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

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.253-269
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• 2005

수학시간에 많은 학생들이 흥미를 갖고 능동적인 학습활동을 할 수 있도록, 실세계 상황의 과제가 제시된 소집단 협력학습, 토론활동 위주의 문제중심학습(PBL:Problem-Based Learning)을 고등학교의 수학교실에 적용한다. 이를 위하여 본고에서는 학습여건의 조성, 적합한 학습과제의 특성, 교사의 역할 등을 중심으로 살펴보고, 발전적인 PBL학습모형을 개발하여 교실 실제에 적용함으로써 고등학교 학생들의 정의적 영역의 태도 변화에 미치는 영향을 살펴보고자 한다.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.647-667
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• 2009

This study intends to analyze open-ended inquiry activities of elementary science-gifted students in terms of how similar they are to authentic science inquiry and suggest desirable ways to make more effective programs for the gifted. For this study, we selected a small group with five elementary science-gifted students who had participated in the open inquiry program of summer camp held in the Institute for Science Gifted Education and collected data through recording and video-taping their discussion and performance from planning to coordinating inquiry results. The data was analyzed in terms of epistemological features and cognitive process in authentic science inquiry. The results is as follows. In terms of epistemology, students' inquiry methods were theory laden and they constructed knowledge in collaborative groups. For example, the students often discussed about performing the thought experiment and scientific concept related to inquiry task or their opinion. And in terms of cognitive process, their designing inquiry was similar to authentic science inquiry especially selecting variables, planning procedures, controlling variables, planning measures.

• Journal of the Korean earth science society
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• v.34 no.1
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• pp.81-92
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• 2013

The purpose of this study was to investigate the communication structures that science gifted students used in small group activities, and to examine the relationship between communication styles and their achievement level. Eight small groups,5 members in each, participated in small group activities, in which they discussed how to calculate the average density of the earth. The communication structures and the achievement level presented in the group activities were analyzed using Pajek, Ucinet 6.0. As a result, we classified the communication styles of science gifted students into monopolistic type and co-ownership type according to the degree of dispersion of the interaction. We also classified it into $D_H{\cdot}N_H$ type, $D_H{\cdot}N_L$ type, $D_L{\cdot}N_H$ type, and $D_L{\cdot}N_L$ type based on the density and network centralization of interaction. The achievement levels of gifted students in their group work were affected by the density of interaction and the network centralization in small group activities, not by the dispersion of interaction among the members of the groups. Therefore, we recommend that teachers make the communication relevant to solving problem when they utilize a small group activity in science teaching.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.569-591
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• 2022

This study aims to investigate the educational effects of the visualization of heat conduction using a thermal imaging camera on elementary school students through small group activities. It endeavors to explain the reason for why metal feels cold. The scholars conducted in-depth interviews before and after learning the unit "Temperature and Heat" for four students in fifth grade in Seoul. Recorded video and audio materials of the activities, their outputs, and journals of scholars were collected, reviewed, and analyzed. The result demonstrated that visualizing heat conduction using the thermal imaging camera aroused curiosity and provided an opportunity for sophisticated observation and integrated thinking. In addition, the visualization of the heat conduction phenomenon was used as the basis for interpretation and rebuttal for active communication during the small group activities of the students. Consequently, the students changed their non-scientific beliefs, refined their knowledge, and developed their mental models through a small group discussion based on a thermal image video.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.277-286
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• 2004

This study investigated the types and frequencies of student-student questioning (SSQ) in a small group activities, 5 in one group or 2 in one group, during school experiments. Five girls of seventh grade were observed during school experiments and interviewed afterward. Between students, information-type questions were asked more frequently than thought-type questions. Most of the information-type questions were procedural ones and most of the thought-type questions were comprehension ones. However, thought-type questions did not make further discussion in the activities. The rate of answers in the case of 2 in one group was higher than that of 5 in one group. Moreover, the similar tendency was found when we investigated the rate of helpful question-answers. In a pair, lower achiever usually asked questions, not answered as much as in 5 in one group, and higher achiever answered. The frequency of SSQ in a pair was relatively low when there was a big difference of science achievements between pair members. In conclusion, information-type questions were asked more frequently than thought-type questions during school experiments and the rate of helpful question-answers was higher when group members was fewer.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.267-275
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• 2002

The subject of this study were 7th grade three students in a school in Seoul, Korea. They discussed the inquiry problem to be investigated during summer vacation. We analysed the process of how the inquiry problem is revised and improved to more investigative one in the discussion. Student always discussed the method in the light of problem and the existence of the method of a problem affect the endurance of problem. The main subject of a problems are in everyday context, which is the object of critics in discussion. Student respond to the critics in many ways. Main types of reaction to the critics are two kinds. One is a person who change their views to the critics, the other is a person who kept their ideas.

• Journal of Korean Home Economics Education Association
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• v.14 no.1
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• pp.75-86
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• 2002

The purpose of this study is to analyze the effect of Web-based small group discussion on the achievement and satisfaction in the practice-planning phase of Technology and Home Economy. The subject of this study consists of 68 students of a middle school. The 7r7up is divided into two subgroup. the Web-based discussion croup and the face-to-face discussion grouts. each of which has 34 students. The achievement is estimated by individual reports. practice plans and the overall evaluation sheets. To estimate the satisfaction of students. the test sheets were used. together with the interviews of sampled students from both group. The results show that there is a statistically significant difference in the performance of practice between the two groups with the significant level of 0.05(p<0.05). There is also some difference in the satisfaction between the two groups.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.457-458
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• 2012

본 논문에서는 실시간 원격 수업(Real-Time Distance Education) 환경 하에서 학생들의 수업 집중 및 효율적인 교수를 위한 버즈학습(Buzz Learning)의 필요성을 제안한다. 이 학습법은 실시간 원격 수업에서 일어날 수 있는 집중력 저하 및 수업참가율 저조를 최소화하고, 학습자 간의 협동 및 상호작용을 향상시킨다. 또한 버즈법에 의한 그룹 편성 및 학습형태는 각 그룹에서 토의한 결과를 다시 전체가 모여 토의함으로써 소집단의 토의결과를 종합 정리하고 결론을 도출해 내는 집단 토의 형태를 띤다. 토의학습은 흔히 몇몇 학생의 경우 토의에 참가하지 않거나 또는 한 명이 독무대화하는 경향이 있는데 여기서는 그룹 전원이 토론에 적극 참여할 수 있게 한다. 본 논문에서는 실시간 원격 수업을 통하여 이뤄지는 실제 강의에 적용된 버즈 학습이 학생들의 수업참여도 및 학습 향상 면에서 우수함을 보여준다.

• The Transactions of the Korea Information Processing Society
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• v.6 no.12
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• pp.3577-3588
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• 1999

This paper describes design and implementation of a general purpose cyber educational system. In this system, there are different types of menus and services according to such user's rights as system operators, professors, assistant instructors, students. In order to keep in close contact between students and professors, provided are various services such as the official announcement, transcripts of lecture, bulletin board, Q/A corner, report box, archive of study materials, electronic mail box, memorandum including checking of one's attendance and school record. For the purpose of activating small group studies and discussion about given subject, it can organize into groups automatically and provide with debating rooms. The system is implemented by separating with both HTML design and programming part by templete concept. Overload of iterative server is solved by adjusting the numbers of DB servers of each service.