• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.311-318
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• 2010

In this paper, we proposed the integrated education program of informatics and math for solving problem using EPL. We applied a integrated math curriculum with EPL and analyzed mathematical thinking and attitude to the 3rd and 5th students. We used mathematical thinking test, mathematical attitude test and interview through student review. We also analyzed data of observers who are elementary school teachers. The results of test are as follows; First, we found effective points of meta-cognition and visualization of thought in solving the mathematical problem using Scratch. Second, mathematical thinking and attitude showed the result that 3rd grade students are more increased than 5th grade students in pre and post t-test of the mathematical. Consequently, we expect that the integrated education program of informatics and math using EPL can be applied to solve problem in math effectively.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.57-80
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• 2015

This study was to develop the mathematics test-preparation and the test-taking strategies scales for elementary school students. Elementary school students and teachers participated in developing factors and items of the mathematics test-preparation and test-taking strategies scales. The subjects were 857 students in 6th grade from 13 elementary schools in G-city. The variable-centered approach such as exploratory factor analyses, confirmatory factor analyses, and reliability analyses were used for validating the scales. The results of the study were as follows. First, the mathematics test-preparation and the test taking strategies scales for elementary school students consisted of three strategies: cognitive, metacognitive, and learning resources management strategies, respectively. Second, the mathematics test-preparation strategies scale for elementary school students comprised of three factors and 23 items, and the mathematics test-taking strategies scale three factors and 24 items. The scales could be used to assess elementary students' mathematics test-preparation and test-taking strategies and to further develop programs for enhancing strategies use.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.279-288
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• 2001

In this study, interaction patterns in peer small-group discussions with cognitive conflict strategy (CCS) and those with social consensus strategy (SCS) were compared. Verbal interactions of four small groups (16 students) in learning science concepts were analyzed at the levels of turns, interaction units, and episodes. The frequencies of total turns and knowledge construction turns per discussion for the SCS group were higher than those for the CCS group. Comparing and evaluating hypotheses and discussion worksheets provided were especially effective in increasing metacognitive utterances of the SCS group students. The frequencies of 'most students participating mode', 'elaborative interaction mode', and 'exploratory episode' for the SCS group were higher than those for the CCS group. These suggested that more students in the SCS group participated in small-group discussions and their discussions were more interactive and elaborative. The interactions and episodes of the SCS group were also superior in quality to those of the CCS group.

• 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.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.649-667
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• 2015

This study handled underachievement issue of gifted students by developing and validating educational programs as a solution, or relief, of their academic underachievement problems. The proposed educational program was designed to enhancing reading comprehension ability of gifted students with underachievement. Based on comprehensive literature review, this study found that key issues of underachievement have to do with learning strategy, and also that learning strategy was established as 'reading comprehension strategy.' Considering diverse reading comprehension models and strategies suggested by preceding studies, the reading comprehension strategy program in Korean was customized for underachieving gifted students on the middle school level. The effectiveness of the reading comprehension strategy program as a solution to underachievement of gifted students was explored by applying the developed program to 36 identified students after school twice a week for 6 weeks, conducting pre- and post-tests that were selected to measure their reading comprehension abilities, collecting their academic achievement data before and after the intervention by this study, and interviewing students. As the results of this study, reading metacognition ability, reading comprehension skills, and school grades of gifted students with underachievement were meaningfully improved as a group. On the individual level, 12 identified students, exactly one third of the whole group of underachieving gifted students, showed so improved academic achievement as we can say they overcame underachievement based on the Supplee's definition.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1204-1221
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• 2012

The purpose of this research was to identify the components of scaffolding in open inquiry and to explore the functions of teachers' scaffolding, which is necessary to support students' open inquiry. In order to identify scaffolding components, at first, we conducted a survey using a questionnaire on what students think about open inquiry on 110 students who performed open inquiry in two middle schools, and then carried out factor analysis based on the survey results. It was attempted to investigate students' perception through focus group interviews corresponding to scaffolding components that were identified through factor analysis. Also, we examined teachers' empirical view of scaffolding functions in open inquiry through in-depth interviews with four teachers. The results of exploratory factor analysis revealed that there were five scaffolding components of open inquiry: motivation, planning, strategy, environment and participation. The results of focus group interviews showed that students experienced difficulties in planning, strategy, environment and participation components, except for motivation component. In particular, students asked for support to strengthen the participation component, which means recognizing their role, active participation and collaboration with peers. Meanwhile, the results of in-depth interviews with teachers showed that teachers' empirical views of scaffolding function in open inquiry were categorized as cognitive (conceptual, metacognitive), emotional (motivational, arbitrative) and strategic. Interviewed teachers preferred the strategic scaffolding and cognitive scaffolding to the emotional scaffolding. Based on the results, we also discussed the implications for performing open inquiry effectively.

• Journal of The Korean Association of Information Education
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• v.6 no.1
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• pp.64-74
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• 2002

The purpose of this paper is to review the importance of situated cognition and the features of MOO(Multi-user Object Oriented)environments for effective foreign language learning. Learning foreign languages is beyond simply recalling for the vocabularies or expression usages of targeted languages. As much the same as children naturally acquire their mother languages among active and social interactions with other surrounding people, foreign languages should be told in the circumstances and contexts for authentic applications of foreign languages. The MOO, one of the virtual realities with spatial metaphors on the text basis, has been gaining high attentions from educational fields, thanks to the strong functions of social contexts and learner interactions. This paper approaches the features of MOO as foreign language learning environments, in terms of activity, context and interaction.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.303-322
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• 2007

This study is to investigate student's processes of problem solving using open-ended Geometric problems to understand student's thinking and behavior. One 8th grader participated in performing her learning in 5 lessons for June in 2006. The result of the study was documented according to Polya's four problem solving stages as follows: First, the student tended to neglect the stage of "understanding" a problem in the beginning. However, the student was observed to make it simplify and relate to what she had teamed previously Second, "devising a plan" was not simply done. She attempted to solve the open-ended problems with more various ways and became to have the metacognitive knowledge, leading her to think back and correct her errors of solving a problem. Third, in process of "carrying out" the plan she controled her solving a problem to become a better solver based on failure of solving a problem. Fourth, she recognized the necessity of "looking back" stage through the open ended problems which led her to apply and generalize mathematical problems to the real life. In conclusion, it was found that the student enjoyed her solving with enthusiasm, building mathematical belief systems with challenging spirit and developing mathematical power.

• Journal of Internet Computing and Services
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• v.23 no.1
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• pp.95-103
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• 2022

The goal of education and training in military is to foster strong combatants who can fight and defeat enemies. The Korean military is deeply aware of the importance of education & training, and has been introducing various advanced training systems so far. Despite these efforts, however, the military environment to maintain and strengthen the level of training is becoming increasingly difficult. In this study, it was conducted on the effectiveness analysis and utilization of the game system for military education & training through literature review. As a result of literature analysis, the introduction of the game system could be expected to have various effects throughout the cognitive and behavioral areas. Based on this effect analysis, the concept and shape of game system operation for each purpose were derived, and an improved plan using the game system was proposed.

• Korean Journal of Social Welfare Studies
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• v.49 no.4
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• pp.101-129
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• 2018

This study examined the overall effect size of the batterer intervention programs aimed at reducing violent behavior. This study calculated the 18 results and the 115 effect sizes of 11 theses published from 2000 to 2017 in Korea. It was demonstrated that the effect of an offender's program on the change in violent behavior was significant at both the practical and treatment level. The effect size was high in the order of control behavior, emotional violence, and physical violence. The effects of dependent variables other than violence were also researched. The batterer program positively changed the participant's attitudes in terms of sex-role and partner violence. Furthermore, it decreased the level of anger and depression, and enhanced self-esteem and communication skills thus increasing satisfaction in marital relationships. In addition, this study examined the factors that influence the effect of the offender's program in terms of the decrease of violent behavior. Upon analysis, it was examined that the moderating effect was great in the approach model and counsel form. More specifically, it was revealed that the feminist-cognitive behavioral models had a greater effect than the compromise model or single model. In terms of counsel forms, group counseling formed only of male offenders had greater effect than couples treatment group. Based on these findings, this study discussed the practical means for increasing the effect of batterer intervention programs.