• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.213-231
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• 2011

The purpose of this study was to investigate knowledge types which the elementary science gifted students would use when solving a science problem, and to examine characteristics and types that were shown in the science problem solving process. For this study, 39 fifth graders and 38 sixth graders from Institute of Education for the Gifted Science Class were sampled in one National University of Education. The results of this study were as follows. First, for science problem solving, the elementary science gifted students used procedural knowledge and declarative knowledge at the same time, and procedural knowledge was more frequently used than declarative knowledge. Second, as for the characteristics in the understanding step of solving science problems, students tend to exactly figure out questions' given conditions and what to seek. In planning and solving stage, most of them used 3~4 different problem solving methods and strategies for solving. In evaluating stage, they mostly re-examined problem solving process for once or twice. Also, they did not correct the answer and had high confidence in their answers. Third, good solvers had used more complete or partially applied procedural knowledge and proper declarative knowledge than poor solvers. In the problem solving process, good solvers had more accurate problem-understanding and successful problem solving strategies. From characteristics shown in the good solvers' problem solving process, it is confirmed that the education program for science gifted students needs both studying on process of acquiring declarative knowledge and studying procedural knowledge for interpreting new situation, solving problem and deducting. In addition, in problem-understanding stage, it is required to develop divided and gradual programs for interpreting and symbolizing the problem, and for increasing the understanding.

• 한국학교수학회논문집
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• 제15권4호
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• pp.719-745
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• 2012

초등학교 4학년 수학은 도형 영역에서 다양한 개념들이 동시에 등장하는 시기로, 특히 삼각형이나 사각형 등과 같은 평면도형의 경우 그 개념이 총체적으로 학습되는 시기이다. 본 연구는 초등학교 4학년 학생들을 대상으로 그들이 학습한 도형 개념들에 대한 이해 정도를 파악하기 위해 '정의하기' 서술형 평가를 실시하고, 또한 그들이 갖고 있는 비형식적인 지식을 살펴보기 위한 '이름짓기'(naming) 서술형 평가를 실시하였다. 이를 통해 학생들이 이해하고 있는 도형의 개념정의와 개념이미지를 분석하고, 각각의 특징 및 반복해서 등장하는 오 개념과 그 원인을 분석하여 도형을 학습하고 지도하는 과정에서 생각해볼 유의점을 제안하고 있다. 더불어 학생들의 이름짓기 활동을 통해 도형의 어떤 요소에 가장 먼저 주목하는가를 분석함으로써 이 과정에서 그들이 인식하지 못하거나 빈도가 낮게 나타난 수학적 성질과 개념을 살펴보고 동시에 학교수학에서 도형 학습을 통해 갖게 되는 비형식적 지식을 고찰함으로써 도형 영역의 학습 지도를 위한 개선 방안을 제시하고 있다.

• 한국수학교육학회지시리즈A:수학교육
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• 제43권3호
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• pp.257-273
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• 2004

In this paper, we analyze what the components of mathematics teacher` knowledge are, and find that mathematics teacher need knowledge of three areas: subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge. Studies of practicing teachers suggest that When teachers lack understanding in their respective disciplines, it inhibits them from providing students the best learning opportunities, but that a teacher possessing pedagogical content knowledge provides learners with multiple approaches into learning. Some teachers having sound knowledge of mathematics and students were able to respond appropriately to students' questions, design appropriate learning activities involving a variety of mathematical representations, and orchestrate mathematical discourse in the classroom. Thus, it appears that mathematics teachers' knowledge positively affect teaching and student learning..

• 한국수학교육학회지시리즈A:수학교육
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• 제41권2호
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• pp.173-187
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• 2002

The purpose of this study through ethnographic inquiry is to describe how an elementary teacher teaches mathematics with understanding. The ways that teachers'beliefs affect instructional activities, what means understanding from the view of cognitive psychology, and ethnographic research tradition were reviewed to anchor theoretical background of this study. A third-grade teacher and his 45 students were selected in order to capture vivid and thick descriptions of the teaching and learning activities of mathematics. Three major sources of data, that is, participant-observation with video taping, formal and informal interviews with the teacher and his students, and a variety of official documents were collected. These data were analyzed through two phases: data analysis in the field and after the fieldwork. According to data analysis, ‘teaching mathematics with understanding’ was identified as the teachers central belief of teaching mathematics. In order to implement his belief in teaching practices, the teacher made use of three strategies: ⑴ valuing individual student's own way of understanding, ⑵ bring students' everyday experiences into mathematics classroom, and ⑶ lesson objectivies stated by students. It is suggested for future research that concrete and specific norms of mathematics classroom for the improvement of mathematics understanding are needed to be identified and that experienced and skillful teachers' practical knowledge should be incorporated with theories of teaching mathematics and necessarily paid more attention by mathematics educators.

• Asia pacific journal of information systems
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• 제15권2호
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• pp.97-120
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• 2005

As information systems are introduced in organizations, user attitudes toward IS are crucial factors for the success of such systems. Hence, understanding what affects user attitudes should be a major concern in MIS research. The purpose of this study is to improve the understanding of social influence on IS adoption. Social influence construct is stretched to include four items: subject norm, image, visibility, and voluntariness. Also, this paper examines the roles of two moderators regarding social influence: user characteristics and IT maturity. We could find that 1) social influence has a significant impact on perceived usefulness(PU), perceived ease of use(PEU), and intention, 2) the social influence on PU is more noticeable for knowledge worker than for undergraduate student, and 3) social influence on knowledge worker's PU is stronger for emerging IT(e.g., wireless internet services) than for mature IT(e.g., spreadsheet software).

• 한국과학교육학회지
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• 제22권5호
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• pp.1071-1081
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• 2002

This article describes the status of science teacher education in Taiwan. The pre-service and in-service science teacher training system, institutes, curricula, programs, and evaluation on the institutes were briefly introduced. The differences before and after the 1996 reform of science teacher training system were compared. Finally, the attempts and efforts that have been done through the channels of research to promote science teachers' professional development were addressed. These efforts include the Case studies of exemplary science teachers' teaching performances, the development of licensure instruments for the certification of science teachers, the use of computers and distance education for supervising student teachers, the exploration of promoting science teachers' understanding about the nature of science, the exploration of promoting science teachers' pedagogical content knowledge, the exploration of promoting science teachers' ability of increasing effective student-teacher and student-student interactions, and the exploration of effective teaching strategies.

• 영어어문교육
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• 제5호
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• pp.149-189
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• 1999

Assessment can be defined as any method used to understand the current knowledge that a student possesses. Assessment may influence decisions about grades, placement, instructional needs, and curriculum. Therefore, the purpose of assessment is to identify how the students think and know, to diagnose the difficulties they face, and to reflect the result of assessment on teaching. But the traditional multiple-choice test failed to evaluate and teach higher-level thinking and problem-solving skills. In this context, performance assessment is being required as an alternative assessment to get better understanding about what the students can do as well as what they know. This article points out some weaknesses of traditional assessments, and comments on the theoretical background and necessity of performance assessment. And it presents more specific information about performance assessment and some examples. It is certain that performance assessment is student-centered and future-oriented. But performance assessment can't be the surest and best way of evaluating the students' abilities. We are just on the way of another experimental stage for improving teaching methodology. More supplementary analyses and further improvements are needed.

• 대한수학교육학회지:학교수학
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• 제4권1호
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• pp.111-125
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• 2002

In this study, we studied some examples using GSP(Geometer's SketchPad) in the process of problem solving that is explained by G. polya. After reconsidering examples, we tried to show that using GSP can help student's intuitive thinking, investigative activities, reflective thinking. Especially, in the three phase of problem solving(understanding the problem, devising a plan, looking back), mathematics teachers may using GSP in order to helping student's understanding. Besides, we tried to suggest the direction to use GSP more adequately in the teaching and Beaming mathematics. First of all, Mathematics teachers using GSP in their class must have ideas how to use it. And they have to be careful on the didactical transposition of mathematical knowledge in the computer-based learning. They also have to lead students move from activities with GSP materials to carrying out the problem solving plan and reflection activities.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제24권3호
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• pp.201-228
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• 2021

Teacher noticing has been termed consequential to teaching because what you see and do not see impacts decisions made within the classroom. Further, how a teacher responds to student thinking depends on what a teacher sees in student thinking. Within this study we sought to understand what teachers noticed within an engineering lesson and the decisions made as a result of that noticing. Findings indicate that student teachers and cooperating teachers drew on their pedagogical knowledge for decisions, rather than taking up the integrated content of student thinking and understanding. These findings serve as a guide for the experiences needed to engage in the complex work of teaching or, more specifically, implementing engineering into instruction through a responsive teaching frame.

• 한국융합학회논문지
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• 제9권10호
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• pp.497-505
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• 2018

본 연구는 남녀 대학생을 대상으로 월경 지식, 월경 태도 및 월경 교육요구도를 비교 분석하기 위해 시도하였다. 일개 대학의 남녀 대학생 총 385명을 대상으로 설문조사를 실시한 후 SPSS ver. 22.0을 이용하여 분석하였다. 연구결과 남학생은 여학생에 비해 월경 지식이 낮았고 여학생은 남학생에 비해 월경에 대해 부정적 태도를 가지고 있는 것으로 나타났다. 또한 남학생은 여학생에 비해 월경 교육 및 정보에 대한 이해도, 교육의 도움 정도 및 충분성 측면에서 부정적으로 인식하는 것으로 나타났다. 월경 교육에 대한 교육 내용 역시 남녀간에 차이를 보이는 것으로 나타났다. 결론적으로 성인 초기인 남녀 대학생 대상 월경 지식 및 태도를 함양하고 상호 이해도를 증진시키기 위한 남녀 맞춤형 교과 및 비교과 융합적 프로그램 개발이 필요할 것이다.