-thinking skills and promote competencies. Learners are expected to extend knowledge through performing online and offline, but they have difficulty in understanding their roles and specific behaviors to achieve the learning goals in the flipped learning. Therefore, a guidance for students has been required to support learners' mastery learning. The purpose of this study is to identify successful learners' characteristics in terms of "competency". For this, three-phased competency modeling was employed. In Phase I, Behavioral Event Interviews were conducted with eight learners of the flipped classroom. In Phase II for identifying competencies and developing a competency model, the data was coded, followed by testing reliability of the coding. Based on the meaning codes, competencies and behavioral indexes were developed. The final competencies consist of learning orientation, learning management, feedback seeking, peer interaction, and knowledge extension. In Phase III, validation of the competency model was conducted by explanatory factor analysis. As last, competencies were aligned by the two-phase of the flipped classroom. The finding will be used as the guidance for the learners and instructors in the flipped classroom.

• Journal of the Korean Society of Clothing and Textiles
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• v.10 no.1
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• pp.19-26
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• 1986

The purpose of this study is to investigate the relationship between clothing behaviors, background and popularity for a group of junior-high school girls in seoul, Korea. background : father's education, type of housing and economic level. popularity : Sociometric test. For statistical analyses of the data from 446 respondents, F-test, t-test, $x^2$-test, M. and S.D. were used. The findings were as follows : 1. (1) Father's education correlated significantly with $\ulcorner$Awareness$\lrcorner$at p<.05, and with $\ulcorner$satisfaction$\lrcorner$ at P<.005. (2) Type of housing correlated significantly with $\ulcorner$conformity$\lrcorner$-at p<.005, and with significantly $\ulcorner$satisfaction$\lrcorner$ at p<.01. (3) Economic level correlated significantly $\ulcorner$conformity$\lrcorner$ at p<.05, and with significantly $\ulcorner$satisfaction$\lrcorner$ at p<.005. 2. A significantly positive relationship was found between popularity and background. The higher the economic level and father's education are, the more popular are they- in their classroom. They also were found to have their own houses. On the contrary, the less the economic level and father's education are, the less popular are they in their classroom. They, in most cases, live in rent houses. 3. A positive relationship was not found between popularity and clothing behaviors.