• The Journal of Sustainable Design and Educational Environment Research
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• v.7 no.1
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• pp.39-55
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• 2008

The purpose of this study is to suggest improvement of certification standards of environment friendly architecture in ecological environment field by surveying and analyzing actual status of actual certification schools of environment friendly architecture per ecological environment elements through extracting ecological environment elements which is possible to analyze in quantity certification standards of environment friendly architecture. As contents of the study, first, certification as an examination on certification system of environment friendly architecture, summary of certification system of environment friendly architecture, ecological environment elements which is possible for quantitative analysis of ecological environment certification standards were extracted. Second, actual status of ecological environment elements per school grade, region, and population increase by collecting actual data of certification schools of environment friendly architecture. Third, using analysis data of ecological environment elements, ecological area ratio of certification schools of environment friendly architecture per weighted values of space types was calculated and the results were analyzed as the follows. (1) In case of preliminary certification out of total objects of investigation schools was average 34.06% but in this case of certification, it was reduced to 33.07%. However, it is difficult to make judgment as actual evidence data since ecological area ratio of actual preliminary certification is data based on drawing planes. Therefore, in case of this certification, elementary schools was investigated at average 33.11%, middle schools 34.81%, and high schools 31.28% and middle school showed the highest relatively. (2) Besides, average composition ratio of ecological area ratio was 63.04% in case of this certification regardless of school grade and region and it was analyzed that about 70% of ecological area ratio is composed of the natural based green area including pure natural based green land and 6.89% of ecological learning institute.

• English Language & Literature Teaching
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• v.10 no.2
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• pp.133-158
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• 2004

The purpose of the present study was to scrutinize computer games that can motivate elementary school students through their interactive "edutainment" effects. The types of elements in computer games that students find interesting as learning media and their impact were studied. The current status of Korean computer games, issues related to learning English, and methods to stimulate the motivation and interest in learning by elementary school students were explored. A computer game model for efficiently teaching English to elementary school students through a connection between computer games and education was suggested. In this model, overall games were designed with the focus on the integration of curriculum and content subjects related to learning activities. For games not to be biased toward entertainment and to have systemized learning steps, the games are composed of an introduction, presentation, practice, production and evaluation, in that order. The model suggested by this plan and composition make it possible to approach learning efficiently with entertaining games based on a systematic learning curriculum. As shown above, developing the model of educational computer games can be seen as an opportunity, which can provide amusement and interests and a broad learning experience as an additional learning method.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.375-382
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• 2021

Adolescents with disabilities have unnatural behavior and language, which makes it difficult to use soft and flexible language and behavior, and lack of learning experience has limitations in not being free in mature behavioral communication. Eurhythmics musical rhythm elements were divided into time and space, power and weight, and balance and fluidity and reflected in teaching and learning so that adolescents with disabilities could have comfortable, creative, and original thoughts that bring about changes in thawing. In order to increase the effectiveness of education in the direction of observing the effect of improving self-esteem, communication, and creativity of adolescents with disabilities, the study guide applying the Eurhythmics rhythm element was fused with music education, art education, and physical education, and interviewed by selecting research participants. Based on the questionnaire, an observation method suitable for the study of adolescents with disabilities was conducted. As a result of the study, it was observed that the educational effect of the disabled youth was improved as a result of conducting the class by applying the Eurhythmics rhythm elements time and space, force and weight, balance and fluidity by integrating music, art, and physical education(line dance, playtime). Therefore, to supplement the limitations in this learning process, various educational methods applicable to the education of youth with disabilities, a support system that can reflect Eurhythmics education through physical play, and a method to properly compose various learning tools do.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.173-185
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• 2022

The purpose of this study is to present a reflective review of the earth and universe units from the revised elementary curriculum of 2007-2015 and suggest changes in the 2022 revised curriculum. For this purpose, we conducted an FGI with earth science educators and elementary school teachers regarding the content elements and system, the achievement standards and inquiry activity composition, and the vertical and horizontal curriculum connectivity. Free response and weighted hierarchical analysis items were incorporated into the FGI to ensure logical consistency of the inductively derived improvement. This analysis revealed that the composition of units by grade group had been unevenly distributed among each of the "earth systems" until the 2015 revised curriculum was finalized. Furthermore, the basic concept was still insufficient. We suggest that achievement standards centered on the learning content and skills must state specific scientific core competencies, and inquiry activities should include rigorous critical thinking, student written responses, and student inquiry and analysis. In the hierarchical analysis items, FGI emphasized the inclusion of essential content elements rather than reduction of content elements, understanding-oriented concept learning rather than interest-centered phenomenon learning, basic concept division learning before integration between subjects, and expanding vertical-horizontal connectivity rather than repeating and advancing learning. There is a limit to the generalizing the suggestions proposed in this study to the common opinion of elementary earth science experts. However, since the main vision of the 2022 revised curriculum is to gather opinions through educational entities' participation in a variety of educational subjects, it is suggested that our results should be incorporated as one of the opinions proposed for the 2022 curriculum revision.

• Journal for History of Mathematics
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• v.31 no.6
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• pp.291-313
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• 2018

This study aims to analyze Pardies' ${\ll}$Elements of geometry${\gg}$. This book is very interesting from the perspectives of mathematical history as well as of mathematical education. Because it was used for teaching Kangxi emperor geometry in the Qing Dynasty in China instead of Euclid's which was considered as too difficult to study geometry. It is expected that this book suggests historical and educational implications because it appeared in the context of instruction of geometry in the seventeenth century of mathematical history. This study includes the analyses on the contents of Pardies' ${\ll}$Elements of geometry${\gg}$, the author's advice for geometry learning, several geometrical features, and some features from the view of elementary school mathematics, of which the latter two contain the comparisons with other authors' as well as school mathematics. Moreover, some didactical implications were induced based on the results of the study.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.986-997
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• 2011

In this study, we developed analogical experimental activities to foster scientific creativity in inquiry learning and applied them to 7th grade science-gifted students. The influences of inquiry learning-based analogical experiments were investigated with respect to the experimental design processes. We classified the patterns of experimental design processes by creative thinking processes and analyzed performance levels by the elements of experimental design processes. The students' experimental design processes were categorized into three kinds of patterns such as reinitiated motion, backward-divergent motion and stationary motion. Those belonging to the reinitiated motion performed precise experimental design from new perspectives by identifying the mapping in depth and considering the elements of experimental design processes. In the case of the backward-divergent motion, they shifted their positions to new directions, but the concreteness of experimental design was insufficient due to the lack of mapping or considering the elements. In the type of stationary motion, maintaining their previous positions, they showed less performance of experimental design without considering the elements sufficiently. Educational implication of these findings are discussed.

• Journal of Industrial Convergence
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• v.21 no.3
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• pp.195-202
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• 2023

This study analyzes the results of a survey based on classes conducted in the field to understand the educational needs of learners, and reflects the elements necessary for SW education. In this study, various experimental elements according to learning motivation and learning achievement were constructed and designed through previous studies. As a survey applied to this study, experimental elements in three categories: Faculty Competences(FC), Learner Competences(LC), and Educational Conditions(EC) were analyzed by primary area and secondary major, respectively. As a result of analyzing CT-based SW education by area, the development of educational materials, understanding of lectures, and teaching methods showed high satisfaction, while communication with students, difficulty of lectures, and the number of students were relatively low. The results of the analysis by major were found to be more difficult and less interesting in the humanities than in the engineering field. In this study, Based on these statistical results proposes the need for non-major SW education to improve into an interesting curriculum for effective liberal arts education in the future in terms of enhancing learners' problem-solving skills.

• School Mathematics
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• v.1 no.1
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• pp.19-37
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• 1999

In this study, we examined some matters related to the learning of variable concept in school mathematics on the basis of the theoretical foundation from the previous studies(e.g. Davis, 1975; Rosnick, 1981; IK chemann, 1981; Wagner, 1983.) and practices on variable concept teaching by evaluating the current state of that. Matters be discussed are as follows; the use of symbol for place holders in elementary mathematics, the dealing with sets those elements are literals and operations of such sets, the teaching of dummy variable, the construction of literal expressions that contains variables, the labeling indeterminates as a constant, the change in the exact meaning of variable according to the function concept, the teaching of a generalization by means of variables. After considering on these matters that are connected with the teaching-learning of variable concept, we suggested the alternative proposal to the current state of variable concept teaching.

• School Mathematics
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• v.1 no.1
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• pp.109-122
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• 1999

In this paper we give a description of students' obstacles in their learning of geometry, especially resulted from their confusing a physical drawing with a figure, a geometrical object which a physical drawing represents. In computer-based teaching-learning environment, we could relieve such obstacles through providing students for experiences in which they must focus on elements of a figure and relations of them. But there may be potential in computer-based environment if we offer students only visual experience for validity of geometrical gacts: students' lack of understanding for need of proof and experience of cognitive obstacles which is very important for students to reflect their thinking and activities. Thus an didactical treatment must follows, which we also give an example.

• Journal of Fisheries and Marine Sciences Education
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• v.17 no.3
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• pp.373-382
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• 2005

The aim of this study is to analyze critically the meaning of 'good instruction'. In this article, the researchers emphasized the activities of teaching and learning as two essential elements of good instruction. The antecedent studies on good instruction have limitations in that they regarded good instruction as an instrument rather than valuable activity itself. This study consisted of three parts. Firstly, the researchers tried to clarify the meaning of good instruction underlying antecedent studies on instruction. Secondly, the researchers tried to analyze characteristics of good insturction suggested by antecedent studies. Thirdly, the researchers attempted to define a new meaning of good instruction. A new meaning of good instruction should be defined in accordance with characteristics of three commonplaces composing instruction such as teaching activity, learning activity and good interactions between teacher and learner. Good instruction can be defined as followings. Good instruction means an instructional activity which can change the student's meanings of experience as a result of interactions among teacher, learner, and educational materials.