• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.660-670
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• 2002

The purposes of this study were to categorize the type of student-student interaction and analyze the pattern of group interaction by cognitive level in interactive science inquiry experiments. For this study, two homogeneous and two heterogeneous groups by cognitive level were selected. Social interactions during group discussions were audio/video taped. The types of student's interaction were classified as intellectual and emotional aspects. Intellectual aspects were consisted of asking question, response, making suggestion, receiving opinion and then further coded by interaction level. Emotional aspects were consisted of relevance to behavioral participation, relevance to students' feeling, reaction to opinion. Interaction frequency in the intellectual and emotional aspect between homogeneous and heterogeneous group were compared to analyze interaction pattern. The results of this study showed that in intellectual aspect the frequency and quality of interaction in homogeneous group was higher than that in heterogeneous group. In emotional aspect. homogeneous group more showed such negative attitude as lack of confidence and dissatisfaction than heterogeneous group, on the other hand showed acceptable mood to be able to accept or object to peer's opinion. Some educational implications were drawn.

• Journal of Music and Human Behavior
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• v.2 no.2
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• pp.33-56
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• 2005

The purpose of this study is to measure the effect of musical activities on children's aggressiveness using percussion playing through case studies and to present the therapeutic programs. Musical activities using percussion playing were organized for three aggressive children. Twenty-one small group sessions were conducted over seven weeks with 30 minutes given each session. Fourth-grade children involved in using Aggressiveness Measuring Tool for Teachers-revised by Gwak Geum-Joo(1992) was selected for case studies. Children's impulsiveness was also tested through self-test measuring tool for impulsiveness-revision of 16 questions used by Cho Hae Yeon (2001) and Lee Joo Shik (2003). As quantitative method, comparative analysis was made between the pre and post test results using measuring tools for aggressiveness and impulsiveness of children as well as between aggressive behaviors occurring in the initial stage of the first three sessions and in the latter stage of the last three sessions. Qualitative method was used at the same time to examine the effect of percussion playing on children. After the musical activities, child A showed reduced Aggressive Measuring Tool scores from 19 to 18, with child B from 23 to 19 and child C from 21 to 18. The results show that occurrence of aggressive behaviors were lowered in the post test. Impulsiveness Measuring Tool scores in the post test were decreased as well in all three children. During the music therapy programs, it was also observed that the frequency of the target behaviors in all three children has reduced more in the latter stage than the initial stage of music therapy. The qualitative findings indicate that the children experienced releasing stress through self-expression after percussion playing. These findings indicate therapeutic effectiveness of music therapy using on percussion playing in reducing aggressiveness of children as well as the effectiveness of percussion as a therapeutic intervention for aggressive children. These results can be adapted and reapplied by teachers in primary schools to approach children with behavior problems, and can present a useful therapeutic approach to therapists practicing in clinical environments.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.19-42
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• 2008

The purpose of this study was to develop practical problem-based home economics teaching.learning process plans about a unit 'the youth and consumer life' of middle school eighth-grade Technology and Home Economics by applying blended learning(BL) strategy. According to ADDIE instructional design model, this study was conducted in the following procedure: analysis, design/development, implementation, and evaluation. In the stage of design and development, the selected unit was converted into a practical problem-based unit, and practical problem-based teaching. learning process plans were designed in detail by using BL strategy. An online study room for practical problem-based home economics instruction grounded in BL strategy was prepared by using Edunet(http://community.edunet4u.net/${\sim}$consumer2). Eight-session lesson plans were mapped out, and study aids for students and materials for teachers were prepared. In the implementation stage, the first-session teaching plans that dealt with a minor question 'what preparations should be made to become a wise consumer' were utilized when instruction was provided to 115 eighth graders who were in three different province, and the other one was in a middle school in the city of Daejeon. The experimental teaching was implemented for two weeks in the following procedure: preliminary program, pre-online learning, main instruction and post- online learning. The preliminary program was carried out in a session in the classroom, and pre-online learning was provided before the main instruction was given in a session in the classroom. After the main instruction was completed, post-online learning was offered. In the evaluation stage, a survey was conducted on all the learners and teachers to find out their opinions and suggestions.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.67-90
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• 2018

The purpose of this study was to develop and apply the practical problem-based teaching·learning process plan for 'interacting with neighbors' of home economics subject. The plan consisting of 3 lessons has been developed and implemented according to the ADDIE model. Various activity materials (7 student's activity sheets, 3 reading texts, 1 homework sheet, 3 sets of ppt, 6 videos, and 3 teacher's reading texts) as well as questionnaire were developed for the 3-session lessons. The plans were implemented by the researcher to 204 freshmen, 8 classes, of C middle school in Seoul during september, 2017. The result, of students' lower level of actual participation in interacting with neighbors comparing to their interests in, supported the need of this study. Students were satisfied with the whole 3-lessons in the aspects such as beneficial usage of the contents in their daily life and in building the sense of community, as well as adequacy of materials and activities. Students also reported that they would highly aware to the importance of interacting with neighbors and to practice the contents learned from the lessons in daily life at community. They had an opportunity to reflect one's own attitude to neighbors and recommended to teach it to other schools, too. It can be concluded that the teaching·learning process plan for 'interacting with neighbors' would raise students' housing values living together and attain the overall objective and achievement standards of 2015 home economics middle school curriculum.

• Communications of Mathematical Education
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• v.16
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• pp.217-218
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• 2003

제7차 교육과정의 기본방향인 '21세기의 세계화 정보화 시대를 주도할 자율적이고 창의적인 한국인 육성'에서 볼 수 있듯이, 새로운 교육과정에서는 학생들의 창의력을 신장시키기 위한 방안으로 교과별 교육과정이나 재량활동 운영 등을 제시한 바 있다. 수학교육에서도 이러한 시대적 흐름에 발맞추어 수학적 창의력의 신장이 강조되고 있는 상황이다. 그동안 이론적인 측면과 실제적인 측면에서 수학적 창의성에 대한 성과가 축적되었다. 이론적인 측면에서 볼 때, Haylock(1987)등에 의해 창의력과 수학적 창의력의 구분되었으며, 특히 '수학적' 창의력에 대한 다양한 정의가 제안되었다. 실제적인 측면에서도 수학적 창의력을 측정하려는 평가 도구들이 그 동안 여러 가지로 개발하였다. 그러나, 이러한 수학적 창의력에 관한 전반적인 연구는 종국적으로 교실 수학수업에 반영되어야 함에도 불구하고, 그리 만족스럽지 못한 상황이다. 특히, 교실에서 수학수업을 실제로 담당하는 교사들이 수학적 창의력을 위한 수업을 하고자 하더라도 당장 가까이에서 구할 수 있는 교수 학습 자료가 여전히 부족한 상황이다. 물론 그 동안 교실 수학수업에서 사용할 수 있는 창의력 개발 프로그램이 전무한 것은 아니다. 그런데 그들 대부분은 게임이나 퍼즐을 이용한 것으로 그 수준이 단순 흥미유발에 그치고 있거나 소수의 영재아를 위한 소재를 중심으로, 특히 수학적 사고 과정을 따르기보다는, 시행착오를 거쳐 원하는 결과를 얻을 가능성이 많으며, 수학과의 연계성이 불분명한 채로 단순놀이에 그치는 경우가 적지 않아, 수업과 연관되어 창의력의 신장이라는 측면에서 볼 때, 적용하기 어려운 사례가 많다. 이러한 상황을 개선하는 데 기여하고자, 현재 교과교육공동연구 지원사업의 하나로 한국 학술 진흥재단의 지원을 받아, '개방형 문제(open-ended problems)'를 중심 소재로 한 '수학적 창의성'을 신장하기 위한 교수학습 프로그램을 개발하여, 중학교 1학년을 대상으로 연구를 진행하고 있다. 개방형 문제라 함은 명백한 정의가 어렵지만 Pehkeon(1995)는 개방형문제의 정의를 명백히 하기위한 시도로서 그 반대로 닫힌 문제에 대한 정의로부터 시작하여, 어떤 문제가 닫혀있다고 하는 것은 그 문제의 출발 상황과 목표 상황이 닫혀 있는 것, 즉 명백히 설명되어있을 때라면 개방형 문제는 이와 반대의 개념임을 시사하였다. Silver(1995)는 개방형 문제를 문제 자체가 다른 해석이 가능하거나 서로 다를 인정할만한 답을 가질 수 있는 문제 또는 풀이과정이 다양한 문제, 자연스럽게 다른 문제들을 제안하거나 일반화를 제시할 수 있는 문제라고 정의하였다. 따라서 개방형 문제란 출발상황이나 목표 상황의 일부가 닫혀있지 않을 때를 말하고 문제의 조건을 만족하는 해답이 여러 가지로 존재하는 문제를 뜻한다. 수학적 창의력을 개발하는 데, 다른 문제 유형보다도, 개방형 문제가 유리하다는 점은 이미 여러 학자들에 의해 주장되어왔다. 미국 국립영재교육센터(NRCG/T)는 기존의 사지선다형이나 단답형 문제와 질문들은 학생들의 사고 능력에 관한 정보를 거의 알려주지 못하기 때문에 한 가지 이상의 답을 요구하는 ‘open-ended' 또는 ’open-response' 문제와 질문을 가지고 수학 분야에서의 창의적 사고 능력과 표현능력을 측정해야 한다고 하였고, 개방형 문제가 일반적으로 정답이 하나인 문제보다 고차원적인 사고를 요구하게 하는 문제 형태라고 하였다. 본 연구에서는 이러한 근거를 바탕으로 개방형 문제의 유형을 다양한 답이 존재하는 문제, 다양한 해결 전략이 가능한 문제, 답이 없는 문제, 문제 만들기, 일반화가 가능한 문제 등으로 보고, 수학적 창의성 중 특히 확산적 사고에 초점을 맞추어 개방형 문제가 확산적 사고의 요소인 유창성, 독창성, 유연성 등에 각각 어떤 영향을 미치는지 20주의 프로그램을 개발, 진행하여 그 효과를 검증하고자 한다. 개방형 문제를 활용한 수학적 창의력 신장 프로그램을 개발하고 현장 학교에 실험 적용하여 그 효과를 분석하고자 하는 본 연구는 창의력 신장에 비중을 두는 수학과 교수-학습 과정에 실제적인 교수 학습 자료를 제공하는 것뿐만 아니라 교사들에게는 수학교실에서 사용 가능한 실제적인 활용방안을, 학생들에게는 주어진 문제를 여러 가지 각도에서 생각하면서 다양한 사고를 경험하는 기회를 가질 수 있어, 수학을 보는 학생들의 태도에도 긍정적인 변화를 가져올 수 있을 것이라 기대한다.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.285-294
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• 2014

This study investigates the effects of formative assessment utilizing mobile applications on interest and self-directedness in science instruction. The study subjects are two 6th grade classes from H elementary school located in Incheon, and the experimental group and the comparative group are composed of 21 students, respectively. The students from the experimental group have been taught with mobile devices while the comparative group has been taught in methods consistent with the current teaching standards. For the sake of research, the results of the method applied to the mobile device focus group have been edited using Google Drive Forms, entered as QR codes and stored in order for them to later be utilized for teaching and learning process. In the process, the teacher has provided the students with feedback based on their answers. The students of comparative group are to solve the same formative assessment in paper. As a result, the teacher of the mobile device focus group has been able to go through twenty-nine questions on formative assessment in the teaching and learning process, confirm the correct answers five times and provide feedback twenty-five times for additional explanation. In the inquiry about interest, the mobile device group scored 4.64 points and the standard one scored just 1.99 points (p<0.01). Fifteen students answered in the interview that and the major reason why they scored high has been because it was fun to study with mobile devices. When it comes to self-directedness over the process of teaching and learning, the mobile device focus group has answered positively but the standard group has scored relatively low (p<0.01).

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.479-490
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• 2014

The purpose of this study is to develop an argument-based modeling strategy, utilizing writing and argumentation for communication in science education. We need to support students and teachers who have difficulty in modeling in science education, this strategy focuses on development of four kinds of factors as follows: First, awareness of problems, recognizing in association with problems by observing several problematic situations. Second is science concept structuralization suggesting enough science concepts by organization for scientific explanation. The third is claim-evidence appropriateness that suggests appropriate representation as evidence for assertions. Last, the use of various representations and multimodal representations that converts and integrates these representations in evidence suggestion. For the development of these four factors, this study organized three stages. 'Recognition process' for understanding of multimodal representations, and 'Interpretation process' for understanding of activity according to multimodal representations, 'Application process' for understanding of modeling through argumentation. This application process has been done with eight stages of 'Asking questions or problems - Planning experiment - Investigation through observation on experiment - Analyzing and interpreting data - Constructing pre-model - Presenting model - Expressing model using multimodal representations - Evaluating model - Revising model'. After this application process, students could have opportunity to form scientific knowledge by making their own model as scientific explanation system for the phenomenon of the natural world they observed during a series of courses of modeling.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.273-283
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• 2014

The purpose of this study was to examine the potential of the use of the Classroom Response System (CRS), a kind of new ICT medium, in a quiz problem-solving oriented high school life science class. To find the usefulness of CRS as a teaching and learning strategy, the CRS group (n=34) sent prompt individual answers to the teachers' questions using the CRS terminal (Clicker), and the teacher then asked additional reasons of the individuals and gave personalized feedback. In the control group (n=35), the CRS was not used while the teacher asked overall questions and gave feedback in an undifferentiated way. As a result, the CRS increased students' interest and concentration during class, but there were no significant differences in study achievement between the two groups. However, there were significant differences between the medium-level groups when the two groups were divided into smaller ones based on their pre-scores. We suggest that, for effective use of the CRS for diagnostic and formative assessment, teachers should develop a teaching and learning strategy that can produce appropriate questions of various levels in advance, investigate the exact reasons for students' answers, and give customized feedback by individual as much as possible.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.171-182
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• 2005

The purpose of this study is to develop the Checklist for Observing and Analytical Framwork that assesses a series of activities related to the classroom teaching which is the core of teachers' professionalism. In clarifying the objectives of observing the classroom activities, it would be effective to understand the overall outline of the home economics instructions as well as to define the elements of the classroom work ; hence, the classroom work has been modularized in several stages, namely, planning/organization, execution, and evaluation. The stages are divided into nine elements of the classroom work in general : (1) Presenting the study objective, (2) Structuring classroom activities, (3) Teaching the content, (4) Question-and-answers (5) Feedback the to the students' responses, (6) Offering learning opportunities, (7) Stimulating the students' interest, (8) Evaluation, (9) Applying the result of the evaluation.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.103-114
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• 2007

The purpose of this study is to satisfy students in adolescent trends of school uniforms and to provide them with useful material with matching current fashions by analyzing the attitude of students toward uniform transformation in female highschool students and investigating factors influencing on behaviors of uniform transformation. The subjects of this study are 30 students in Daegu with the basic ways of investigating such as depth interview and survey. The results are as follows; First, students agree to wearing school uniforms. As the main reason for wearing school uniforms, students put emphasis on peer pressure. It is also analyzed that the figure of students' body have some influence on the attitude of students toward wearing uniform while students' appearance have no influence on the attitude of students toward wearing uniform. Second, students showed high satisfaction in school uniforms. While students are satisfied with design and color of school uniform, they are not satisfied with practicality, economic efficiency and the quality of textile. Third, the study shows most students have experience of uniform transformation as a result of depth interview about actual condition of uniform transformation. Whereas students usually wear the jacket with its width and length shortened, they tend to lengthen skirt and unstitch pleat of skirt. Fourth, there are many reasons for uniform transformation as a result of depth interview with students. Transformation for satisfying aesthetic desire tops the list, followed by transformation for matching, transformation for peer pressure. As shown by the results above, every school needs to make various efforts to satisfy students, teachers and parents by considering and using students' opinion in order to choose the better school uniforms. In addition, the study related to school uniform transformation need to have more various investigating ways to acquire more authentic results such as expanding the subjects to not only students but also teachers and parents and in-depth comparison between subjects.