• Journal of Digital Convergence
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• v.19 no.5
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• pp.57-67
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• 2021

This study explores what factors influence college students' synchronous online learning satisfaction and what advantages and disadvantages exist when it comes to taking synchronous online learning courses. In-depth interview results suggest that advantages of synchronous online learning are convenience (no need for travel, no limitation for study place), saving money, and no worry for contracting Corona 19. However, disadvantages of synchronous online learning are instability of online learning system, lack of interaction between learners and educators, difficulty of instant communication, low education quality, and unfairness of exams. This study found that college students taking synchronous online course think that synchronous online learning is more appropriate for theory-based course than practice-based courses in that theory-based courses are lecture-oriented while practice-based courses require interactivity between learners and educators. This study provides educators a baseline understanding on how college students think over synchronous online learning and how to enhance students' satisfaction with synchronous online learning.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.121-133
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• 2020

This study proposes a lesson design framework to design a science and engineering integrated lesson in a meaningful and easy way based on engineering design, which is the core feature of STEM education. The science and engineering integrated lesson design framework is developed based on the analysis of domestic and foreign theoretical and practical research papers and expert discussion on science and engineering integrated education as well as the feedbacks from science teachers. The science and engineering integrated lesson design framework uses engineering design as the main pedagogical method. The framework includes the core elements of the engineering integrated lesson suggested in previous studies and the achievement level of each grade group suggested in NGSS and provides a way for teachers to easily introduce engineering design into science classes. In addition, the framework developed in this study complements the shortcomings of the complicated Korean STEAM education framework. It can also provide specific guidance to in-service teachers as well as pre-service teachers to easily understand and apply engineering design and problem solving processes to science and engineering integrated lessons.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.379-392
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• 2018

This study aims to explore science inquiry teaching efficacy that middle school science teachers implementing science practice-based teaching for one year recognized as necessary for teaching science through science practice. Examining interview data in this study, science inquiry teaching efficacy was identified in both planning and implementing in the areas of managing efficacy, instructional strategy efficacy, and content knowledge efficacy. In planning science inquiry instruction, there is science curriculum management efficacy under managing efficacy. There are the efficacy of outlining science inquiry lesson, efficacy of organizing science practice, efficacy of questioning for science practice, and efficacy of understanding student science practice under instructional strategy efficacy. Under the content knowledge efficacy are contents and science practice understanding efficacy and core ideas efficacy. In implementing science inquiry instruction, managing efficacy includes science practice time management efficacy and science practice classroom culture efficacy. Instructional strategy efficacy includes efficacy of motivating student science practice, efficacy of responding to student science practice, efficacy of stimulating student active thinking, efficacy of student active engagement in argumentation, efficacy of evaluating student participation. No content knowledge efficacy have been identified in implementing science inquiry instruction.

• 대한공업교육학회지
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• v.34 no.2
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• pp.248-266
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• 2009

The purpose of the research was to find out the difference in students' academic achievement in Technology Education between students with a lecture, those who perform a content-related project after a lecture, and those who carry out a content-related project without a lecture. The results of this study are as follows. First, taking advantage of both a lecture and project-based lesson led to better achievement than using only a project in Technology Education subject of an academic high school in academic achievement in 'knowledge' area. I infer that it is because they reviewed what they had learned in a lecture and the preparation and practice of the project caused them to memorize it. Second, there was not a meaningful difference in academic achievement in 'understanding' area among the group with a lecture, the one with both a lecture and a project, and the one with only a project. However, considering the comparison of averages and the p-value of F-test, I can deduce that the test outcome influences students with a lecture and a project positively in terms of academic achievement. Third, there was not a meaningful difference in the academic achievement in 'adaptation' area among the group with a lecture, the one with a lecture and a project, and the one with a project. I can conclude that those results are because the difficulty level of evaluation was high and they produced a model just by copying textbook contents.

• Journal of the Korean association of regional geographers
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• v.23 no.2
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• pp.420-436
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• 2017

This study is to design and apply the Havruta class in the geography class and to investigate the effects of the students' attitude on the geography class and the change of the academic achievement through the Havruta class. As a result, it was found to be effective. The students who experienced the lessons in the class were more interested in the geography class, so they were more active in the class activity and they were useful as the class strategy to turn into the self - leading learner participation class. Through the help of Havruta class, students have been helped to understand the concept of geography, and it can be seen that their interaction with their mates has changed into an active attitude to improve their problem-solving ability and creative thinking ability. But, the students who experienced Havruta class did not get a meaningful difference in the evaluation of academic achievement after the class application. We can expect a positive effect on the application of short-term teaching, but it is necessary to give appropriate grace period to the evaluation of the cognitive domain and to develop a proper evaluation method rather than the existing selective evaluation I knew.

• The Mathematical Education
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• v.63 no.2
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• pp.255-272
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• 2024

This study aims to design mathematics-integrated classes that cultivate artificial intelligence (AI) thinking and to analyze students' AI thinking within these classes. To do this, four classes were designed through the integration of the AI4K12 Initiative's AI Big Ideas with the 2015 revised elementary mathematics curriculum. Implementation of three classes took place with 5th and 6th grade elementary school students. Leveraging the computational thinking taxonomy and the AI thinking components, a comprehensive framework for analyzing of AI thinking was established. Using this framework, analysis of students' AI thinking during these classes was conducted based on classroom discourse and supplementary worksheets. The results of the analysis were peer-reviewed by two researchers. The research findings affirm the potential of mathematics-integrated classes in nurturing students' AI thinking and underscore the viability of AI education for elementary school students. The classes, based on AI Big Ideas, facilitated elementary students' understanding of AI concepts and principles, enhanced their grasp of mathematical content elements, and reinforced mathematical process aspects. Furthermore, through activities that maintain structural consistency with previous problem-solving methods while applying them to new problems, the potential for the transfer of AI thinking was evidenced.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.1-16
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• 2008

The purpose of this study is to investigate the perception of middle schooler's lesson of 9th grade "Housing Education" Questionnaire survey was conducted with 394 middle school students in Gyeongnam in 2006 and the dada analyzed by the descriptive statistics, t-test, One-way ANOVA, Duncan's multiple range test, Pearson correlation and multiple regression analysis by using SPSS 14. program. The result of this study were as follows. The unit 'Use of dwelling space' was perceived useful in real life, interesting in explanation & visual materials of the text, taught easily to understand the students and ranked highest in class satisfaction compared with the rest two units. The unit 'Indoor environment & equipment' was least interesting, most difficult and ranked lowest in class satisfaction. The unit 'House management & repair' was relatively interesting and easy, but not useful in real life, not much interesting in explanation & visual materials in text, taught difficult by teachers. The class satisfaction ranked second of the units. Female students perceived that the unit 'Use of dwelling space' was easy, but male students perceived that all the units were interesting in the explanation & visual materials in textbook, various teaching-learning methods, interesting experiment & practice, and was satisfied with the unit 'House management & repair'. As their academic achievement of "Technology & Home Economics" was lower, they perceived that the education contents and various experiment & practice were more difficult. The class satisfaction of middle schoolers about the unit "Housing Education" were affected by how easily the teacher taught the subject, making it more understandable, the level of difficulty of the contents and the level of interest of explanation & visual materials of text.

• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.627-634
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• 2005

In this paper, we proposed software design and construction methods along with instructional design theories in computer education. This research support a unified view of construction for starting instructional design. Ideas of concept mapping have been included in plans for software design based on these theories. Instructional design strategies are developed to allow teachers to easily form instruction plans and get an overview of the flow of the lesson content. We also analyzed the validity of these instructional design strategies.

• Journal of the Korean Chemical Society
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• v.51 no.2
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• pp.213-222
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• 2007

In this study, science history program was developed to enhance student's concepts toward the particulate nature of matter and the understanding about the nature of science. And the effects of its application was investigated in the lesson of ‘Composition of Matter' in middle school science class. This science history program was based on genetic approach and included the contents from the old Greek natural philosophers to Avogadro. Before instruction, the test of understanding about nature of science was administered, and the science scores of the previous course were obtained, which were used as covariates. During 24 class hours, this study was conducted with two classes(experimental and comparison group) in a middle school in Seoul. The experimental group was received lessons by science history programs and the comparison group was received traditional lessons. After instruction, the scientific concept test, the test of understanding about nature of science were administered. The result of this study indicates that the scientific concept scores of experimental group were significantly higher than comparison group at p <.01 level of significance. It means that the students in experimental group has more sound conceptions about the particulate nature of matter and less mis conceptions about matter than the students in comparison group. However, there was no significant difference between two groups in the score of understanding about the nature of science.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.85-94
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• 2015

Constructivism gave many implications to science education but at the same time it has brought confusion about its implication to the field of science education. Hermeneutics has possibilities of being able to reduce confusion as well as opening a new horizon. Hermeneutics seeks the meaning of 'real understanding' through the concepts of horizon, hermeneutical circle, and fusion of horizons. Both hermeneutics and constructivism have positive attitude to students' pre-understanding and accept contextualization of knowledge. Thus, they both can criticize traditional teaching method and propose an alternative. Moreover, hermeneutics approaches human understanding holistically with the concept of horizon, and pays attention to the circularity of the process of human understanding. As a result, hermeneutics can open a new horizon and give new discourse to science education and contribute to the development of research and practice of science education.