• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.600-608
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• 2011

The ultimate goal of instruction is for learners to understand contents they have to learn in class. Therefore, shedding light is needed on the characteristics of understanding required by teachers and perceived by students when class is conducted for the purpose of understanding. To do this, 87 middle school teachers were requested to write down questions they asked to improve the understanding of learners in 'reproduction and genesis' unit. They were categorized according to Wiggins & McTighe's six aspects of understanding and a questionnaire was developed based on the data. A survey was conducted on 90 teachers and 370 ninth-grade students. The findings of this study were as follows: First, the teachers demanded explaining, interpreting and perspective a lot, but applying, empathy and self-knowledge were scarcely required. Second, the teachers demanded explaining the most, and the students as well. The next aspect of understanding in both groups was interpreting, followed by perspective, applying, empathy and self-knowledge. There were significant differences among the opinions of the students according to gender (p<0.05). Third, the students persevered explaining, applying and self-knowledge the same way as the teachers demanded, but not for interpreting, perspective and empathy. This study is expected to provide some information to achieve the instruction objectives of understanding successfully.

• Journal of the Korean Geographical Society
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• v.51 no.6
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• pp.893-914
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• 2016

This paper describes the development of an inquiry-based fieldwork program based on Yangdong village where students explore the ways that it can develop in a sustainable way. Important considerations in an inquiry-based fieldwork design include what the key inquiry questions should be, the geographical issues of fieldwork location, the potential roles of mobile technologies, design of learning activities and a final product, and the roles of a teacher. Student fieldwork activities, including mapping land-use changes at the building level, detecting what should be changed or remain the same, and conducting interview with residents to examine their perceptions of overall tourism impacts, are supported by mobile technologies (i.e., the Collector for ArcGIS and the Google Forms). Twenty one high school students participated in a field test of the program in February 2016, which allowed authors to evaluate the program. Students' pre-, in-, and post-fieldwork activities were observed and the data and final products which they gathered and producted were analyzed. The post-program survey indicated that the students deepened and expanded their understanding of Yangdong village and expressed their satisfaction with the program in general. Incorporating mobile technologies into inquiry-based geographical fieldwork can help students involved in collaborative problem solving and creative activities in real world settings and create a shareable multimodal product combining maps, photo, and text.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.5 no.4
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• pp.435-442
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• 2015

The purpose of this study is to examine the effect of mentoring program using logic model in university students. We surveyed 40 mentors who participated mentoring program in 2014. Data collection were open-ended questions. Questions was made of with a steps in logic model and content analysis was carried out. The results are as follows: first, according to the step of the inputs, many students questioned said that public relations, selection process, matching, orientations, activity costs was proper. Secondly, in the activities, it was showed that mentor met firstly mentee with teacher in school and mentoring activities comprised 80% of studying and 20% of counseling and experiencing. third, in the outputs, most of participants expressed satisfaction in mentoring period, time, place. Lastly, in the outcomes, this program affected both mentor and mentee with cognitive, emotional and behavior development. Consequentially, this results have influence on improvement of following mentoring programs.

• School Mathematics
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• v.11 no.1
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• pp.39-53
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• 2009

This study was conducted in 2008 with 80 in-service mathematics teachers. We took a course that was consisted of a lecture and a practice on Socrates' method. In our study, mathematics teachers conducted making a teaching plan by using Socrates' method. But we became know that we need to offer concrete ideas or examples for mathematics teachers in order to apply Socrates' method effectively. Therefore we tried to search for educational methods in using Socrates' method to teach school mathematics. After investigating of preceding researches, we selected some examples. On the basis of these examples, we suggested concrete methods in using Socrates' method. That is as follows. Socrates' method need to be used in the context mathematical problem solving. Socrates' method can be applied in the process of overcoming cognitive obstacles. A question in using Socrates' method have to guide mathematical thinking (or attitude). When we use Socrates' method in the teaching of a proof, student need to have an opportunity to guess the conclusion of a proposition. The process of reflection revision-improvement can be connected to using Socrates' method.

• 한국정보교육학회:학술대회논문집
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• 2009.08a
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• pp.53-59
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• 2009

21세기 지식정보사회에서는 창의력, 문제해결력 등의 고등인지사고능력이 요구된다. 따라서 본 연구에서는 두리틀을 이용한 프로그래밍 수업을 통해 아동의 창의력과 문제해결력을 향상시키고자 한다. 아동의 프로그래밍 활동을 능동적으로 할 수 있는 환경을 조성하여 주되, 교사가 문제해결 과정에 따라 학습진행 과정을 모니터링하여 학생들의 문제해결 능력을 신장시켜주는 안내된 발견식 수업 모형을 적용하였다. 컴퓨터 프로그래밍의 과정에 필요한 인지적 요구사항을 토론이나 소크라테스식 질문을 통하여 반드시 거치도록 안내하였다. 초등학교 5학년 학생을 대상으로 두리틀을 이용하여 안내된 발견식 수업모형을 적용 한 결과 창의성과 문제해결력 측면에서 효과가 있음을 알 수 있었다.

• Journal of the Korean earth science society
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• v.35 no.2
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• pp.147-158
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• 2014

The purpose of this study was to explore changes of elementary science class in student oriented group inquiry activities using a Science Writing Heuristic (SWH) template that enhance scaffolding of inquiry. The changes focused on students' written reports and perceptions of their learning environment as well as discourse patterns. One fourth-grade class of 29 students participated in this study, and a developed work sheet of science writing was utilized to scaffold student's inquiry activities. Four units in the first-semester text book for fourth grade of the-, 2007 Educational Curriculum Revision were chosen for scaffolding inquiry, and sixteen lessons of instruction were all videotaped. For investigating students' written reports, a framework based on the aspects of science inquiry by Millar (2010) was used to evaluate the coherence between student inquiry activities and their claims. Secondly, a regular fourth-grade class was selected as the control group and was compared with the experiment group using the pre- and post-test of the survey on the perception of science class and science. Lastly, students' discourse patterns of the beginning science lesson were compared with those of the closing lesson. We found that the coherence in the last class increased significantly in students' written reports compared to the first one. Findings also indicated that students' perceptions on their learning environment moved toward student-centered. Based on our discourse patterns analysis, the last class was more student-centered from being teacher-centered than the first one.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.91-107
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• 2010

The purpose of this study was to investigate what middle school Home Economics(HE) teachers perceive, practice and need for self-supervision at school related to HE. Questionnaires were sent by E-mail and 150 were collected. Descriptive statistics including frequency, percentage, average, standard deviation, t-test and ANOVA analysis were reported using SPSS/win 10.1. The results of this research were as follows: First, middle school HE teachers perceived that self-supervision at school was essential since it promoted self reflection of teachers themselves and improved professional skills. Furthermore, peer-coaching was highly preferred. Second, negative responses to the supervision of principal, vice-principal, and peer teachers overwhelmed positive answers. Information exchange among peer teachers was frequent, yet, approximately 22.6% of middle school HE teachers were still avoiding sharing information process for several reasons. About half of the teachers answered that all teachers needed to participate in this process. Third, they pointed out that self-supervision at school was not implemented well because of the lack of time due to the heavy work load, negative and passive attitude for the improvement of teaching-learning activities, administration-centered supervision that did not reflect teachers' opinion, and shortage of economical, and environmental support.. HE teachers perceived that peer teachers who were doing good practices were most helpful for the supervision. Also, they preferred self-evaluation at the end of the self-supervision at school. Forth, to improve self-supervision at school, there were very high demands for reduction of administrative work, additional time, fundamental philosophy toward HE education. Fifth, the purpose and detailed plans of self-supervision were recognized as the results that were democratically derived by the HE teachers. Sixth, class inspection and informal inspection were operated once in a year, and self-training was rarely operated. Peer coaching and self-coaching were operated occasionally. Self-coaching and peer coaching were reported as the most helpful types of supervision. In addition, HE teachers answered that supervision was helpful to teaching method followed by contents, evaluation, and philosophy of education.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.930-936
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• 2004

Science field trip on historical heritages in Korea has developed since 1998. There are a few discussion of effectiveness of science field trip on historical heritages. In this research, the aim of science field trip on historical heritages was discussed in view of developing scientific perspectives on historical heritages with cases of science field trip of Hwasong fortress. Material for science field trip of Hwasong fortress was developed and instructional strategy was designed. The material contained convergent and divergent scientific inquiry activities. The goal of the activity was to help students to build scientific perspectives on the historical heritage, so they can evaluate the scientific excellency of historical heritage. The subjects were ten ninth grade students of middle school science club in Seoul. A questionnaire, "evaluation of scientific excellency of historical heritage" was administered before and after the field trip. From the analysis of a change in perspective by field trip, it was investigated how the scientific perspective on historical heritages was developed. The first draft of material for science field trip of Hwasong fortress was developed based on science education experts' discussion. The material has three parts; activities before the trip, activities during the trip and activities after trip. Instructor's guide has the same structure. Before the field trip, students watched the videotape and learned the short history lesson about Hwasong fortress to develop familiarity. During the trip, there were exploring stage and intensive inquiring stage. These activities were designed to develop scientific perspective on historical heritage. After the field trip, evaluation activity about scientific value of Hwasong was done based on the activities done during the trip. After the science field trip of Hwasong fortress, most of students showed positive changes. Some of them reflected on their previous thoughts. Some recognized the necessity of the proper criteria for scientific excellency of historical heritage. All changed in their perspective on evaluating scientific aspects on historical heritage, such as considering the social environment, scientific principles and the influence of science and technology of that age on the society, when the fortress was built. These results show that the science field trip focused on the criteria for evaluating the scientific excellency of historical heritage was significant in helping students to develop the scientific perspective on historical heritage.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.495-507
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• 2023

Teachers often encounter challenges in supporting students with question generation and the development of investigation plans in sensemaking activities. A primary challenge stems from the ambiguity surrounding how students apply their conceptual understandings in this process. This study aims to explore how students apply their conceptual understandings to generate questions and design investigation processes in a sensemaking activity. Two types of student group activities were identified and examined for comparison: One focused on designing a process to achieve the goal of sensemaking, and the other focused on following the step-by-step scientific inquiry procedures. The design of investigation process in each group was concretized with epistemic criteria used for evaluating the designs. The students' use of conceptual understandings in discussions around each was then examined. The findings reveal three epistemic criteria employed in generating questions and designing investigation processes. First, the students examined the interestingness of natural phenomena, using their conceptual understandings of the structure and function of entities within natural phenomena to identify a target phenomenon. This process involved verifying their existing knowledge to determine the need for new understanding. The second criterion was the feasibility of investigating specific variables with the given resources. Here, the students relied on their conceptual understandings of the structure and function of entities corresponding to each variable to assess whether each variable could be investigated. The third epistemic criterion involved examining whether the factors of target phenomena expressed in everyday terms could be translated into observable variables capable of explaining the phenomena. Conceptual understandings related to the function of entities were used to translate everyday expressions into observable variables and vice versa. The students' conceptual understanding of a comprehensive mechanism was used to connect the elements of the phenomenon and use the elements as potential factors to explain the target phenomenon. In the case where the students focused on carrying out step-by-step procedures, data collection feasibility was the sole epistemic criterion guiding the design. This study contributes to elucidating how the process of a sensemaking activity can be developed in the science classroom and developing conceptual supports for designing sensemaking activities that align with students' perspectives.

• Journal of the Korean earth science society
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• v.32 no.2
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• pp.225-238
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• 2011

The purpose of this study was to explore the factors that are critical for successful scientific inquiry activity in the classroom and to analyze the students' abilities of 'Doing' scientific inquiry. Two hundred and forty gifted science students in grades $7^{th}$ and $8^{th}$ participated in this study and demonstrated their abilities of framing questions and designing investigation through a survey questionnaire. The survey was developed for measuring factors in terms of personal and interactive variables that are needed for 'Doing' a successful scientific. Additionally, two other questionnaires were developed to measure students' abilities of framing testable questions and designing the investigation in a sequence. The results were as follows: Students' learning motivation factors as personal variable (self-confidence about group and inquiry activity, views about inquiry value) also considered as influential for students' group inquiry activity. Other four components of interactive variable (grouping, kinds of task, physical context, and teachers' role) were found to be influential in successful students' 'Doing' group inquiry activity. In students' evaluation of group inquiry activity, the grouping factor was the most critical one for a successful 'Doing' inquiry activity. Participating students showed some level of inability of in the process of framing inquiry question and designing investigation.