• Title/Summary/Keyword: 이해

Search Result 24,982, Processing Time 0.249 seconds

The Relationships among Components of Thinking related to Statistical Variability (통계적 변이성 사고 요소 간의 관계 연구)

  • Ko, Eun Sung
    • School Mathematics
    • /
    • v.14 no.4
    • /
    • pp.495-516
    • /
    • 2012
  • This study distinguished thinking related to statistical variability into six components - the noticing of variability, the explanation of variability, the control of variability, the modeling of variability, the understanding of samples, and the understanding of sampling distribution and investigated the relationships among the thinking components. This study found that this distinction of thinking components related to statistical variability is reasonable. The results showed that each correlation coefficient of the modeling of variability, the understanding of samples, and the understanding of sampling distribution with regard to the noticing of variability, the explanation of variability, and the control of variability is similar. Based on this results, new variable, the understanding of sampling, has been drawn. The results also showed that while the noticing of variability and the control of variability influence the understanding of sampling, the explanation of variability does not influence it.

  • PDF

Skemp's concept development of underachievers' analytic geometry using the exploratory software, GSP & Excel (탐구형 소프트웨어를 활용한 해석기하에서 학습부진학생들의 개념형성에 관한 연구: 관계적.도구적 이해를 중심으로)

  • Yoon, In Jun;ChoiKoh, Sang Sook
    • Journal of the Korean School Mathematics Society
    • /
    • v.15 no.4
    • /
    • pp.643-671
    • /
    • 2012
  • The purpose of this study was to examine How the exploratory activities using Excel and GSP which are exploratory software, in learning analytic geometry affected on the underachievers' analytic geometry concept development process. The subjects of 5 students who received the 8th~9th grades from their examination of the last semester, participated in a total of 7 units based on Skemp's intelligent learning model. The results of the study showed that there were two important cases found to nearly achieve the category $R_2$. One was reflective thinking could happen through exploratory software in category $R_1$. The other was the exploratory activities which could have the same effectiveness as the relational understanding in category $I_2$, as Skemp mentioned that there is a room to be achieved in the elementary level when such relational understanding is achieved.

  • PDF

스키마와 스키마 사이의 간격이 초등학교 3학년 영재아의 수학의 관계적이해에 미치는 영향

  • Lee, Sang-Deok;Kim, Hwa-Su
    • Communications of Mathematical Education
    • /
    • v.15
    • /
    • pp.77-86
    • /
    • 2003
  • 초등학교 영재들은 여러 사설 교육기관이나 국립기관 그리고 개인 교습을 통하여 많은 양의 선수학습을 행하고 있다. 이들 중 일부는 방법과 이유를 아는 관계 이해를 하기보다는, 주어진 규칙을 적용하여 정답을 찾아내는 도구적 이해를 하고 있다. 그들은 수학을 능동적이기보다는 수동적인 입장에서 받아들이기에 새로운 수학적 지식을 창출하지 못하는 성향을 강하게 보이고 있다. 이에 본 연구자는 이러한 문제의 해결을 위해 초등학교 영재들이 가지고 있는 수학적 스키마와 선생님들이 가르치는 스키마 사이의 간격에 초점을 맞추어 연구하였다. 대전에 있는 영재교육기관에 등록된 초등학교 3학년 영재들을 대상으로 하여 연구한 결과, 스키마와 스키마 사이의 간격이 멀수록 학생들이 방법과 이유를 아는 관계적 이해를 하기보다는 주어진 규칙을 적용하여 정답을 찾아내는 도구적 이해를 하고, 그 간격을 줄일수록 수학에 흥미를 느끼고 고학년의 수학내용까지도 스스로 파악하고 이해하려는 성향이 나타난다는 사실을 발견하게 되었다. 그 간격이 적을수록 학생들은 교사로부터 학습받은 내용을 자신의 지식으로 재구성하여 새로운 문제에 적용을 쉽게 하였다. 본 발표에서는, 학생들의 수학적 스키마와 선생님들이 가르치는 스키마 사이의 간격을 줄이는 것이 학생들이 수학을 관계적 이해를 하는데 큰 도움을 줄 수 잇음을 보이려고 한다.

  • PDF

Measure of economic literacy of college students -Focused on D college in Daegu city- (대학생의 경제이해력 측정 -대구 D대학을 중심으로-)

  • Lee, Sang-Kyung;Park, Su-Yong
    • Journal of the Korea society of information convergence
    • /
    • v.5 no.2
    • /
    • pp.3-24
    • /
    • 2012
  • The purpose of this paper was to find out how the economic experiences of college students would affect their economic literacy via a survey with 494 D college students in Daegu city. First, economic literacy based on the general societal characteristics indicates 48.33 with females and 46.76 with males on average respectively, which shows a low score by and large. In the program divisions of college, nursing students showed the highest economic literacy, 58.67, followed by students in humanity and society, 53.56 students in engineering, 49.00 students in public health, 45.78 and students in art and physical education, 39.64. Levels of education of college students' father also affected economic Literacy of college students. College students whose father has a middle school diploma or lower revealed the highest economic literacy, 50.11. A second place is those whose father has a high school diploma, 49.57. The lowest score was recorded by those whose father has a graduate school degree. Even among the college students, those who just graduated from high school exhibited the highest economic literacy, 49.35, whereas those with a graduate school degree showed the lowest, 40.00 on average. In the economic literacy by financial empirical characteristics, college students who answered that they had an experience of opening a bankbook came up with 48.47, and those who answered that they had never opened a bankbook demonstrated a very low score of 30.20 on average. In the economic literacy by economic life variable, college students who never receive pocket money showed the highest score of 50.88, and those who get some pocket money whenever they need exhibited the lowest score of 44.23 on average. In the economic literacy by economic education variable, college students who answered that they had taken an economic education showed a score of 50.09. On the other hand, those who answered that they had never taken an economic education exhibited a score of 45.23 on average. College students who said that economic education is necessary showed a score of 50.24 in the economic literacy, whereas those who said that economic education is not necessary exhibited a score of 45.23 on average.

  • PDF

대학수학에서 함수의 합성과 합성함수의 극한에 대한 이해

  • Kim, Byeong-Mu
    • Communications of Mathematical Education
    • /
    • v.18 no.1 s.18
    • /
    • pp.289-296
    • /
    • 2004
  • 수업시간을 이용하지 않고 인터넷을 이용하여 조사와 학생 스스로 학습할 기회와 자료를 제공하여 개념을 이해할 모델을 만들어 본다. 함수의 합성과 극한에 대한 이해도를 1차로 조사한 결과는 정답율이 7.5%에 불과하여 같은 설문지에 대해 각자 공부하고 대답하도록 2차 조사를 하고, 함수의 합성과 합성함수의 극한에 대해 개념의 이해를 도우려고 그래프를 이용한 자료를 수집하여 확실하고 쉽게 이해할 기회를 제공하며 새로운 교수-학습 방법을 개발한다.

  • PDF

직설 조건문과 전건 긍정법

  • Kim, Se-Hwa
    • Korean Journal of Logic
    • /
    • v.4
    • /
    • pp.23-36
    • /
    • 2000
  • 이 논문은 일상적인 직설 조건문에 대한 새로운 이해를 제시함으로써 반 맥기가 전건 긍정법에 대한 반례라고 주장하는 예들에 대한 체계적인 이해방식을 제시하고 이것들이 전건 긍정법의 반례가 아니라는 것을 보인다. 직설 조건문에 대한 새로운 이해란 그것이 전건인 경우 후건의 조건적 확률이 높다는 것을 주장하는 문장이며 따라서 이 조건적 확률이 높은 경우 참이 되는 문장으로 봄으로써 직설 조건문이 그 논리적 형식에 있어서 조건문이 아니라는 것이다. 또한, 이렇게 이해되었을 때 반 맥기가 염두에 두고 있던 직설 조건문의 세 가지 특징이 역시 설명될 수 있다는 것을 보임으로써, 이 새로운 이해방식이 타당함을 보인다.

  • PDF

대학수학에서, 실수를 이용한 학습지도

  • Kim, Byeong-Mu
    • Communications of Mathematical Education
    • /
    • v.19 no.1 s.21
    • /
    • pp.45-55
    • /
    • 2005
  • 대학수학 1학년 과정(미분적분학)에서 정리, 정의 등 개념의 이해를 도와주기 위해 학생들이 갖는 어려움을 그들이 자주 겪는 실수를 통해 찾아내어 분석하고 올바른 이해의 길로 안내한다. 실수를 탓하기보다 학생의 편에 서서 이해하고 도움을 주도록 한다. 흔히 부딪칠 수 있는 예제 문제를 풀어보게 하고 공통으로 저지르는 실수를 제시하여 개념의 이해나 문제풀이를 바르게 하도록 이끌어 준다.

  • PDF

플라즈마의 이해

  • Lee, Chang-Ho;Jo, Mu-Hyeon
    • KIPE Magazine
    • /
    • v.18 no.3
    • /
    • pp.29-33
    • /
    • 2013
  • 플라즈마는 전기적 성질을 띤 유체와 유사하며, 외부의 전기적 자극에 대해 스스로 답을 찾아 반응하는 살아있는 무생물과 같은 존재이다. 때문에 원하는 종류의 플라즈마를 생성하고 잘 이용하기 위해서는 플라즈마에 관한 기초적인 이해가 필요하다. 이러한 플라즈마 기초에 관한 이해와 더불어 플라즈마의 생성과 유지에 필수적인 전원 장치에 관한 이해가 곁들여 지면 플라즈마를 이용할 때에 최소의 시행착오로 원하는 목적을 달성할 수 있을 것이다.

The Analysis of Children's Understanding of Addition and Subtraction of Fractions (분수의 덧셈과 뺄셈에 대한 아동의 이해 분석)

  • Kim, Kyung-Mi;Whang, Woo-Hyung
    • Communications of Mathematical Education
    • /
    • v.23 no.3
    • /
    • pp.707-734
    • /
    • 2009
  • The purpose of the study was to investigate how children understand addition and subtraction of fractions and how their understanding influences the solutions of fractional word problems. Twenty students from 4th to 6th grades were involved in the study. Children's understanding of operations with fractions was categorized into "joining", "combine" and "computational procedures (of fraction addition)" for additions, "taking away", "comparison" and "computational procedures (of fraction subtraction)" for subtractions. Most children understood additions as combining two distinct sets and subtractions as removing a subset from a given set. In addition, whether fractions had common denominators or not did not affect how they interpret operations with fractions. Some children understood the meanings for addition and subtraction of fractions as computational procedures of each operation without associating these operations with the particular situations (e.g. joining, taking away). More children understood addition and subtraction of fractions as a computational procedure when two fractions had different denominators. In case of addition, children's semantic structure of fractional addition did not influence how they solve the word problems. Furthermore, we could not find any common features among children with the same understanding of fractional addition while solving the fractional word problems. In case of subtraction, on the other hand, most children revealed a tendency to solve the word problems based on their semantic structure of the fractional subtraction. Children with the same understanding of fractional subtraction showed some commonalities while solving word problems in comparison to solving word problems involving addition of fractions. Particularly, some children who understood the meaning for addition and subtraction of fractions as computational procedures of each operation could not successfully solve the word problems with fractions compared to other children.

  • PDF

Development and Application of Questionnaire for Self-Understanding and Change Capacity Related to Science Education: Focus on the Recognition of Pre-Service Elementary Teachers (과학교육 관련 자기이해와 변화역량 조사 도구 개발 및 적용 -초등예비교사의 인식을 중심으로-)

  • Jo, Kwanghee;Joung, Yong Jae;Choi, Jaehyeok;Kim, Heekyong
    • Journal of The Korean Association For Science Education
    • /
    • v.38 no.6
    • /
    • pp.901-917
    • /
    • 2018
  • The purpose of this study is to develop the questionnaire on pre-service elementary teachers' recognition of self-understanding and change capacity for science education and to investigate their recognitions with it. At the beginning of the study, we made a tool to investigate the self-understanding and change capacity of pre-service elementary teachers through literature review and discussions. The former half of the questionnaire was related to self-understanding with factors such as 'self-concept clarity,' 'career identity' and 'self-efficacy:' 'self-understanding as a pre-service elementary teacher' (12 items) and 'self-understanding as a pre-service elementary science teacher' (12 items). Its latter half was about the change capacity with factors such as 'change sensitivity,' 'goal consciousness,' 'collaboration,' 'reflection,' and 'mastery.' It consisted of three parts: 'general change capacity,' 'change capacity as a pre-service elementary teacher' and 'change capacity as a pre-service elementary science teacher' with 17 items, respectively. With this tool, we surveyed 153 pre-service elementary teachers. The results are as follows: First, pre-service elementary teachers have a positive recognition about self-understanding and change capacity, but the recognition of self-understanding and change capacity as pre-service elementary science teachers were relatively less positive. Second, factors of self-understanding and change capacity as pre-service elementary science teachers have a significant correlation with each other. Especially, there was a high correlation between 'self-efficacy' of self-understanding and 'goal consciousness' and 'mastery' of change capacity. Based on these results, some implications for self-understanding and change capacity related to science education were discussed.