• Education of Primary School Mathematics
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• v.21 no.3
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• pp.351-374
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• 2018

The purpose of this study is to support the understandings of teachers about the instructional strategies of collaborative problem solving and mathematical modeling as presented in the 2015 revised mathematics curriculum. For this, tasks of the Cubes unit from six grader's and lesson plans were developed. The specific problem solving processes of students and the practices of teachers which appeared in the classes were analyzed. In the course of solving a series of problems, students have formed a mathematical model of their own, modifying and complementing models in the process of sharing solutions. In particular, it was more effective when teachers explicitly taught students how to share and discuss problem-solving. Based on these results this study is expected to suggest implications on how to foster students' problem solving ability as mathematical subject competency in elementary classrooms.

• Industrial Engineering and Management Systems
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• v.13 no.3
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• pp.258-266
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• 2014

This paper proposes a management system for the educational program of production managers on the basis of value co-creation by the learner and the instructor. The program combines an intelligent knowledge-based approach with the kaizen activity program. The program helps individuals acquire knowledge and skills to ensure the total rather than the partial optimization of processes and operations facilitating continuous improvement in the workplace. To achieve these goals, the program uses models of a learning process and a swing of enlightenment. In addition, the program is supported by a framework of academic, business people, consultants, and government officers. The program was developed using an instructional design approach. This paper discusses the process of developing and managing the educational program between 2006 and 2012 as well as the results obtained.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.191-205
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• 2006

The purpose of this study was to explore strategies used by pre-service elementary science teachers in planning a science lesson. The participants were six senior students from a national university of education located in the midwestern area of Korea. Data regarding their planning strategies were gathered through both thinking-aloud and observation. Research findings suggest that: three of the teachers had little understanding of the necessity of reviewing unit contents or prior learning for planning a science lesson; five student teachers relied heavily on learning objectives presented in teachers' guidebooks without considering their appropriateness; all teachers exhibited an intention of composing different activities or teaching approaches from teachers' guidebooks; only two teachers thought about learners' prior knowledge or understanding levels; five and three teachers had poor understanding of discovery learning models and importance of teacher's questioning, respectively; and five teachers paid little attention to assessment.

• International Journal of Advanced Culture Technology
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• v.9 no.1
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• pp.162-167
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• 2021

The aim of this paper is to analyze the development of effective online Problem-Based Learning (PBL) and Project-Based Learning (PjBL). The collaborative PBL/PjBL become one of the hot issues with the rapid growth of online learning in the era of COVID-19. Educators try to get innovative to continue instruction without sacrificing student engagement, thus adopting an instructional model of PBL/PjBL. The PBL process involves clarifying terms, defining complex problems, brainstorming, structuring and hypothesis while PjBL includes project-planning, implementation, communicating the results of a project in a presentation and evaluations with immediate individually tailored feedback within a predetermined period. Despite the differences between online and offline learning, the benefits of learning online or offline are practically the same if enough bidirectional interactions between instructors and students are possible. We argue that online qualifications are just the same as those of offline ones in PBL/PjBL models, therefore, the standards of online/offline learning are identical since education is a two-way communication.

• 대한공업교육학회지
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• v.41 no.1
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• pp.108-127
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• 2016

We confront incessant choices in life. A person or a group stands at a crossroad continuously and make decisions under limited conditions in each time in order to achieve a goal. These series of processions are referred to as decision making and dominates our actions. Based on this view, the decision making is crucial and it secures its own position in school education as well as in real life. The purpose of this study is to develop decision making skills instructional model that can be applied to improve decision making skills in technological subjects. The components of decision making skills in technological education was problem recognition, problem identification, alternative production, alternative assessment, optimum selection, optimum evaluate. An instructional models for improvement of decision making skills in technology education and examination was designed according to the components of decision making skills in technological education. Depending on the components of decision making skills developed a teaching material to experience each step. And in the teaching material was to verify the improved decision-making skill. Accordingly, a decision making instruction model in technology is expected to contribute to enhance students' decision making skills.

• Journal of Science Education
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• v.44 no.2
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• pp.240-258
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• 2020

The advances in science technology brought about a new form of learning called flipped-learning: a combination of on-line and off-line learning. A flipped learning is a form of blended learning which has become quite popular, nowadays, in the field of education. Despite the emphasis on the importance of medical humanities in medical education program, there are no effective teaching and learning models to realize the purpose of medical humanities education. This study explores the possibility of flipped-learning to apply medical humanities classes. The class was designed based on the ADDIE model consisting of five stages, analysis - design - development - execution - evaluation. In order to do 'flipped-learning,' the instructor reconstructs the purpose of medical humanities education, instructional purpose and content, and analyzed learner. The contents of the medical humanities class were structured considering the purpose of the introduction to the medical humanities in the medical education program and the competencies that medical personnel should have in the developed health care environment. The instructor produces a video of the lecture and makes it possible to use LMS (Learning Management System) before and after classes, and conducts discussion activities so that learner-learner and learner-teacher interaction could actively occur during the class. The result of applying medical humanities lesson as flipped learning is as follows: First, it can realize the essence of medical humanities education. Second, it contributes to strengthening the competencies of health care provider. Third, flip learning can be used as a new teaching strategy for medical humanities education. The result of this study is expected to suggest new ways of introduction to teaching method in the traditional medical humanities class and contribute to the practice of designing and doing flipped learning of medical humanities class in the future.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.285-304
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• 2009

The operations of fractions are the main contents of number and operations in the elementary mathematics curriculum. They are also difficult for students to understand conceptually. Nevertheless, there has been little study on the addition and subtraction of fractions. Given this, this paper explored the connection between the national mathematics curriculum and its concomitant textbooks, the adequacy of when to teach, and the method of constructing each unit to teach addition and subtraction of fractions. This paper then analyzed elementary mathematics textbooks and workbooks by three parts aligned with the general instructional flow: 'introduction', 'activity', and, 'exercise'. First, it was analyzed with regard to the introduction part whether the word problems of textbooks might reflect on students' daily lives as intended, how different meanings of operations would be expected to be taught, and how the subsequent activities were connected with the original word problems. Second, the main analysis of activity part of the textbooks dealt with how to use concrete or iconic models to promote students' conceptual understanding of operations and how to formalize the calculation methods and principles with regard to addition and subtraction of fractions. Third, the analysis of the part of exercise in the textbooks and workbooks was conducted with regard to problem types and meanings of operations. It is expected that the issues and suggestions stemming from this analysis of current textbooks and workbooks are informative in developing new instructional materials aligned to the recently revised mathematics curriculum.

• Education of Primary School Mathematics
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• v.22 no.3
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• pp.181-203
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• 2019

Even though the properties of operations in multiplication serve a fundamental basis of conceptual understanding the multiplication with whole numbers for elementary students, there has been lack of research in this field. Given this, the purpose of this study was to analyze instructional methods related to the properties of operations in multiplication (i.e., commutative property of multiplication, associative property of multiplication, distributive property of multiplication over addition) in a series of mathematics textbooks of Korea, Japan, and the US. The overall analysis was conducted in the following two aspects: (a) when and how to deal with the properties of multiplication in three instructional context (i.e., introduction, application, generalization), and (b) what models use to represent the properties of multiplication. The results of this showed that overall similarities in introducing the properties of multiplication .in (one digit) ${\times}$ (one digit) as well as emphasizing the divers representation. However, subtle but meaningful differences were analyzed in applying and generalizing the properties of multiplication. Based on these results, this paper closes with some implications on how to teach the properties of operations in multiplication properties in elementary mathematics.

• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.249-267
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• 2017

The unit of multiplication in the mathematics textbook for third graders deals with two-digit number multiplied by one-digit number. Students tend to perform multiplication without necessarily understanding the principle behind the calculation. Against this background, we designed the unit in a way for students to explore the principle of multiplication with cuisenaire rods and array models. The results of this study showed that most students were able to represent the process of multiplication with both cuisenaire rods and array models and to connect such a process with multiplicative expressions. More importantly, the associative property of multiplication and the distributive property of multiplication over addition were meaningfully used in the process of writing expressions. To be sure, some students at first had difficulties in representing the process of multiplication but overcame such difficulties through the whole-class discussion. This study is expected to suggest implications for how to teach multiplication on the basis of the properties of the operation with appropriate instructional tools.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.372-387
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• 2012

This study aims to identify unique small group norms and their influence on the process of constructing a scientific model. We developed instructional materials for the construction of a model of blood flow in the heart and conducted research on eighth-grade students from one middle school. We randomly selected 10 small groups, and videotaped and recorded their dialogues and behaviors. The data was categorized according to the types of interaction and then analyzed to investigate the characteristics of group norms and models in one or two representative groups for each type. The results show that the types of interaction, the quality of the group models, and the group norms were different in each group. Even though one teacher guided students through the same task in the inquiry context, each group revealed different patterns of discourse and behavior, which were based on norms of cognitive responsibility, the need for justification, participation, and membership. With the exception of one group, there was little cognitive responsibility and justification for students' opinions. Ultimately, these norms influenced the model construction of small groups. A group that forms norms to encourage the active participation and justify members' opinions with cognitive responsibility was encouraged to do inferential thinking and construct a group model close to the target model. This study has instructional implications for the establishment of a classroom environment that facilitates learning through small group activities.