• The Journal of Korean Association of Computer Education
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• v.12 no.1
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• pp.33-44
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• 2009

In this study, we selected an educational robot as a suitable tool to support algorithm learning for middle school learners through comparative analysis of various tools. Educational robot can provide tangible experiences for abstract concepts of algorithms. Therefore, we developed an algorithm learning program with educational robots to enhance intrinsic motivation and creative problem solving ability for middle school learners. Also, we implemented the developed program in middle schools and analysed the educational effects of the program. We found that the algorithm learning program with robots was helpful in enhancing learners' intrinsic motivation about algorithm learning and creative problem solving potential. These findings may offer useful direction for designing teaching and learning program for algorithm education. These results can be used as a basis for study on designing and developing algorithm learning program.

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.185-196
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• 1998

This study is undertaken to clarify the evolution of the mathematics regarding the $\pi$ ratio, square root, trigonometric ration which are dealing by approximate value according to the curriculum of Korean Middle School and its subsequent growth of methods for attaining the approximate value. Furthermore a brief survey has been thought for assessing the significance of the core of approximate value and its utility which will be given a guide line to many young learners. I'd better teach these historical background to the students and it makes clear the approximate value and the content about the approximate value. This research should help to improve the student's ability of solving a problem by making them think it mathematically through the life and the effort of the mathematician.

• Communications of Mathematical Education
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• v.34 no.1
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• pp.17-39
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• 2020

The purpose of this study is to analyze the mathematical beliefs of students and teachers by Latent Class Analysis(LCA). This study surveyed 60 teachers about beliefs of 'nature of mathematics', 'mathematic teaching', 'mathematical ability' and also asked 1850 students about beliefs of 'school mathematics', 'mathematic problem solving', 'mathematic learning' and 'mathematical self-concept'. Also, this study classified each student and teacher into a class that are in a similar response, analyzed the belief systems and built a profile of the classes. As a result, teachers were classified into three types of belief classes about 'nature of mathematics' and two types of belief classes about 'teaching mathematics' and 'mathematical ability' respectively. Also, students were classfied into three types of belief classes about 'self concept' and two types of classes about 'School Mathematics', 'Mathematics Problem Solving' and 'Mathematics Learning' respectively. This study classified the mathematics belief systems in which students were categorized into 9 categories and teachers into 7 categories by LCA. The belief categories analyzed through these inductive observations were found to have statistical validity. The latent class analysis(LCA) used in this study is a new way of inductively categorizing the mathematical beliefs of teachers and students. The belief analysis method(LCA) used in this study may be the basis for statistically analyzing the relationship between teachers' and students' beliefs.

• The Mathematical Education
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• v.44 no.3 s.110
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• pp.409-433
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• 2005

This article is to provide information on school contexts for learning and instruction of mathematics based on the results and data of TIMSS 1999. It is organized around two major topics: teacher and students achievement, instruction and students achievement In this article the following summarizes the major findings. First, about $50\%$ of Korean eight-grade students were taught mathematics by teachers in their 30s, and this was higher than the international average. Most of teachers in Korea had certification of teachers majors in mathematics. Korean teachers reported relatively low confidence to teach mathematics compared to other counties. And Korean students taught by teachers who believes they were well prepared attained low achievement scores in contrast to international result. Second, korean teachers spent about $50\%$ of their formally scheduled school time teaching their subject, but is was below the international average. They spent much more time on administrative duties and other related activities than other countries. Korean students reported that most of their class time were spent lecture style presentations by teacher. Also they reported that teachers showed them how to do mathematics. The percentages of Korean students were placed on the low level of index of emphasis on mathematics reasoning and problem-solving. The students taught by teachers who emphasized reasoning and problem-solving showed low achievement scores in contrast with result of the previous literatures. Korean teachers didn't seem to emphasize homework and assessments. Internationally, teachers frequently used teacher-made objective tests and projects or practical exercises, but Korean teachers die less in most of categories. Based on the above findings, this article presents implications about teacher education, reduction of administrative working in teachers tasks, using everyday life topics, as learning materials, specialization instruction methods for each subject matter. This article is a kind of descriptive and factual in nature, but some attempt has been made to contextualize these results focused on teachers and instruction.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.154-163
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• 1996

In Korea, previous survey in science education mainly dealt with Quantitative variables. Qualitative ethnographic observation can bring deeper understanding of the context of school lesson and it's feature. The purpose of this study was to develop qualitative understanding about the learning experiences provided in middle school and students' responses to them through observation and interview and to investigate it from a constructivist perspective. Six lessons of the 9th grade were observed and recorded on the video tape. The topics of the lessons were potential energy, kinetic energy and conservation of mechanical energy. We had also unstructured interview with the teacher and three groups of students. The teacher's deductive explanation starting from scientific definition and quantitative problem solving using formula were the main features of the classroom lectures. The video - watching lesson was taking the role of a break rather than being seen as a useful tool for science learning and teaching by both students and the teacher. The teacher's perception about the lab experiment was not supported by the responses from the students. The teacher and students preferred problem-book to textbook for their teaching and learning. From a constructivist's perspective, however the teacher seemed to have intention of introducing daily life context, he couldn't unfold it to main context of the lessons. Students were so accustomed to passive learning that they did not express directly their complaint about their learning and did not participate in planing and controling their learning. The teacher and the students believed the scientific knowledge came from an exact experiment. There was a cooperation to seek right answer rather than a social process of making sense of knowledge. In conclusion, the observed science lessons of a middle school showed typical cross section of teacher - centered, passive learning environment, which is far from constructivist perspective.

• Journal of The Korean Association of Information Education
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• v.4 no.1
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• pp.57-71
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• 2000

Generally, Web Based Instruction has been deployed through whole studies, but the characteristic that is suit various WBI materials to a course of study is a important problem of instructional practice and it also has not to overlook. Therefore, Today's problem that is application of learning materials about the regional autonomy for Web Based Instruction, A plan that it can be solved in the social studies is propelling in this paper. Each of the whole country's region, the learning about the regional autonomy with centering around text, it is a text book, 'Social Investigation', that is developed specially is teaching until now, but developmental model of learning materials about the regional autonomy for Web Based Instruction is proposed by the efforts for improve this problem. Various learning materials about the regional autonomy for Web Based Instruction applied to learn our regional cultural life through the school homepage with based on this proposal. As a result of this study, By sloughing off old sensibility with centering around text, Student's Ability of self directed learning and solving problem is expanded with the dynamic multimedia regional Webpage's environment

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.843-863
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• 2010

The basic purpose of 2007 revision curriculum is content of activity oriented, management of differentiated instruction, communication, introduction of story mathematics, mathematical exploration and problem solving ability and so on. In this paper, we investigate some characteristics of number teaching in the primary school of New Zealand. Especially, focused on materials and methods and so on. So we've got the following results. First, there are no fundamental differences in materials and methods in teaching number between Korea and New Zealand but in New Zealand there are no national textbook like us so there is a possibility not to teach number systematically like our Korea. On the contrary, they divide number region from one to six level and are offering achievement objects, suggestive learning experiences, sample assessment activities for each level and also they do not guide activities itself in detail like us and so have learners themselves think about the given problems. Second, there is a strategy stage in getting knowledge about number in New Zealand and so children can take advantage of this steps according to the type of problems. Third, it must be developed some materials and idea to reach the learning purpose rousing interest of children.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.412-428
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• 2010

The purpose of this study is to identify the teaching professionalism of the two teachers for secondary science-gifted students in perspective of teaching orientations. Both teachers have been taught biology to secondary science-gifted students for more than six years and they have received in-service training in gifted education. Teachers' orientations were investigated through in-depth interviews and observing lessons. For the data collection, videotapes were recorded during two lessons and two in-depth interviews for each participant were conducted. All recorded data were carefully transcribed and analyzed. Some unique characteristics of teaching were identified from the class instruction of each participant. Both teachers revealed 'Open Inquiry' orientation. This was reflected by their educational goals and beliefs that they should help science-gifted students to grow themselves as scientists by enhancing their inquisitiveness and creative problem solving ability. However, each teacher had shown different teaching orientations such as 'Academic Rigor' and 'Discovery' that seemed to have influence on the level or the range of subject matter covered in the classes. Teachers' science teaching orientations have been changed by their subject of teaching and their experiences in teaching the gifted. In the process, teachers' educational philosophy about gifted education plays an important role in teaching orientation. Based on the ongoing teachers' efforts for enhancing his/her professionalism, the teachers seemed to critically review theoretical knowledge of the science teachers in gifted education through self-reflection on their own teaching methods. When teacher's educational philosophy about gifted education was established and internalized, science teaching orientations in teaching practice seemed to be consistent with his/her goal of teaching.

• Journal of the Korean Chemical Society
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• v.65 no.2
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• pp.133-144
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• 2021

Science teachers in elementary schools and secondary schools recognize the necessity of character education, feeling difficulties such as evaluation methods, mood of competition, extra work and lack of time according to previous research, which were based on answers from science teachers not experiencing character education. As a rare study of teacher experiencing, previous researches didn't fully address the problems and suggestions about adopting character education in science classrooms. This study is about teacher practice of character education on site with the CoProC (Collaborative Problem-Solving for Character Competence) program in science classes with which other previous studies shed new light. Five teachers, adapting the CoProC program in their science classes, participated in two interviews, sharing their student achievement in character education. Results showed that student achievement was high when their teacher had experienced the training program, development, and classes of CoProC rather than their normal teaching career. Teacher recognition on the aims of CoProC influenced difficulties, evaluation, and feedback.

• Human Ecology Research
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• v.60 no.2
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• pp.187-209
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• 2022

The objective of this study was to conduct a 'Theory of Home Economics Education' class using online problem-based learning(PBL) for prospective home economics(HE) teachers. The aim was to enable teachers to analyze the learning experience in the classroom, and to prepare operational strategies for online PBL on this basis. In order to achieve this, online PBL was applied to 31 students participating in the 'Theory of Home Economics Education' at the Department of HE in a university in Seoul, and the results were collected from the learning process. This also involved a reflective journal, a survey on the learning experience and the impacts was conducted. Moreover, analysis was undertaken on the learning activities, learning difficulties, and improvements. The main research results are as follows. Firstly, students accessed Webex, an online video conferencing program, and performed two PBL tasks: 'Making Home Economics Promotion Materials' and 'Presenting Teaching Strategies to Improve Learner's Immersion in Online Classes'. Secondly, learners established their own identity of HE learned about the HE class plans themselves. They also encountered realistic experience as HE teachers and learned communication and collaboration skills. Furthermore, they acquired creative problem-solving and self-directed learning ability, community consciousness, as well as the attitude of consideration and respect. Thirdly, students lacked knowledge of learning content and encountered difficulty in solving data research, analysis processes, and unstructured problems. They were affected by a lack of time and encountered problem in communicating with other team members in an online environment. As an improvement in online class operation, it was considrered necessary to reduce the learning burden by securing time and reducing the number of assignments, as well as to explain active interaction with instructors and PBL.