• Research in Mathematical Education
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• v.11 no.2
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• pp.127-141
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• 2007

This paper compares and analyzes mathematics teachers' understanding of students' mathematical comprehension after experiences with the Cognitively Guided Instruction (CGI) or the Development of Mathematical Ideas (DMI) teaching strategies. This report sheds light on current issues confronted by the educational system in the context of mathematics teaching and learning. In particular, the declining rate of mathematical literacy among adolescents is discussed. Moreover, examples of CGI and DMI teaching strategies are presented to focus on the impact of these teaching styles on student-centered instruction, teachers' belief, and students' mathematical achievement, conceptual understanding and word problem solving skills. Hence, with a gradual enhancement of reformed ways of teaching mathematics in schools and the reported increase in student achievement as a result of professional development with new teaching strategies, teacher professional development programs that emphasize teachers' understanding of students' mathematical comprehension is needed rather than the currently dominant traditional pedagogy of direct instruction with a focus on teaching problem solving strategies.

• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.281-291
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• 2001

The purpose of this study was to identify the effect of mind map activity on scientific attitude and science achievement in elementary school science. The subjects of this study were fifth-grade students selected from two classes in elementary school located in Seoul. The subjects were classified into two groups: One group is composed of thirty-eight students(experimental group) who were participated in mind map activity, and the other is composed of thirty-five students(control group) who were participated in traditional teaching situation. Pretest showed that there were no significant differences between experimental and control group in scientific attitude and science achievement. The results were as follows: First, the experimental group showed a significant improvement in the post-test science achievement compared to the control group. Second, the experimental group showed insignificant improvement in the post-test scientific attitude compared to the control group. Third, female students and mid-ranking group showed a significant improvement in the post-test science achievement. Fourth, in sex and academic ranking, experimental group did not show significant difference in the post-test scientific attitude. In conclusion, mind map activity was more effective than traditional teaching situation on science achievement. But mind map activity was less uneffective than traditional teaching situation on scientific attitude.

• Journal of the Korea Society of Computer and Information
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• v.24 no.1
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• pp.247-255
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• 2019

In this paper, we propose the effect of project-based robot education program on the interest toward robots and the computational thinking of elementary school students. Software education is being actively carried out around the world in order to cultivate software talents in accordance with the 4th industrial revolution. As a result, the importance of robots in education has increased, and education using robots has been actively introduced. However, the activities of simply assembling and repeating robots in schools were not effective in enhancing elementary school students' interest toward robots and computational thinking. Therefore, it is necessary to overcome traditional teaching-learning methods and to develop robot education. So, in this study, the robot education program that introduces project-based learning was developed for improvement of interest toward robots and computational thinking of elementary school students. In order to verify the developed education program, 114 elementary six grade students were selected as research subjects and the traditional teaching-learning method and project-based learning were applied to the experimental and control group. As a result, project-based learning was more effective for elementary school students' interest toward robot than traditional teaching-learning method. In computing thinking, the experimental group showed a significant improvement, but there was no statistically significant difference in the post-test.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.352-363
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• 2014

The purpose of this study was to develop a proper teaching strategy to raise students' interests and creative problem-solving ability in science. And the result of applying this developed teaching strategy to elementary science lesson were compared with that of traditional science lesson. For comparison, two classes of $5^{th}$ grade in S elementary school in B city were selected. After pre-test, one class, experimental group, took a science lesson applying developed teaching strategy and other class, comparative group, took a traditional science lesson. After respective lesson, two classes did post test. The results of this study can be summarized as follows. First, IAAI(Interest-Activities-Attainment-Initiation) teaching strategy was developed. IAAI teaching strategy was composed of 4 stages which were (1)interest in science, (2)science experiment activities, (3)attainment to science knowledge, (4)initiation of creative thinking and 4 stages were progressed in serial order in science lesson. Second, after lessons, the experimental group achieved higher mark in the test of science academic achievement than the comparative group and it was statistically meaningful difference. Third, after lessons, the experimental group was more improved in science-related attitudes than the comparative group and it was statistically meaningful difference. Fourth, after the lesson, the experimental group was more improved than the comparative group in the creativity test and the difference was statistically meaningful.

• English Language & Literature Teaching
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• no.3
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• pp.185-201
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• 1997

This study explores perspectives on responding to EFL students' compositions at the semantic level. In the last three decades, there has been a shift from product-oriented approach to process-oriented one to teaching writing. The shift has led to the criticism of the traditional view on teacher response. The traditional view has been under attack for its overemphasis upon form and ineffectiveness on improving student writing skill. It is also noted that research into students' reactions to the traditional teacher response has been inconclusive. The process-oriented approach, on the other hand, draws its attention to meaning and the logical development of thought as well as linguistic matters. In this context, the present study discusses what EFL teachers need to take into account in providing the semantic-level feedback on students' compositions. Firstly, teacher response to student writing is on-going; teacher feedback involves teacher intervention in the drafting process, the revision process, and the presentation of product. Secondly, in the writing conferences, the teacher provides students an opportunity to talk about writing, assistance and advice on the content/meaning of the written text, helping them expand and clarify thinking about audience(reader) and purpose.

• Educational Technology International
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• v.8 no.1
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• pp.71-90
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• 2007

The purpose of this study was to suggest instructional strategies applicable to Blended e-Learning. After examining how traditional universities utilized e-learning, it is attempted to have an interview with three working-level people and seven instructors, who widely applied e-learning to their classes. As a result, it is found that the instructors had some wrong understanding of e-learning, and their wrong perception was rooted in their lack of experience of providing e-learning and their reliance on fragmentary, superficial information. It deterred them from putting e-learning into active practice. Besides, it's additionally attempted to describe how blended e-learning could respectively be applied to different types of lectures, how to improve its social presence and how it could be used for evaluation

• Journal of Nutrition and Health
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• v.44 no.4
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• pp.303-311
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• 2011

The purpose of this study was to develop a textbook and teaching guidebook on sensory education for lower grade students at elementary schools. The goal of sensory education was to improve preferences for traditional Korean foods. An advisory committee was organized that was composed of 8 professionals in the education field, in order to discuss the adequacy and validity of the textbook's content. The textbook's units consisted of three parts composed of the following: 'feel by the five senses' (2 lessons), 'enjoying traditional Korean foods' (9 lessons), and 'eating together' (1 lesson). The lesson activities were based on experiential learning. The teacher's guidebook contained an overview of the education process, with specific information and practical guidelines for each lesson. Ninety-seven children in 3rd grade from one school participated in a pilot lesson, which evaluated the educational effects and satisfaction. After the lesson, the children had improved preferences for foods which were taught about in the class, along with better eating attitudes. These results reflect that the developed materials were suitable for improving children's preferences toward traditional Korean foods.

• Journal of Korean Medical classics
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• v.33 no.3
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• pp.63-89
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• 2020

Objectives : To suggest conditions that will allow for change in Traditional Korean Medicine (TKM) curricula through analysis of the failure of widespread acceptance of the integrated curriculum into all Traditional Medicine Colleges. Methods : First, the process of change between TKM education and medical education was compared. Next, the conditions that would stimulate change in TKM curricula were analyzed in three levels: structure, policy, and actor. Results : TKM colleges have not experienced a structural change from the six-year to four-year structure. The accreditation standards of TKM education (KAS2021) should be more supportive instead of forcing change, and the goals should be reset to education improvement instead of meeting the standards of WFME. The deans' leadership and professors' ownership over their subjects need to be modified. A group of professionals that could lead change is required, while other factors such as full-time professorships, clinical practice hours, obligatory teaching hours and overall teaching environment need to be improved. Conclusions : It would be ideal if individual TKM colleges created success models of curricula change-despite the time and effort that is required-that could spread to other colleges. After the new curriculum has been accepted in more that half of the total eleven TKM colleges, an institutional isomorphism can be demanded.

• East Asian mathematical journal
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• v.35 no.2
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• pp.217-237
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• 2019

This Modeling is a cyclical process of creating and modifying models of empirical situations to understand them better and improve decisions. The role of modeling and teaching mathematical modeling in school mathematics has received increasing attention as generating authentic learning and revealing the ways of thinking that produced it. In this paper and interactive lecture session, we will review a subset of the related literature, discuss benefits and challenges in teaching and learning mathematical modeling, and share our attempts to improve traditional textbook problems so that they can become more authentic modeling activities and implications for instruction and assessment as well as for research.

• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.217-228
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• 2001

The purpose of this study was to investigate the effect of learning cycle model on the changes of electricity conceptions of elementary students. Four classes in forth grade of an elementary school in Busan were selected and two of them were served as experimental group and the others as control group. The experimental group were taught the unit of "Light an electric bulb" in elementary science textbook with teaching model based on teaming cycle and the control group with traditional teaching style. The instruction effects were analyzed through pre and post-test results using questionnaire on the electricity. The results of pre-test showed that there was not a significant difference between experimental group and control group at .05 level, so two groups could be regarded as homogeneous. The mean score of experimental group was significantly higher than that of control group on the post-test at .05 level. And within-group comparison revealed that both groups made improvement on the mean score and that the improvement of each group had significant difference at .05 level. Above results said that the teaching model based on learning cycle, which focuses on hands-on activity and considers each student as an active subject, was more effective than traditional teaching style in improving the formation of scientific conceptions on electricity.ectricity.