• School Mathematics
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• v.10 no.2
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• pp.155-179
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• 2008

Multiplication problems for the 7th curriculum focus on functional realms featuring the memorization and application of the multiplication table, exposing learners only to additive thinking characterized by simple counting and drawing. A diversity of research has yet to be conducted for the transition to multiplicative thinking that highlights the capability to solve problems by using multiplication and division in the expanded number scope like 'prime numbers', 'fractional numbers', and 'ratio/rates' and to describe accurately how they solved. This research was designed to develop and utilize teaching-learning materials for the transition of fifth graders' additive thinking to advanced multiplicative one and to analyze the application results in order to identify validity in material development. The following conclusions were made. First, the development and application of teaching-learning materials for multiplicative thinking cultivation facilitated the transition from additive thinking featuring simple counting and drawing to multiplicative thinking characterized by multiplication and accurate description in a more complicated and expanded number scope. Second, the development of materials featuring 'basic'-'intermediate'-'in-depth' courses by activity enabled learners to benefit from learning by level and expansion in number scope. Third, the use of topics and materials closely connected to daily lives stimulated learners' curiosity, helping them concentrate more on given problems. Fourth, communication between teachers and students or among learners themselves was promoted by continuously encouraging them to explain and by reviewing their documents identifying rules or patterns.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.27-51
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• 2012

This paper analyzed the pedagogical content knowledge (PCK) presented in three novice teachers' mathematics instruction. PCK was analyzed in terms of the knowledge of mathematics content, the knowledge of students' understanding, and the knowledge of teaching methods. Teacher A executed a concept-oriented instruction with manipulative materials because she had difficulties in learning mathematics during her childhood. Teacher B attempted to implement an inquiry-centered instruction in the lesson of looking for the area of a trapezoid. Teacher C focused on the real-life connection to mathematics instruction. There were substantial differences among the teachers' PCK revealed in mathematics teaching, depending on their instructional goals. The detailed analyses of three teachers' teaching in terms of their PCK will give rise to the issues and suggestions of professional development for beginning elementary school teachers in mathematics teaching.

• Journal of The Korean Association For Science Education
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• v.5 no.2
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• pp.139-145
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• 1985

This study was undertaken to analyze the research trends on science education in Korea. In this study the analysis for of trends of researches on science education, nine areas such as historical change of science Education, Processes of science learning science curriculum, science instruction, teaching-learning materials and equipment for science education, valuation on science education, survey on Korean science education, policy and management of science education, and natural science, were chosen for the analysir. All science education. thesis and dissertations in Korea, papers of science education published by the science center of the Seoul National University and the papers of the Journal of the Korean Association of Res Search in science Education were analyzed. The findings of this study are as follows: 1. Seventy percentile of science educational thesis and dissertations are on natural science areas. 2. About 14% of all papers being sampled is in science curriculum research category. There are few research studies on historical changes of science education, and teaching-learning materials and equipments for science education.

• Journal of Educational Research in Mathematics
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• v.12 no.2
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• pp.213-228
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• 2002

We know that curriculum is, first of all, related to teaching materials, namely, contents. Therefore, when we think of mathematics curriculum, we must take account of characteristic of mathematics. Vygotsky has studied the development of scientific concepts and everyday concepts. According to Vygotsky, scientific concepts grow down through spontaneous concepts; spontaneous concepts grow upward through scientific concepts. And mathematics is a representative of subjects dealing with scientific or theoretical concept. Therefore, his study provides scientific basis for mathematics curriculum design. In this context, Davydov notes that everyday concepts are developed through empirical abstraction, while scientific concepts require a theoretical abstraction. And Davydov constructed the curriculum materials for the teaching of number concept. Davydov's curriculum is an example of reflecting Vygotsky' theoretical view and his view about the types of abstraction. In particular, it represents mathematical characteristic of a 'science' by introducing number concept through quantitative relationship and use of signs. In conclusion, stance mathematical concepts have scientific characteristic, mathematics curriculum reflects this characteristic.

• The Mathematical Education
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• v.53 no.3
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• pp.435-447
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• 2014

Recently, the interdisciplinary integration and story-telling are often mentioned in mathematics education. It is probably because they might be helpful to students for positive attitude for mathematics. In this research, through brief discussion mathematics related with wallpaper patterns, we try to integrate mathematics and design, and eventually develop the teaching/learning materials for experience activities and story-telling.

• Journal of The Korean Association For Science Education
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• v.10 no.1
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• pp.33-45
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• 1990

To achieve the aim of science education, it is known that warious teaching, and learning materials should have to be used. As a sub-textbook for primary science education, 'Sil Hum-Kwan Chal (Experiment and Observation), teaching and learing material are developed and using now in science. This material have following characteristics; (a) Soruce-book contains reading materials for additional information, various pictures to enririch the science concepts, and supplementary and enrichment activities. (b) Work-book consists of the detailed procedures of activities of experiments presented in the textbook, student can record the experimental procedures and results. (c) Operational manuals provide operation techniques for experimental equipments which are used in science class. In this study the using status are surveyed for the 3rd grade of primary school, and based on this survey the improvement plan are discussed in view of design, quantity and utility, of sub-textbook.

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.151-163
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• 1998

In mathematics education, teaching-learning activity can be divided largely into the understanding the mathematical concepts, derivation of principles and laws, acquirement of the mathematical abilities. We utilize various media, teaching tools, audio-visual materials, manufacturing materials for understanding mathematical concepts. But sometimes we cannot define or explain correctly the concepts as well as the derivation of principles and laws by these materials. In order to solve the problem we can use the computer. In this paper, character and movement state of various quadratic function graph types can be used. Using the computers is more visible than other educational instruments like blackboards, O.H.Ps., etc. Then, students understand the mathematical concepts and the correct quadratic function graph correctly. Consquently more effective teaching-learning activity can be done. Usage of computers is the best method for improving the mathematical abilities because computers have functions of the immediate reaction, operation, reference and deduction. One of the important characters of mathematics is accuracy, so we use computers for improving mathematical abilities. This paper is about the program focused on the part of "the quadratic function graph", which exists in mathematical curriculum the middle school. When this program is used for students, it is expected the following educational effect. 1, Students will have positive thought by arousing interests of learning because this program is composed of pictures, animations with effectiveness of sound. 2. This program will cause students to form the mathematical concepts correctly. 3. By visualizing the process of drawing the quadratic function graph, students understand the quadratic function graph structually. 4. Through the feedback, the recognition ability of the trigonometric function can be improved. 5. It is possible to change the teacher-centered instruction into the student-centered instruction. For the purpose of increasing the efficiencies and qualities of mathmatics education, we have to seek the various learning-teaching methods. But considering that no computer can replace the teacher′s role, tearchers have to use the CIA program carefully.

• Korean Journal of Community Nutrition
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• v.13 no.6
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• pp.818-828
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• 2008

This study was conducted to investigate actual conditions and needs on breastfeeding education for pregnant women in health centers for the development of a breastfeeding educational program. The questionnaires were mailed to 245 health centers and 148 (60.4%) questionnaires were returned. 91% of the health centers had breastfeeding education for pregnant women. 66% of them operated breastfeeding education as one part of other health programs. About 76% of supervisors and 64% of educators were the nurses. The teaching methods frequently used were lectures (30.5%), giving out booklets and leaflets (22.6%), demonstration and practice (21.5%), personal counseling (13.3%), and others. The teaching materials used were materials of outside speakers (39.7%), materials of development oneself (19.0%), materials of academic association or institute (14.8%), and others. The subjects which educators taught were the benefits of breastfeeding (16.7%), breastfeeding techniques (15.8%), caring for breasts before and after delivery (15.1%), nutritional management for lactating women (14.2%), coping strategies for the difficult situation of breastfeeding (13.3%), and others. Those were different from each other according to the educators' general characteristics. Success factors of education were increased motivation for breastfeeding (52.8%), practice (22.6%), professional's lecture (11.3%) and others. The failure factors of education were the ineffectiveness of the lecture method (69.2%), lack of education for supporters (15.4%) and lack of standardized education (15.4%). The most important barrier of education was the lack of a standardized breastfeeding educational programs (43.9%). The most effective teaching methods that educators thought were demonstration and practice (24.0%). The educators thought they need the tools and space for practice (28.2%), a standardized breastfeeding educational program (26.9%), and the human resources (24.4%) for effective education. Subjects that educators thought important for education were the breastfeeding techniques, benefits of breastfeeding, caring for breasts before and after delivery, nutritional management for lactating women, coping strategies for the difficult situation of breastfeeding, rooming system after delivery, ways to assess mother's milk quantity, introducing successful cases of breastfeeding in rank order. To promote the effectiveness of breastfeeding education, standardized breastfeeding educational programs, diverse teaching materials, space and tools, and human resources are needed.

• Journal of the Korean Chemical Society
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• v.55 no.6
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• pp.1056-1073
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• 2011

The purpose of this study was to develop teaching materials using Pyramid model of divergent thinking, Inverse pyramid model of convergent thinking and Diamond model of divergent-convergent thinking. And the teaching materials was implemented to 120 students in middle school over 10 weeks. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in fluency and flexibility(p<.05). Also the teaching materials contributed to improve critical thinking skills, especially in inquiry process of recognizing problems, making conclusion and generalization(p<.05). Moreover, academic achievement was improved(p<.05). But, there was no significant improvement in creative personality(p<.05).

• Cross-Cultural Studies
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• v.31
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• pp.415-438
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• 2013

This paper explores how to teach Chinese, using multi-media resources such as Chinese dramas and focusing on one of Jin Yong's dramas, The Return of the Condor Heroes. The purpose of this study is to develop teaching methodologies for university students learning Chinese through drama to integrate language skills: enhancing communicative competence and understanding Chinese cultures. First, the overview of previous studies provides several cases of foreign language education using drama. Teaching Chinese through drama can be an integrative education because students can develop their communicative competence as well as understand the cultures of the target language. In other words, the contexts of drama may offer rich sources of the history of China, Han Chinese ethnocentrism, and knowledge of Chinese literature as well as geography. Second, this study applies the principles of Tomlinson (2010) for materials development in language teaching into the case of Chinese drama. It concentrates on Jin Yong's The Return of the Condor Heroes that the author has used in the Chinese language courses for three years. It examines the characteristics of the drama for developing effective ways of teaching and learning Chinese language and culture. Furthermore, it discusses the impact of using drama on changes in students' pervasive perceptions about unnecessity of Chinese classical literature. Third, this paper presents some sample lessons which may help teachers to develop understanding of how to organize lessons through drama. Finally, it illustrates university students' opinions about using drama to learn Chinese.