• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.59-72
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• 2019

The purpose of this study is to show that epistemic considerations can be used meaningfully in the argumentation of elementary students, and to provide data on students' epistemic considerations that will be the basis for designing and evaluating scientific argumentation. The epistemic considerations in students' small group argumentations were explored based on Epistemic Considerations in Students' Epistemologies in Practice: EIP' suggested by Berland et al. (2016). The major results of this study are as follows: First, epistemic considerations in elementary school students' small group argumentation appeared in all four aspects: Nature, generality, justification and audience. The epistemic considerations varied according to context in each discussion situation. Second, epistemic considerations did not exist independently. They influenced each other and helped to reveal new types of considerations. The results of this study confirmed that argumentation can be used in elementary school science class. Understanding how students are involved in argumentation and how these epistemic considerations can affect students' argumentation can be helpful to teachers who design and evaluate small group argumentation. Students' achievement level affected epistemic considerations but learning approach types did not affect on. In addition, epistemic considerations may have a positive or negative effect on each other depending on the discussion situation in the process of interaction. So consideration of normative argumentation rules and teaching strategies should be considered in order for epistemic considerations to positively affect each other.

• Journal of the Society of Disaster Information
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• v.17 no.4
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• pp.722-732
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• 2021

Purpose: Due to the coronavirus infection-19 (COVID) pendemics, all educational institutions were required to provide full non-face-to-face real-time education, and fire officials were required to provide fire-fighting education by applying non-face-to-face education. In this difficult situation, the National Fire Service Academy tries to find the direction of the non-face-to-face real-time education and suggest ways to improve it through a survey of the status of non-face-to-face real-time education conducted by the NFSA to fire officials. Method: A survey was conducted on fire officials under the theme of "Consciousness Survey for Improving the Quality and Specialization of Non-face-to-face Real-Time Remote Education" and an in-depth analysis was conducted based on the results. Result & Conclusion: First, professors or educational operators shall actively utilize remote education programs suitable for educational characteristics by utilizing various programs. Second, a dedicated notebook for non-face-to-face training should be provided to provide an educational environment where all learners can participate in the training without difficulty. Third, in the case of education and training that requires the use of equipment due to the nature of fire officials' education and training, it is necessary to consider it as a non-face-to-face training place by arranging educational equipment at each fire station. Fourth, it is hard to expect a satisfactory educational effect to cope with practical education with theoretical education. Therefore, facilities and programs that enable non-face-to-face real-time hands-on training should be developed. It is worth considering the proper combination of face-to-face education while maintaining the social distance as much as possible until such non-face-to-face training is possible. Fifth, non-face-to-face education is considered to have high eye fatigue due to the light and electromagnetic waves of the computer screen, and as time goes by, the concentration level decreases. Therefore, it is necessary to form an education time to reduce the eye fatigue of learners and increase concentration through proper class and rest time. Finally, professors should operate a learner participation-oriented education that allows professors and learners to interact rather than one-sided knowledge transfer education. In addition, technical problems of non-face-to-face remote education should be thoroughly prepared through preliminary system checks to ensure that education is not disrupted.

• Journal of Digital Convergence
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• v.12 no.1
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• pp.511-518
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• 2014

The purpose of this study is to produce and distribute a smart device based educational application for culinary practice. This study was performed from Jul. 1 to Dec. 30, 2012. The design of the application is composed of the theoretical contents, making methods, practice video and evaluation questions of Western cuisine among the contents of the culinary practice education. In addition, the notice and Q&A were added for the interaction between teachers and learners. For this study, 31 main dishes' pictures, 155 pictures for making processes by menu, 31 recipes, 31 cooking tips, 372 evaluation questions and 31 cooking videos about 31 menus were produced. The contents produced as above were directly inserted at 'http://kongju-fn.dslink.co.kr/super/index.html' to produce the application. This application can be found through searching with the word of 'yoribaksa'. This study can be considered to be significant in that this application was produced in the situation of the absence of any other previous applications for culinary practice education.

• Journal of Engineering Education Research
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• v.3 no.1
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• pp.3-11
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• 2000

HALS (Hypermidia Aided Learning System) is very useful computer networking educational system in knowledge-driven society, and has been developed by Kyungwon University. This system has three characteristics; 1) face-to-face learning, 2) ultra high-speed information networking, 3) web-based hypermedia courseware. So, the purpose of this paper is to introduce the application to engineering educational program (electrical engineering: electric power system, control system). For this purpose it is described the definition and characteristics of HALS. Next, it is represented the model of electrical engineering educational program applied to HALS and the developed courseware.

• Journal of the Korean earth science society
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• v.31 no.6
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• pp.625-636
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• 2010

Scientifically gifted students' argumentation characteristics in science instruction using the internet messenger was investigated. Participants in this study were five 9th grader in middle school in Seoul. They attended a program offered by the Science-Gifted Education Center, Seoul National University. Internet messenger (instant messenger) was used for instruction, and data were collected by saved messages. Toulmin's argument model was used as a tool for analyzing students' argumentation, and the argumentation patterns were categorized by sequence of argument operations. The results showed that in case of learner-centered instructions, there were lots of relatively higher-level argumentations appeared. On the contrary, teacher-centered instruction ended up with few or lower-level argumentation. Also there were four types of argumentation patterns emerged throughout the whole instructions. Findings suggest that the development of an instruction models and the selection of an appropriate topic be necessary for promoting the interaction between teacher and students as well as enhancing the students' ability of argument.

• The Journal of the Korea Contents Association
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• v.17 no.3
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• pp.305-318
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• 2017

The purpose of this study is improving the teachers' self-efficacy for pre-secondary music teachers. The research questions for this study were the improvement for teachers' self-efficacy for pre-secondary music teachers and the pre-secondary music teachers' perception about peer mentoring. In this study performed the interview and analyzed the in self-reflection journal in order to identify the improvement effect of teachers' self-efficacy and the participants' perception change in the peer mentoring. As the results from analyzing the change in participant's perception about peer mentoring the mentors had the opportunity to review previous learning contents and practice experiences while developing their team activity and for the mentees. Mentees said that they were given various help from the mentors' advices and their interactions and communication with mentors. From these results, it could identify that there was positive change in participant's perception about the peer mentoring. Based on these results, this study analyzed that it would need to require some chances for pre-secondary music teachers to be given some educational practice and field experience utilizing various teaching methods in order to improve their self-efficacy and the perception of peer mentoring.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.8
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• pp.441-448
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• 2018

This study examined the effects of Children's Social Development and Picture Representation Ability on Wordless Picture Books Activities. The study subjects were 30 children aged 3 years in K kindergarten: 15 in the experimental group and 15 in the comparative group. The experimental group was exposed to Wordless Picture Books Activities for 8 weeks. Image representation ability and social development test were conducted in both groups before and after the study. The after Wordless Picture Books Activities were found to be effective in linking various colors, detailed descriptions, harmonious spatial representations, various shapes, subject-related representations, uniqueness of representations, completeness of figure representations, and language representations. These study results are expected to validate the educational value of the wordless picture books meaningfully as teaching-learning materials in the field of early childhood education.

• The Journal of the Korea Contents Association
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• v.9 no.11
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• pp.376-390
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• 2009

The objective of this study is to examine the factors affecting adolescents' intention to buy e-Learning web site, expecially focuses on the moderating effect of adolescents's conformity. The main results are as follows. First, teacher's ability, personalized service, easy for service search, interaction between students, service revival for joining e-Learning sites affect intention to buy e-Learning web site through perceptual usefulness, except for entertainment. Second, perceptual usefulness has positive effect on intention to buy. Third, According to conformity, personalized service has different effect on perceptual usefulness. The result shows higher in high conformity group than low conformity group. It means e-Learning companies should focus on reference group or special group to effect their marketing strategy on adolescents. Lately, preceded studies investigated using SERVQUAL or SERVERF which were suit to offline. But, this study found e-Learning factors which are suitable to online. So, the factors and the results are more useful to e-Learning companies.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.295-313
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• 2011

The purpose of this study was to analyze the teaching strategies used in the teaching practice of teachers charged with science-gifted middle school students. For this study, 4 teachers belonging to a professional gifted education institute were selected. Data for the study were classroom observations, semi-structured interviews, report of students, and photographs. The data were analyzed through the constant comparison method. As results show, the four teachers used different teaching strategies, and the teaching strategies had a close connection with each other. According to the learning types they chose themselves - acceleration or deepening - they used different teaching strategies. The 4 teachers' teaching practice were clearly different in teaching strategies, classroom atmosphere, interaction style between teacher-student and student-student, and report draw-up style. The teaching strategies identified in this study may be helpful to the teachers short in teaching experience in organizing their lessons and promoting their specialty in teaching for science-gifted students.

• Journal of the Korean Chemical Society
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• v.48 no.2
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• pp.182-188
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• 2004

In this study, the effects of a four-stage problem-solving strategy emphasizing planning and checking stages were investigated. Two high school classes (N=55) were randomly assigned to either treatment or control group, and taught about two topics, 'gas' and 'solution' for 8 class hours. Teacher used the four-stage problem-solving strategy emphasizing planning and checking stages in the treatment group, and used traditional lecture in the control group. Two-way ANCOVA results revealed that the test scores of the treatment group were significantly higher than those of the control group in the problem-solving ability, especially in the subcategories of 'conceptual knowledge' and 'mathematical execution'. There was significant interaction between the instruction and the level of prior achievement in the 'satisfaction' of the learning motivation. The lower level students in the control group were more satisfied with chemistry class than those in the treatment group. There was no significant difference between the two groups in the scores of the awareness of metacognition. Educational implications are discussed.