• Journal of The Korean Association For Science Education
• /
• v.33 no.2
• /
• pp.249-265
• /
• 2013

The purpose of this study was to examine the influence of reading framework on writing for reflection when applied to inquiry-based Science Writing Heuristic approach. This study was conducted with 67 3rd grade middle school students. Thirty-two out of 67 students were assigned to R-SWH (Reading framework-Science Writing Heuristic) group while the other 35 students were assigned to SWH (Science Writing Heuristic) group. The R-SWH group has consistently used reading framework which the SWH group has not used when the inquiry-based science writing heuristic approach were carried out. The result of this study indicated that the R-SWH group showed a higher proportion of students who made writing for reflection by learning from reading materials than the SWH group. The R-SWH group used reading materials in order to understand the idea comprehensively and concept related to the topic the most, while the SWH group also used them for the same purpose as the R-SWH group but the ratio was less than the R-SWH group. In addition, as the learning activity has progressed, the R-SWH group showed that the proportion of students who transferred the science concept from reading materials into writing for reflection and the number of transferred concepts were higher than those of the SWH group. Therefore, the reading framework applied to inquiry-based science writing heuristic approach can facilitate a meaningful activity on reading and writing as a scaffolding to develop conceptual understanding.

• Journal of The Korean Association For Science Education
• /
• v.33 no.6
• /
• pp.1087-1102
• /
• 2013

The purpose of this study is to find out the influence of reflective thinking facilitation program on reflection areas and its levels that pre-service science teachers present in the class teaching practice during the student-teaching period. Seven pre-service science teachers participated in this study and only four pre-service science teachers among them were additionally trained with the reflective program. Reflections of pre-service science teachers were mostly shown on class management, including attention and motivation, reflection and improvement for teaching activities, and interactions. However, the understanding of the science curricula and their reconstruction, and advance notice about the next class were not mentioned in their reflections. Pre-service science teachers who participated in the additional reflective program have shown more frequent reflections than those who only participated in the traditional student-teaching program. Pre-service science teachers, not trained with the reflective program, mostly showed descriptive reflection. However, those who participated in the reflective program have shown higher levels of reflections such as dialogic as well as the descriptive reflection. Therefore, pre-education program, reflective journal-writings, and science teachers' assessments on class and their feedback seem to improve the frequency and level of reflection for the pre-service science teachers.

• Hwankyungkyoyuk
• /
• v.7 no.1
• /
• pp.129-136
• /
• 1994

• Proceedings of the Korean Society for Environmental Edudation Conference
• /
• 1994.12a
• /
• pp.17-34
• /
• 1994

• Korean Journal of Childcare and Education
• /
• v.9 no.4
• /
• pp.159-184
• /
• 2013

The purpose of this study was to examine the social efficacy of children shown in reflective journal writing of early childhood education teachers focusing on picture book activities. The subjects were 47 3, 4 and 5 year old children in G Child Care Center in the Capital Area. Teachers were asked to do 20 picture book activities and to write a journal according to reflective thinking after each picture book activity. Through the reflective journals collected, this study attempted to interpret and analyze them qualitatively by classifying the journals and yielding text contents according to factors for children's social efficacy such as emotionality, emotion control, interpersonal relationship technique, and social knowledge understanding. From the results of this study, first, it was found that children expressed their emotion naturally and that they learned their unique emotionality while they lived together with their friends. Second, it was found that children perceived and controlled their own emotions by using their sympathy and empathy. Third, it was found that children recognized and accepted that they are different rather than the counterparts are wrong through their differences in each other's thoughts to compose the capability of interpersonal relationship. Fourth, it was found that children improved themselves by their understanding, respecting and accommodating their friends as members of society.

• School Mathematics
• /
• v.18 no.3
• /
• pp.571-587
• /
• 2016

Nam(2008a) suggested that the role of teacher for helping students to learn mathematical structures should be the manifestor of tacit knowledge. But there have been lack of researches on embodying the manifestation of tacit knowledge. This study embodies the manifestation of tacit knowledge by showing that exemplification is one way of manifestation of tacit knowledge in terms of goal, contents, and method. First, the goal of the manifestation of tacit knowledge through exemplification is helping students to learn mathematical structures. Second, the manifestation of tacit knowledge through exemplification intends to teach students mathematical structures in the tacit dimension by perceiving invariance in the midst of change. Third, the manifestation of tacit knowledge through exemplification intends to teach students mathematical structures in the tacit dimension by constructing explicit knowledge creatively, reflection on constructive activity and social interaction. In conclusion, exemplification could be seen one way of embodying the manifestation of tacit knowledge in terms of goal, contents, and method.

• School Mathematics
• /
• v.15 no.4
• /
• pp.785-799
• /
• 2013

The researchers developed the teaching-learning materials for 9th grade mathematically gifted students in terms of the hypothesis that the students would have opportunity for problem solving and develop various mathematical thinking through the mathematical modeling lessons. The researchers analyzed what mathematical thinking abilities were shown on each stage of modeling process through the application of the materials. Organization of information ability appears in the real-world exploratory stage. Intuition insight ability, spatialization/visualization ability, mathematical reasoning ability and reflective thinking ability appears in the pre-mathematical model development stage. Mathematical abstraction ability, spatialization/visualization ability, mathematical reasoning ability and reflective thinking ability appears in the mathematical model development stage. Generalization and application ability and reflective thinking ability appears in the model application stage. The developed modeling assignments have provided the opportunities for mathematically-gifted students' mathematical thinking ability to develop and expand.

• Journal of the Korean School Mathematics Society
• /
• v.14 no.2
• /
• pp.123-142
• /
• 2011

Recently, a number of researches acknowledge the importance of 'reflection' and 'reflective teacher education,' and they highlight the implication of 'reflection' on the teacher's profession or the teacher education. The reflective thought is interpreted as a subject that should be taught or a sort of strategy that a teacher should learn, while the aspect is excluded that reflection is the interaction between the innate knowledge and the practice. As a result, the reflective teacher education programs that increase the level of reflection are developed and practiced, and the reflection is accepted as a tool for increasing teacher professionalism. Reflective teaching is en essential and basic element for the development of teacher knowledge. In particular, such teacher knowledge might be being gradually expanded by a teacher's self-assessment on reflection on his own instruction. For this reason, this study develops an assessment framework on instruction which is comprized of teacher knowledge and instructional process. To accomplish this, in this study, teacher knowledge is considered as a whole practice knowledge combined by subject matter knowledge, understanding of learners, teaching and learning methods and assessment, and instructional environment. Also, success on instruction in mathematics class might depend on the acquisition of teacher knowledge, instructional planning, instructional execution, and furthermore reflection on instruction. Especially, this study emphasizes that 'reflection on instruction', the most important step of instruction be reflected and examined by the teacher himself.

• Journal of the Korean Chemical Society
• /
• v.57 no.1
• /
• pp.115-126
• /
• 2013

In this study, we developed a explicit and reflective scientific inquiry learning program about nature of scientific inquiry, and compared its instructional influences with those of implicit scientific inquiry learning. We also compared students' perceptions of the program. Eighth graders at a middle school were assigned to the treatment and the control groups. The students of the treatment group participated in the program, while those of the control group participated in general scientific inquiry instruction. The analyses of the results revealed that the program was more effective in improving students' epistemological views on scientific inquiry than general scientific inquiry learning. However, there were no statistically significant differences in both test scores of science achievement and enjoyment of science lessons. The students of the treatment group perceived that group discussion on the nature of scientific inquiry was an advantage of the program. However, they still had difficulties in performing group discussion, understanding the nature of scientific inquiry, and writing and presenting their thoughts. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
• /
• v.31 no.2
• /
• pp.198-209
• /
• 2011

In this study, pre-service science teachers' reflective thinking in their journal writing was investigated. To do this, the authors used pre-service science teachers' journal writing abilities, wherein they not only reported data and result formally, but also wrote their feelings and reflections about an inquiry-based physics experiment they performed. Pre-service science teachers' writings were decomposed into sentences and each sentence was analyzed into a framework with 4 dimensions: knowledge, procedure, orientation and attitude. Reflective thinking in knowledge dimension included reflection on what they know before the experiment, what they still do not know and what they learned from the experiment. Reflective thinking in procedure dimension included recalls of experiences about general experimental procedures and specific experimental skill. Reflective thinking in orientation dimension included their views about the nature of science and science teaching and learning, and reflective thinking in attitude dimension consisted of interests, motives and values about the experiment they performed. While there were some variations in frequency distribution of reflective thinking by the topic of experiments, pre-service science teachers' reflective thinking in journal writings revealed their metacognition on their knowledge and learning, epistemological belief about science and science learning, and affective domain related to experiment. This study can infer that such kind of writing with 'their own language' in an informal way followed by formal 'scientific' reports in a scientific experiment has a significance not only as a mediator representing reflective thinking but also as an instructional activity to facilitate reflective thinking in science learning and teaching.