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A study of the effects of problem posing strategies on mathematics achievement. (문제제기 전략을 강조한 수업과 학업 성취도와의 관계분석: 방정식을 중심으로)

  • 전미라;허혜자
    • Journal of Educational Research in Mathematics
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    • v.8 no.2
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    • pp.709-722
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    • 1998
  • This thesis is to see if the classes using problem posing is effective to improve the students' grades in math. So I set up research subjects as follow. 1. Do the classes focused on problem posing have any influence on the students' achievement\ulcorner 2. Do the classes focused on problem posing have any different influence on the students' achievement according to their levels\ulcorner 3. Do the classes focused on problem posing have any different influence on the students' achievement according to the categories in math\ulcorner I close four classes in the first grade of K middle school in Kangnung, Kangwon province for this thesis. First I divided them into two groups. Each group consisted of two classes. One is the experimental group. The other is the comparative group. The experimental group was taken classes using problem posing. The comparative group was taken classes by the traditional teaching method. And then I analyzed the difference of the achievement between two groups. As a result of this research, I came to the conclusion as follow. First, the classes focused on problem posing is more effective than traditional teaching method for the improvement of the students` achievement Second, both the classes using problem posing and the traditional teaching method doesn`t affect to the advanced students. Third, the classes using problem posing is more effective to the intermediate students and lower level students than the traditional teaching method. Especially it is very effective in teaching the students the linear equation.

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Noninterference and Teacher Collaboration - The Case Study of Two Elementary School Teachers' Collaboration for Science Classes - (불간섭주의와 교사협력 - 과학수업을 위한 두 초등교사의 교사협력 사례 연구 -)

  • Shin, Chaeyeon;Song, Jinwoong
    • Journal of Korean Elementary Science Education
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    • v.39 no.1
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    • pp.100-116
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    • 2020
  • The purpose of this study was to investigate the interaction of science PCK between two elementary school teachers by the teacher collaboration within the school. We chose the case that two teachers collaborated spontaneously in the 5th-grade science classes. Even though they had similar teaching experiences, one of them had the science PCK while the other did not. As a result of this study, two teachers began to collaborate to avoid comparisons of science classes between them. They shared the same teaching plan but practiced science teaching individually. During they taught science, they usually collaborated on the instructional sequences, student's activities, and the content of assessments. They had an in-depth collaboration when the teacher who lacked the science PCK asked help to teach problem-centered learning by science inquiry. During the collaboration, their science PCK components, especially the knowledge of instructional strategies for teaching science, shared and it affected the teacher's science practices who lacked the science PCK. However, they did not usually share the knowledge of teaching for their everyday science classes because two teachers had the perception of noninterference about their science classes. This case has the limitation that it is hard to generalize the results but teacher collaboration shows the possibility to develop the elementary school teachers' science professionalism by having peers in the school who can help them in science classes.

The Learning Effect of Teaching Materials Using Computer Animation of Particulate Model in Elementary School Science Classes (초등학교 과학 수업에 적용한 입자 모델의 컴퓨터 애니메이션 교수자료의 학습 효과)

  • 박재원;백성혜
    • Journal of Korean Elementary Science Education
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    • v.23 no.2
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    • pp.116-122
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    • 2004
  • The purpose of this study is to investigate effects of computer animations using particulate model in elementary science classes related to air pressure. To do those, four classes of 5th grade in an elementary school located in a city were selected. As an experiment group, two classes were applied the teaching materials of computer animations developed for this study based on particulate model. The other classes as a control group were not applied these materials in science classes. The total scores of experiment group in which computer animation using particulate model was applied in science classes are higher than those of the control group in the conception test. Only in one conception related to high and low atmospheric air pressure, the scores of the two groups are not significantly different at 0.05 significance level.

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A Study on The Dept. of Dental Laboratory Technology Curricula by Term in the Nation (전국 치기공과의 학기별 교육과정에 관한 연구 - 2001년 교육과정표를 대상으로 -)

  • Kwon, Soon-Suk
    • Journal of Technologic Dentistry
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    • v.23 no.2
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    • pp.17-47
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    • 2002
  • The purpose of this study was to examine the 2001 curricula in 17 departments of dental technology across the nation in an attempt to find out the educational realities of the departments by term and school year and serve as a basis for the development of more advanced, efficient dental technology curriculum and common educational objectives. For that purpose, the 2001 curricula of the three-year dental laboratory technology departments were analyzed by school year and term to calculate the amount of required credit, the number of subjects, and the weekly classes for electives and major. The findings of this study could be listed as below: 1. The departments of dental laboratory technology nationwide investigated require students to get 120 to 135 credits in total. Out of the credits, 10 to 25 credits are assigned to the electives, and 106 to 11 8 credits are given to the major. 2. There are 50 to 68 subjects in the departments of dental technology. 5 to 16 subjects are the electives, and 41 to 59 are the major. 3. There are 150 to 196 classes per week, which consist of 10 to 30 ones for the electives and 137 to In for the major. 4. The curricula for the first semester of the first year are as follows: 1) 20 to 24 credits are required. 4 to 11 credits are alloted to the electives, and 9 to 19 credits are assigned to the major. 2) The number of subject is 9 to 13, which are composed of 2 to 7 for the electives and 4 to 9 for the major. 3) The weekly classes are 22 to 29. The classes for the electives range from 4 to 14 per week, and 10 to 20 classes a week are for the major. 5. The curricula for the second semester of the first year are as below: 1) There are 20 to 25 credits. 3 to 12 credits are assigned to the electives, and 12 to 19 credits are for the major. 2) The number of subject is 10 to 14, which consist of 2 to 6 for the electives and 6 to 10 for the major. 3) The weekly classes are 22 to 29. and 3 to 12 classes a week are for the electives, and 15 to 24 classes are for the major. 6. The curricula for the first semester of the second year are as below: 1) The number of credits ranges from 20 to 24. Only six colleges offer 2 credits for the electives and the major account for 18 to 24 ones. 2) There are 8 to 12 subjects. Only six colleges offer one or two electives, and 8 to 12 are the major. 3) The weekly classes are 23 to 33. Only six colleges offer 2 or 3 classes a week for the electives, and 21 to 33 classes are for the major. 7. The curricula for the second semester of the second year are as below: 1) The number of credits ranges from 19 to 24. Only two colleges offer 2 credits for the electives and the major account for 18 to 24 ones. 2) There are 7 to 12 subjects. Only two colleges offer one or two electives, and 8 to 12 are the major. 3) The weekly classes are 24 to 36. Only two colleges offer 2 classes a week for the electives, and 24 to 36 classes are for the major. 8. The curricula for the first semester Of the third year are as below: 1) There are 16 to 24 credits. Just a college assigns 2 credits to the electives, and 16 to 24 credits are given to the major. 2) The number of subject is 5 to 12. Only a college offers one elective for optional course, and 5 to 12 are the major. 3) The weekly classes range from 18 to 39. Just a college offer 2 classes a week for the electives, and 18 to 39 classes are for the major. 9. The curricula for the second semester of the third year are as below: 1) There are 16 to 23 credits. Just a college assigns 2 credits to the electives, and 16 to 23 credits are given to the major. 2) The number of subject is 5 to 12. Only a college offers one elective for optional course, and 5 to 12 are the major. 3) The weekly classes range from 18 to 39. Just a college offer 2 classes a week for the electives, and 18 to 39 classes are for the major.

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Exploring the effect of extensive reading for middle and high school EFL learners (중등 영어 학습자를 위한 다독 읽기 활동의 효용성 탐구)

  • Choi, Seonghee
    • English Language & Literature Teaching
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    • v.16 no.3
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    • pp.365-395
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    • 2010
  • This study explores the effect of extensive reading(ER) implemented in middle and high schools in Korean EFL context. Two middle school English teachers and two high school English teachers participated in implementing ER in their classes. Six middle school classes of 239 students and seven high school classes of 268 students participated in ER program guided by the above four teachers. To implement ER, participating teachers had continuously been guided by the researcher about the theoretic reasoning of ER and practical methods for efficient ER in class. The study lasted for two semesters and the teachers and students were surveyed and interviewed during and after the classes. The result showed pretty positive improvement of students' self-confidence, interest and motivation about English through ER implemented in this study. It is hoped that this study would show the possibility of implementing ER in Korean EFL secondary school context and a model for ER and cooperation between university researchers and in-service English teachers.

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Influence of ductility classes on seismic response of reinforced concrete structures

  • Nikolic, Zeljana;Zivaljica, Nikolina;Smoljanovic, Hrvoje
    • Coupled systems mechanics
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    • v.7 no.2
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    • pp.177-195
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    • 2018
  • Reinforced concrete buildings in a seismically active area can be designed as DCM (medium ductility) or DCH (high ductility) class according to the regulations of Eurocode 8. In this paper, two RC buildings, one with a wall structural system and the other with a frame system, previously designed for DCM and DCH ductility, were analysed by using incremental dynamic analysis in order to study differences in the behaviour of structures between these ductility classes, especially the failure mechanism and ultimate collapse acceleration. Despite the fact that a higher behaviour factor of DCH structures influences lower seismic resistance, in comparison to DCM structures, a strict application of the design and detailing rules of Eurocode 8 in analysed examples caused that the seismic resistance of both frames does not significantly differ. The conclusions were derived for two buildings and do not necessarily apply to other RC structures. Further analysis could make a valuable contribution to the analysis of the behaviour of such buildings and decide between two ductility classes in everyday building design.

Typographical Analyses and Classes in Optical Character Recognition

  • Jung, Min-Chul
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.5 no.1
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    • pp.21-25
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    • 2004
  • This paper presents a typographical analyses and classes. Typographical analysis is an indispensable tool for machine-printed character recognition in English. This analysis is a preliminary step for character segmentation in OCR. This paper is divided into two parts. In the first part, word typographical classes from words are defined by the word typographical analysis. In the second part, character typographical classes from connected components are defined by the character typographical analysis. The character typographical classes are used in the character segmentation.

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Multi-Level Rotation Sampling Designs and the Variances of Extended Generalized Composite Estimators

  • Park, You-Sung;Park, Jai-Won;Kim, Kee-Whan
    • Proceedings of the Korean Association for Survey Research Conference
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    • pp.255-274
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    • 2002
  • We classify rotation sampling designs into two classes. The first class replaces sample units within the same rotation group while the second class replaces sample units between different rotation groups. The first class is specified by the three-way balanced design which is a multi-level version of previous balanced designs. We introduce an extended generalized composite estimator (EGCE) and derive its variance and mean squared error for each of the two classes of design, cooperating two types of correlations and three types of biases. Unbiased estimators are derived for difference between interview time biases, between recall time biases, and between rotation group biases. Using the variance and mean squared error, since any rotation design belongs to one of the two classes and the EGCE is a most general estimator for rotation design, we evaluate the efficiency of EGCE to simple weighted estimator and the effects of levels, design gaps, and rotation patterns on variance and mean squared error.

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A comparative study of the middle school students' recognition of environmental issues and their practice of the concept in their lives (중학생의 환경의식과 환경실천간의 비교 연구)

  • 유지산;나규환
    • Hwankyungkyoyuk
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    • v.12 no.1
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    • pp.264-275
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    • 1999
  • The purpose of this study is to suggest a systematic and effective way of environmental education by analyzing current environment classes being provided as one of elective courses in some middle schools and their impact on the students. To conduct this study, 1,467 students of 36 middle schools were asked to fill out the questionnaire of 30 items and they were divided into two different groups depending upon whether they were taking ‘environment’ classes at school or not. The survey was peformed to see if there is a difference between these two groups in terms of their recognition of environmental problems and their daily practice of that concept. The conclusion is that the students taking environment classes have more knowledge about environmental issues than the ones without the classes, but their actual behaviors show no difference. In that point, it is necessary to take up a more effective and practical way of environmental education together with teaching its theoretical values.

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