• Journal of Science Education
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• v.34 no.2
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• pp.421-431
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• 2010

The purpose of this study was to identify instructional components supporting students' interest and creativity in American middle school science classrooms. Two 7th grade classrooms were selected, and observed for 11 class periods each. Results showed that hands-on and small group activities were the most effective ways to increase students' interest. The teachers' instructional approaches, such as individualized paced teaching, sufficient peer teaching, permissive atmosphere, various media, and purpose-focused summary game were found to influence students' interest. To enhance students' creativity, increasing interest, making hypothesis, and trying to various experimental method with sufficient time were identified as effective components.

• 전기의세계
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• v.15 no.5
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• pp.46-49
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• 1966

본 조사연구는 한국전력주식회사의 위탁에 의하여 1967년 1월 초순에서 중순에 걸쳐, 서울대학교공과대학 응용과학연구소의 염영하, 현병구, 김동기 제교수와 같이 실시한 것이다. 즉 청평발전소 제3호 발전기(40,000KW) 설치장소의 굴착작업이 이전시설 특히 제1호와 제2호 발전기 및 그 부대시설에 미치는 영향을 조사하고, 굴착의 최적작업방법을 제시한 것이다.

• Journal of Distribution Science
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• v.2 no.1
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• pp.99-124
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• 2004

본 연구는 교수 및 학습효과를 증대시키기 위하여 실제 상황에서 일어나고 있는 사회현상들에 대한 보도형태의 자료인 신문기사를 비롯한 각종 매체 자료를 활용하여 사회 제 현상이 현재 학습과정의 교과과정에는 어떻게 연관되며 경영적 이론이 실제 어떻게 적용되는가를 학습함으로써 교과목에 대한 관심도의 증대와 학습심화의 필요성을 증대시키는데 그 목적이 있다. 이러한 목적을 달성하기 위하여 최근의 선별된 자료를 중심으로 각종 경제경영 관련주제의 주요 기사 내용을 숙지하고 주요 기사 내용들의 배경과 문제점을 파악하며 여러 관점에서 다양한 현상의 원인과 배경에 대한 접근으로 사회과학적인 현상을 습득하는 사고방법을 훈련할 수 있다. 또한 다양한 사회 경제경영분야의 요구사항과 사회적인 욕구들을 주지하고 향후 학생들의 사회진출에 따라 사회현상을 이해하고 이를 통하여 보다 적극적인 자신감 고취와 현실사회에 대한 이해력을 증진시킨다.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.85-102
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• 2005

Some properties on the mathematical hyper-dimensional figures by 'the principle of the permanence of equivalent forms' was investigated. It was supposed that there are 2 conjectures on the making n-dimensional figures : simplex (a pyramid type) and a hypercube(prism type). The figures which were made by the 2 conjectures all satisfied the sufficient condition to show the general Euler's Theorem(the Euler's Characteristics). Especially, the patterns on the numbers of the components of the simplex and hypercube are fitted to Binomial Theorem and Pascal's Triangle. It was also found that the prism type is a good shape to expand the Hasse's Diagram. 5 mathematically gifted high school students were mentored on the investigation of the hyper-dimensional figure by 'the principle of the permanence of equivalent forms'. Research products and ideas students have produced are shown and the 'guided re-invention method' used for mentoring are explained.

• Proceedings of the Korean Society of Computer Information Conference
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• 2011.06a
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• pp.249-252
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• 2011

이 연구는 중학교 과학 수업의 온 오프라인 혼합 협동학습에 대한 효과를 검증해 보고자 하였다. 연구의 목적을 달성하기 위해 먼저 온 오프라인 혼합 협동학습과 관련된 문헌 고찰을 통해 연구의 수행에 필요한 이론적 기반을 마련하였다. 중학교 1학년 과학 내용 중에서 연구 단원을 선정하여 온 오프라인 혼합 협동학습 모형을 제시하였다. 연구대상은 경기도 김포시에 위치한 'K'중학교 1학년 학생들 중에서 사전 학업성취도 검사와 학습태도 검사에 의해 동질집단으로 확인된 2개 학습 79명이다. 연구대상 중 1개 학습 40명을 실험대상으로 선정하여 온 오프라인 혼합 협동학습의 실험을 실시하고 통제집단에는 기존의 면대면 협동학습을 실시하였으며 실험이 끝난 후 두 집단의 학업성취도 및 학습태도 변화 차이를 비교 분석하였다. 결과 분석은 SPSS Ver.12.0을 이용하였으며 학업성취도는 다변량 분산분석(MANOVA)을 하였고, 학습태도는 독립표본 t검정을 통해 분석하였다. 분석한 연구의 결과 첫째, 중학교 과학 수업에서 온 오프라인 혼합 협동학습은 면대면 협동학습과 학업성취도에서 유의미한 차이가 나타났다. 또한 온 오프라인 혼합 협동학습 실험집단이 면대면 협동학습 통제집단보다 학업성취도의 하위 영역 중 기억 영역에 그 효과성이 두드러짐을 확인하였다. 둘째, 중학교 과학 수업에서 온 오프라인 혼합 협동학습은 면대면 협동학습과 학습태도에서 유의미한 차이가 나타나지 않았다. 연구 결과를 토대로 온 오프라인 혼합 협동학습은 첫째, 학습자들로 하여금 자료 수집, 분석, 정리 단계에서 정보의 공유를 통해 적극적으로 학습을 유도하였다고 예측할 수 있다. 이는 온 오프라인 혼합 협동학습이 면대면 협동학습보다 학업성취도 향상에 효과적인 교수학습 방안으로 제시될 수 있음을 의미한다. 둘째, 중학교 과학수업에서 온 오프라인 혼합 협동학습은 학습자의 학습태도에 효과적이라고 확신할 수 없다. 따라서 학습자의 교과에 대한 학습태도의 향상을 위해서는 교수 학습방법을 다각화하고 교과와 학습목표에 맞는 적절한 학습방법의 지속적 활용이 중요하다고 판단된다.

• Journal of the Korean earth science society
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• v.36 no.4
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• pp.404-416
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• 2015

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of 'convergence' as well as 'integration' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.279-293
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• 2019

This study investigated the effects of national science leading school programs on students' positive experiences about science (PES) and teachers' perceptions of curriculum implementation factors affecting students' PES. For this study, Test for Indicators of Positive Experiences about Science (TIPES) was administered to a total of 11,488 students from 117 national science leading schools and 1,315 students from 50 normal counterpart schools. In addition, a total of 105 teachers were given a survey asking their curriculum implementation levels and perceptions on importance and performance levels of each identified factor that was known to influence students' PES. Students' total PES scores and scores in five sub-components of PES were widely varied across science leading school program types. In general, participating teachers reported common curriculum implementation factors that most positively affected students' PES including 'science-related activities out of school,' 'student-centered research projects,' 'ICT-related materials' and 'performance assessment.' Based on these results, implications for science education were discussed.

• Journal of Science Education
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• v.37 no.3
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• pp.513-524
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• 2013

The purpose of this study is to provide the proper methods of presenting question materials for generate of various question by comparing type, level, objectivity, manipulation of question in the presenting methods of question phenomena. I selected and showed actual objects, movies, and photographs as ways of presenting question materials, to each of which three question tasks were assigned. The generated questions by students were compared. The results showed that the question of conjectural, predictive, methodological, exploratory, verificational, qualitative, quantitative, simple-manipulative, pre-manipulative questions turned out to have significantly higher average frequencies in the cases of the presentation of photographs and movies than in the cases of the presentation of actual objects. However, the question of post-manipulative questions turned out to have significantly higher average frequencies in the cases of the presentation of actual objects than in the cases of the presentation of photographs and movies. and There were no significant differences between individual methods of question task presentation in average frequencies with respect to causal and methodological, subjective questions. Thus, we have learned from this that methods of presenting question phenomena had influence on the students' question. This suggests that we should consider forms of presentation of question materials in planning the teaching-learning of question.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.565-575
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• 2004

The effects of education utilizing history of science on science achievement and attitudes of the ninth grade students were investigated according to their achievement level, along with the development of teaching and ;earning materials. A total of 144 ninth grade students were divided into the experiment and control group. Instructing students using history of science was performed in the experiment group, while conventional instruction was used in the control group. The scores of both pre-test and post-test were estimated by ANCOVA. Instructions applying history of science were more effective in increasing the students' science achievement and attitude than conventional instructions. In particular, the former enhanced the achievements of the upper-level students, more than it did for the middle and lower-level students. In addition, using history of science showed a better effect on higher and middle-level students, in improving their attitudes toward science, than it did for lower-level students. This study suggests that the instruction utilizing history of science should be designed based on the students' achievement level, and that various teaching and learning materials related to the instruction were helpful.

• Journal of the Korean Geographical Society
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• v.37 no.3
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• pp.247-261
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• 2002

This study suggests that the contents and methods focusing on the leamer's geographical experience of everyday life and environments, are very effective for teaching and teaming in geography subject matter. The contents have to be selected and structurized from private geographies about their region of everyday life for teaming abstractive and scientific concepts of geography. Scientific concepts of geography, i.e. geographical concepts become 'scope'for selecting the contents and these systematic structure substitutes 'sequence'. The criteria by which selected contents of teaching and teaming based on everyday life may consist of three elements: region as leamer's place for everyday life; concrete experience of the place; and leamer's changing geographical experiences.