• Communications of Mathematical Education
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• v.37 no.3
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• pp.517-544
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• 2023

This study presents the process and outcomes of developing mathematical-informatics linkage·convergence class materials, based on previous research findings that indicate a lack of such materials in high schools despite the increasing need for development of interdisciplinary linkage·convergence class materials In particular, this research provides insights into the discussions of six teachers who participated in the same professional learning community program, aiming to create materials that are suitable for linkage·convergence class materials and highly practical for classroom implementation. Following the material development process, a theme-based design model was applied to create the materials. In alignment with prior research and consensus among teacher learning community members, mathematics and informatics teachers developed instructional materials that can be utilized together during a 100-minute block lesson. The developed materials utilize societal issue contexts to establish links between the two subjects, enabling students to engage in problem-solving through mathematical modeling and coding. To increase the validity and practicality of the developed resources during their field application, CVR verification was conducted involving field teachers. Incorporating the results of the CVR verification, the finalized instructional materials were presented in the form of a teaching guide. Furthermore, we aimed to provide insights into the trial-and-error experiences and deliberations of the developers throughout the material development process, with the intention of offering valuable information that can serve as a foundation for conducting related research by field researchers. These research findings hold value as empirical evidence that can explore the applicability of teaching material development models in fields. The accumulation of such materials is expected to facilitate a cyclical relationship between theoretical teaching models and practical classroom applications.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.93-104
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• 1999

The subject of this study was the graph of relation of direct inverse proportion, linear function and quadratic function in the 1st, 2nd and 3rd grade of current middle school mathematics curriculum. GSP materials were developed to simplify the principle, trait and characteristics of graphs and make them easier to understand. The overall aim of the materials is to improve the effectiveness of teaching and learning through the utilization of enhanced students' practice. Additionally, the use of the GSP will be useful in the development of mere effective materials. The effectiveness of the GSP materials will be as followings. 1. The step by step approach of GSP materials through computer interaction will enhance students motivation and interest in mathematics. 2. By presenting the subject matter simply and in a variety of ways, difficult concepts can be understood without the use of complex mathematical calculation. 3. The GSP program is different from CAI and other software programs. It should be used only after learning how to input and output data.

• Journal of the Korean Chemical Society
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• v.60 no.5
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• pp.327-341
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• 2016

This study explores the effective visual resources in the “regularity in chemical reactions” unit of ninth grade science textbooks (2009 revised version). The frequency and role of visual resources were initially examined, and the students’ perceptions of visual resources were investigated. The results of the analysis represented the learning material presentation (68%), motivational categories (14%), guide to inquiry procedures (9%), and inquiry results and summaries (8%). According to the investigation of the students’ perceptions of visual resources, the most effective visual resource for motivation is a photograph depicting physical and chemical changes, such as in bread baking and the most effective for learning material presentations in mass conservation, definite proportion, and stoichiometric concept units were a cartoon, graph, and formula representing stoichiometric phenomena, respectively. The most effective resource for guide to inquiry (experimental) procedures were photographs of both instruments and sequential experiment processes; and in the inquiry results and summary category, incomplete tables and graphs for students to work on themselves. The aims of this research are to increase the usefulness of visual resources in the teaching-learning activity and provide informative supplements for the development and improvement of visual resources, according to the students’ perceptions.

• The Mathematical Education
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• v.41 no.1
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• pp.19-34
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• 2002

The 7th national mathematics curriculum lays emphasis on an interrelation of several subjects and a connection between mathematics and real life. In this reason, this study focuses on the enhancement of sound understanding nuclear energy which is one of important factor(concepts or contents) dealt with in the other subjects such as science, environment, social studies, etc.. Recently, even though it is insistent that nuclear energy be so important and request in the future society, there are still strong pro and cons regarding the use of it. In this study, teaching-and-learning materials were developed dealing with using nuclear energy, and consequently they might be used in math class for the purpose of enhancement of mathematical learning ability and of recognition on nuclear energy. In this study, Material 1 included a matter of the necessity for nuclear power plants using the ratio concept, and Material 2 did on a matter of the efficiency of nuclear energy and the unclear of nuclear power plants using ratio-graph, in the elementary and upper school mathematics. Material 3 focused on a matter of the principles of nuclear power plants using the properties of exponential law in high school mathematics. Ultimately, it is hoped in the study that more diverse instructional materials dealing with diverse situations inside and outside mathematics would be developed.

• International Journal of Computer Science & Network Security
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• v.24 no.5
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• pp.165-171
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• 2024

The processes of society's informatization and digitalization necessitate the widespread use of new pedagogical technologies. Through these technologies, comprehensive disclosure of didactic functions of new methods of educational activity and the realization of the potential and creative potential. The use of information and computer multimedia technologies in teaching music art is especially relevant in the intensification of the development of interactive technologies, the transition to mixed forms of learning, and a period of socio-economic and sociopolitical upheavals. The study aims to substantiate the theoretical and applied principles of the analysis of multimedia technology learning musical art in modern conditions and assess the status and trends in their use in conducting educational activities. The study uses general scientific and unique methods of economic analysis, in particular, analysis and synthesis, analogy and comparison, generalization and systematization, and graphic ways. Regarding the results of the study of multimedia technologies for teaching musical art in current conditions, it was found that they contribute to the development of the seeker's creative, creative, and cognitive activity, have a positive impact on learning material, and diversify the educational process. Multimedia technologies such as presentations, programs for watching a video, listening to audio, music and singing karaoke, electronic encyclopedias, and Internet resources are proven to be the most used in music education. They have several qualitative and quantitative advantages, manifested in the possibilities of audio-visual presentation of educational material and significantly higher information density. It is suggested to strengthen the use of such computer programs as Microsoft Word, Ahead Nero, Finale, Adobe Audition, Sound Forge, and Microsoft PowerPoint for musical art classes.

• Journal of Korean Home Economics Education Association
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• v.11 no.2
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• pp.13-26
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• 1999

The goals of this research are for producing and optimizing the CD-ROM, effective and practical Teaching-Learning method. It consists of Wearing Korean Traditional Costume for the First Grade of Middle School Students in Home Economics Teaching. This research’s summarization is following. First, the multi-media material. CD-ROM making use of Powerpoint. Wearing Korean Traditional Costume, is produced to help the students learn the difficult contents in terms of video and audio. Second, it is introduced the model of Open Education for increasing the efficiency of class. Third, it is developed to proceed the class with the CD-ROM and small group study of place activity. Fourth, it helps students concentrate on the class with proper sound effect whenever the slide films are changed. And it helps to link the web sites related to Korean Traditional Costume. Finally, another kinds of suggestions are following. The effective verification of this software that is tested and applied at the field for a given period will be necessary. And, it is necessary to upgrade for the CD-ROM and the supplementary teaching materials in Korean Traditional Costume education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.3
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• pp.1785-1794
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• 2015

The purpose of this study is to examine differences between nursery teachers and kindergarten teachers in their perception on key elements of effective interactions and enhanced teaching competence. The subject of the study were 143 early childhood teachers in the Y region of Gyeonggi-do. The collected data was processed through frequency and percentage. For difference test, ${\chi}^2$ tests were conducted. The results of this study can be summarized as follows. First, both nursery teachers and kindergarten teachers perceived that listening and playing were the most important factors in effective interactions between young children and teachers. However, nursery teachers perceived the interaction through skin-ship and complimenting to be more important whereas kindergarten teachers perceived questioning and complimenting as necessary. For the teaching criteria, nursery teachers put more weights on playing while kindergarten teachers focus more on explaining and coorperating. In addition, about evaluation methods, nursery teachers perceived self-evaluation as important, whereas kindergarten teachers perceived observation notes as important. Second, about the elements to strengthen teaching competence, nursery teachers perceived that observation records should be utilized for understanding interest or desire. They also believe that development analysis and teaching methods should be improved through systematical teaching plan and evaluation and that enhancement of teaching material and education are necessary. In contrast, kindergarten teachers perceived that observation records should be utilized for teaching plan and development analysis and teaching methods should be improved through participating in the meetings related to career and education. They believe that providing a prize money through supervising evaluation is necessary.

• School Mathematics
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• v.15 no.2
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• pp.353-367
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• 2013

A mathematics pre-service teacher T analyzed American mathematics textbooks and developed his teaching material for instruction. This study analyzed his thinking processes and results in the view of semiotics. If we regard the textbook as a sign and the unitary conversion that students should learn as an object of the sign, the interpretant of the sign is the pre-service teacher's analysis, which is conducted at the aspects of a subject matter knowledge and student understanding. T interpreted the textbook versatilely in terms of his knowledges and experiences. He developed his teaching materials as diagrams, did the diagrammatic thinking and became to have the hypostatic abstraction. This study is significant because it used semiotics for explaining T's thinking process.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.169-179
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• 2008

In this study, 46 teaching materials for understanding the nature of science (NOS) were developed based on the 42 statements describing the NOS. Each teaching material involves scientific knowledge and scientific inquiry skills as well as NOS statements. Teaching materials consist of students' learning worksheets and teachers' guides. Among the materials, 11 materials for understanding the nature of scientific thinking (NOST) were applied to 3 scientifically gifted students. As results, the degree of difficulty was appropriate and students showed interests in scientific thinking rather than new concepts or inquiry activities involved in the materials. It was expected that understating the NOST would be helpful for conducting scientific inquiry in more authentic way. And similarly to the Park's (2007) theoretical discussions about the relationship between the NOS and scientific creativity, students actually responded that undertrading the NOST could help their creativity. Therefore, it was expected that teaching the NOST would be plausible elements for teaching scientific creativity.

• Korean Institute of Interior Design Journal
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• v.26 no.5
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• pp.93-105
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• 2017

The elementary school classroom is a space where children spend a long time during the day, during the six years of childhood, in which children are emotionally sensitive and emotionally important. Therefore, it is necessary to create a classroom that can develop emotions considering the developmental characteristics of children. However, the elementary school classroom in Korea has less change in the classroom envir- onment than in the rapidly changing curriculum, and classrooms and furniture considering emotional development are hard to find. Therefore, this study suggests the necessity of improvement for classroom furniture of elementary school, presents problem and consideration condition of present classroom furniture by analyzing the present condition of elementary school classroom in Korea and child development characteristic of school age, and proposes the improvement direction through analyzing domestic and foreign classroom furniture products. To do this, we checked the physical and developmental characteristics of children ages 8 to 13, confirmed the use of the classroom furniture in 10 schools located in Seoul, Gye- onggi and Incheon, analyzed the problems of these furniture, compared and analyzed the shape, material, and color of the products of 32 domestic companies teaching tools manufacturers focusing on desks, chairs, lockers, and teaching aid box that are commonly used in classrooms. Through this, this study provided basic data for the selection of ideal classroom furniture in the future.