• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1037-1049
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• 2017

The purpose of this study is to explore how the flow of discourse move and their reasoning process in dialogic argumentation during group modeling on excretion. Five groups of three to four students in the second grade of a middle school participated in the modeling practice of a Gifted Center. Analysis was conducted on argumentation during the modeling activity in which students should explain how the waste product (ammonia) leaves the body. It was found that there was a sequential argumentative process-tentative consensus, solving the uncertainty, and consensus. There were several discourse moves - 'claim' and 'counterclaim' in the stage of tentative consensus, 'query' and 'clarification of meaning' in the stage of solving the uncertainty, and 'change of claim' in the stage of consensus. Students participated in the dialogic argumentation by constructing argument collaboratively for reaching a consensus. Critical questioning in the stage of solving the uncertainty and reasoning in the stage of consensus were the impact factors of dialogic argumentation. By answering the critical questions, students changed their claims or suggested new claims by defending or rebutting previous claims. Students justified group claims with diverse argumentation scheme and scientific reasoning to reach a group consensus. These findings have implication for science educators who want to adopt dialogic argumentation in science classes.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.357-370
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• 2014

The purpose of this research was to develop the tools needed to evaluate the effectiveness of using digital textbooks and smart education. We then developed the tools to evaluate the effectiveness of smart education and digital textbook utilization, which were an identification of 1) seven essential 21st century skills, definitions of each, and prerequisite abilities; 2) five 21st century teacher competencies, definitions of each, and prerequisite abilities; To develop the questionnaire, we conducted a literature review in this area, consulted experts, observed classes, interviewed members of focus groups, and met with policy makers from the Ministry of Education and KERIS. The student questionnaire(26 Questions developed) included; creativity and innovation, critical thinking and problem solving, communication, collaboration, ICT literacy, self-directed learning, and adaptability. The teacher questionnaire(24 questions developed) included; 21st Century Skills, ICT Literacy, Rapport building with learners, Instructional design, Evaluation and reflection. The tools we developed will be able to use for evaluating the effectiveness of smart education and digital textbooks.

• Journal of The Korean Association of Information Education
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• v.21 no.2
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• pp.199-208
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• 2017

The present study investigates the potential of an educational programming game as a strategy for enhancing effective domains of mathematics curriculum, which has been criticized as a problem of education in Korea. The process of programming Fortress, an educational game, in conjunction with the lesson on the trigonometric function as part of the middle school mathematics curriculum, was designed for instruction and learning, and its effectiveness was tested. The study was conducted using a nonequivalent pretest-posttest experimental design. Research procedures included the following steps: (1) both the experimental and the comparison groups participated in four classes to understand and apply the concept of the trigonometric function, and (2) the experimental group participated in Fortress game programming activities using Scratch, which was designed in this study, while the comparison group participated in solving a real-life trigonometric problem - calculating the height of a building using the concept of trigonometry. The results of the t-test showed that students' interest and perceived value of the mathematics curriculum were significantly higher in the experimental group than in the comparison group. However, the results of analysis of covariance (ANCOVA) using pretest scores of the interest and perceived value showed the influence of pretest scores on posttest scores for the interest level, although the effect of the experiment on the perceived value of the mathematics curriculum was more significant.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.375-382
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• 2015

Textbooks corresponding to curriculum goals are necessary because they are specific products of curriculum and are the most important materials for teaching, learning, and evaluation. In particular, learning objectives written in textbooks should be clearly described because they play a role in promoting learning by showing learning goals to learners clearly. This study analyzed the characteristics of verbs used as predicate of learning objectives written in high school physics I and II textbooks of Korea and compared them with physics textbooks of Singapore and the United States. Results show that Korean textbooks have less kinds of verbs compared to those of Singapore and the United States, and the verbs with abstract and comprehensive meaning such as 'understand' and 'know' were mainly used. In American textbooks, it was noticeable that no verbs have been used by more than 10%. When classifying the learning objectives in the two Korean textbooks, cognitive domain accounted for 98 to 99%, and inquiry domain accounted for only 1% to 2%. With regard to physics textbooks of the United States, inquiry domain accounted for a large proportion of domains in learning objectives compared with physics textbooks of Korea and Singapore. Physics textbooks of Singapore were similar to those of Korea in that learning objectives were biased toward cognitive domain, but differed from those of Korea in that learning objectives were specifically described using action verbs.

• Korean Journal of Child Education & Care
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• v.17 no.1
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• pp.29-50
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• 2017

The purpose of this study is to investigate the effects of multicultural education based on 'World Cultures' project activities on young children's multicultural acceptability and caring thinking. This study's research questions are: 1) How do 'World Cultures' project activities affect young children's multicultural acceptability?; 2) How do 'World Cultures' project activities affect young children's caring thinking? The participants were thirty-five five year olds in a day care center in Y city, Gyounggi-do and were divided into two groups. The experimental group participated in a 'World Cultures' project, whereas the control group performed activities of 'Fall' and 'World Cultures' themes of Nuri Curriculum. The measurement of multicultural acceptability was developed by Kim and Jung (2010) for elementary school students, and revised and supplemented for young children by Bak (2013). The instrument of caring thinking originated with Lipman (2003) and was translated and modified by Lee (2007). Data was analyzed using the SPSS Win 18.0, and t-tests were performed to compare the means of the two groups. Results of this study are: first, there were statistical differences in multicultural openness and multicultural relationship skills between the groups. The experimental group scores were higher than those of the control group. However, there were no significant differences in multicultural awareness and multicultural empathy. Second, there was a statistically significant difference in care thinking between the experimental group and the control group. The score for the experimental group was higher than the score for the comparative group. This result verified that "World Cultures" project activities show a positive impact on multicultural acceptability-the proper understanding and acceptance of foreign cultures. In addition, the project activities have a positive impact on caring thinking, which was related, not only to understanding and accepting other races, but also to respecting and understanding others' emotions.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2000.04a
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• pp.318-321
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• 2000

이 연구는 정보통신기기 수출량에 관해 하향식(Top-down) 방법에 기초한 예측 모형을 제시한다. 하향식방법은 전체 수출량과 전체를 구성하는 개별 항목간에 계층적 관계를 바탕으로 순차적으로 예측을 수행하는 방법이다. 전체와 개별 항목간에 관계는 데이터의 시계열 특성과 데이터에 영향을 주는 요인들에 의해서 만들어진다. 이러한 관계를 바탕으로 하는 하향식 예측은 전체 수출량을 먼저 예측한 후 이 예측치를 바탕으로 하여 개별 항목에 대한 예측을 수행한다. 하지만 하향식 방법은 가장 아래 계층의 예측치를 산출하기 위해 필요한 것이며 최종 예측치는 가장 마지막 계층에서부터 예측 데이터를 합산해서 얻을 수 있다. 결국 하향식 예측 방법은 전체와 개별 항목 사이에 상관관계가 높고 계층화되어 있는 구조에 적합하다. 이 예측 대상이 되는 정보통신기기 수출량에 대한 적용 사례를 살펴보자. 계층 구조를 보면 정보통신기기 전체 수출량과 전체를 구성하는 개별 항목으로 정보통신기기 분류별(유선기기, 무선기기, 방송기기, 정보기기, 기타부품기기)과 국가별(미국, 일본, 중국 등 7 개국)로 나뉘어진다. 다시 이 아래 계층으로는 국가와 정보통신기기의 행렬 구조(예: 미국-유선, 일본-부품 등)에 의해 35 개로 나뉘어진다. 각 단계별 예측 방법을 보면 전체 수출량은 시계열 특성과 거시적 변수를 반영한 시계열 모형, 그 아래 계층인 국가별과 분류별 모형에는 전체 수출량 시계열 특성과 국가별과 분류별에 영향을 주는 관련 변수를 반영한 회귀모형 그리고 행렬 구조에 대한 예측은 상위 계층의 시계열 특성과 행렬구조 데이터의 계절성이 반영된 다중 회귀모형을 이용하였다.ndex, mobile user′s will first be classified by their traffic volume, and then calculate the average tariffs per minute of each group of users, and lastly weight-average those tariffs per minute. And finally, this paper shows the mobile tariff index by considering those averaged tariffs and the carriers′ market shares to reflect the contribution of individual carriers and the users′ traffic volume.완화될 수 있다. 즉, 봉지를 씌웅으로서 봉지 내의 대기 환경이 외기보다 안정적으로 유지되고 직사광선이나 농약 및 마찰로부터 과실을 보호해 주기에 동녹이 어느 정도 방지될 수 있는 것이다. 그러나 기존의 황금배봉지는 동녹의 정도를 완화시킬 뿐 완전히 방지할 수 없었으며, 봉지를 적 용한 재배조건에서의 동녹발생 기구를 정확히 이해하지 못했었기에 효과적으로 봉지의 기능 을 개선하는 것이 불가능하였다. 과설의 미려도는 과실의 맛과 함께 그 가치를 결정짓는 중요한 물성으로서 우리나라 황 금배 재배환경과 특성에 알맞은 배봉지의 제작이 선결될 때, 배 품질의 향상, 안정된 공급이 가능하게 될 것이며 아울러 농가의 수업증대와 수출 경쟁력 강화가 이루어질 수 있을 것으로 판단된다. 이러한 측면에서 황금배 재배농가가 당면한 동녹발생의 문제점을 신속한 해결 을

• Korean Journal of Childcare and Education
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• v.5 no.1
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• pp.41-57
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• 2009

This study investigated the teaching practice of students attending a three-year early childhood education course in K City, Gyeonggi Province, as well as the educational environments of 72 kindergartens and child care centers where they received field training and which were located in Gangseo-gu, Seoul, Incheon Metropolitan City, Bucheon, and Ilsan. After four weeks of teaching practice, those prospective teachers were surveyed for their objective opinions and current state regarding the practice guidance for students, teachers' working hours and wages, and female dominance in number among early childhood educators and heads of early childhood education institutions. Those data were collected to understand the operations of early childhood education institutions and the current teaching practice. According to the analysis results, the students of the early childhood education major said the four-week teaching practice was very helpful for them to understand the field and thus had positive receptions of it. Most of the prospective teachers felt the heaviest burden and experienced the biggest shortcomings in practical skills such as music, art, and hand play during class. They also felt a partial need for male counterparts. Those findings will help prospective teachers understand the field further before going out on the field and the teaching bodies have specific ideas about what kind of guidance is provided by kindergartens or child care centers. In addition, they will hopefully serve as basic data to form organic connections between the educational institutions and the field to produce more talented early childhood education teachers.

• Journal of Science Education
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• v.32 no.2
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• pp.121-145
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• 2008

The purposes of this study were to identify the misconceptions that students have on the magma and plate tectonics and to present the implications in developing textbooks as well as related curriculum of high school textbooks. Data were collected through questionnaire, consisting of some questions, short essays, and descriptive drawings, developed by the research team. A total of 140 high school students(9th graders) responded to those questionnaires and were interviewed for further information. It was reported that participants displayed various misconceptions related to magma and plate tectonics. The identified misconceptions are as follows: For the definition of magma, the 31% of participants misunderstood magma as lava. In respect to the generative mechanism of magma at subduction zone, over 90% of students responded that it is generated by frictional heat. The source of misconceptions were identified as a result from textbooks and related reference-books. For the concept of plates, 87% of students conceived 'crust or a lower part of the plates' as 'plates'. Most participants hold the right concept of oceanic ridge, whereas, 66% of them considered 'rift valley' as either 'divergence of continental plates' or 'converging boundary'. 63% of them defined 'collision boundary of continental plate' as either 'subduction zone' or 'diverging boundary'. For the definitions of the trench and Benioff zone, 86% of students responded them as the place of subduction or differing density between two converging plates. The students' misconceptions were resulted from the errors and insufficient explanation, inappropriate figures, and data presented in textbooks, reference-books, lecture, and web sites. The results of this study are implied to contribute the improvement of students' misconceptions.

• Korean Journal of Social Welfare
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• v.57 no.3
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• pp.251-276
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• 2005

While the endeavor to introduce the service activity in the college education is enlarged, the object of this study is to introduce the concept of service learning in social work education. The 'Service-Learning' is focusing on the practical education, the liaison and participation in community and the promotion of civil awareness which are very important in social work education that focuses on the interest and participation in the human and social problem as practical study. This study contemplates the educational effect of the course of social work combined with service learning. This study verifies the change of the self-efficacy, the altruism, social responsibility as personal growth of students by carrying out the course of social welfare and service activities side by side. To investigate the learning effect qualitative analysis in journal of service activity was done. Through the service learning, students showed the promotion in self-efficacy, social responsibility. And as a result of qualitative analysis, it was found that students could participate in the intervention of family problems, could have lots of understanding of theory, could increase the interest of family welfare, could experience a change of perception about the client. Based on the above mentioned results, this study address that Service-Learning is useful teaching methodology in social work education to accomplish the personal growth of students and promote the learning effects.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.31-49
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• 2010

This study held two objectives. One was to clarify life skill differences between Japanese and Korean university students. The other was to gain suggestions for further development of Japanese and Korean home economics education. A survey on life skills was delivered to university students in Japan and Korea in 2008. The survey included 82 life skills. The participants were asked the same three questions for each life skill: if the life skill was one a participant was already practicing ("Practice"), if the life skill was one the participant wanted to learn more to improve his/her life ("To be improved"), and if the life skill was one the participant expected people should learn in Home Economics ("Expectation"). The results did not show outstanding differences with the "Practice" rates between Japan and Korea, but characterized strength and weakness of each country's life skill "Practice." Both Japanese and Korean participants mainly showed a greater desire to improve the life skills they indicated low "Practice" for. As well, the Korean participants revealed significantly lower "Expectation" to learn most of the life skills. As a result, this study created several implications for Japanese and Korean home economics education. For example, one implication is necessity to increase substantively enough class hours for all school levels. Another is promoting the social understanding for the meaningfulness of home economics education.