• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.304-322
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• 2010

The purpose of this study is to explore the effects of student-centered instruction using analogies for middle school students' learning of the photosynthesis concept. Participants in this study were 8th grade students at a middle school in Seoul (N=132). The students were divided into two groups for implementation. In the experimental group the teaching materials containing analogies were used while the contents of a science textbook were taught in the control group. The results of this study indicated that student-centered instruction using analogies was more effective than traditional methods of instruction for understanding photosynthesis concepts and the students' attitude toward the science class. Analogies were also found to contribute to developing an understanding of the photosynthesis concept through activating students' prior knowledge, focusing on structural features of the target concept and elaborating knowledge. In addition, analogies play an important role in activating small group discussions, improving students' meta-cognitive skills, and revealing and revising of misconceptions about photosynthesis. Moreover, analogies can help improve students' interests and self-efficiency in science classes.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.409-420
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• 2023

This study aims to investigate the impact of science classes employing creative science drama on elementary school students' academic achievement and attitudes toward science during the final step of elementary science classes. The creative science drama used in this study is a class-closing activity wherein the teacher provides a basic script for the learning topic and then allows students to complete the rest of the story using their assignment. It devised a creative science drama class based on the research of Yoon (2016), and the contents of this study were centered on the use of magnets and the appearance of the Earth in the first semester of third grade. Students in their third year at H Elementary School in Gyeonggi-do were the subject of this study. The results showed that scientific achievement through science drama in the experimental class was improved, with a statistically significant difference. However, ANCOVA analysis revealed no statistically significant differences in attitudes toward science. Moreover, there was no statistically significant difference in scientific drama perception. Interviews with students in the experimental class applying science drama revealed that students found difficulty in writing science drama scripts and that coordinating and reaching a mutually acceptable opinion in group activities required the most discussion and cooperation. However, many of them stated that the experience of scientific drama was enjoyable and informative, and since what they learned was transformed into a scientific drama, they remembered the lessons longer.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.565-566
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• 2021

최근 펜데믹으로 인하여 대부분의 교육 시스템은 비대면 수업을 통해 수업이 이루어지고 있다. 하지만 비대면 강좌는 대면 강좌와는 다르게 강의자가 수강자의 수업 상태를 파악하는데 제한이 있으며 강좌 수강 태도에 대하여 수강자를 평가하기가 어렵다. 본 논문에서는 비대면 강좌에서 사용할 수 있는 방법 중에서 실시간 화상 강의 수강자의 참여도 추정 시스템을 제안한다. 이 시스템은 기존의 화상 시스템에서 사용하는 장비를 이용하여 수강자의 얼굴, 동공 및 사용자 활동을 실시간으로 측정하여 이를 강의자에게 여러 카테고리 형태로 수업 참여도 측정값을 제공한다. 이를 통해 강의자가 수업 시 수강자들의 수업 참여 여부와 수업 평가 및 향후 수업 개선점을 확인할 수 있도록 한다.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.231-250
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• 2015

The objective of this study is to analyze the effects 6th grade mathematics lessons applying story making have on the mathematics achievement and attitude toward mathematics. For this study, using two examination devices for measuring mathematical attitudes and mathematics learning achievement, a pre-test and post-test were conducted. In the pre-test, it was found that the two groups are identical groups. The post-test was used for verifying the research problems and the results of post-test were analyzed using t-test. The findings of this study are below. First, lessons applying story making influenced the mathematics achievement of children. This implies that lessons applying story making are more effective for improving a mathematics achievement than a general teaching and learning method. Also, when carrying out the t-test of pre-test and post-test results of learning achievement in experimental groups, there was a significant change as well. It is therefore supposed that lessons applying story making have positive effect on the mathematics achievement of children. Second, lessons applying story making influenced the mathematical attitudes of children. This implies that the lessons are more effective for improving mathematical attitude than a general teaching and learning method. Also, when carrying out the t-test of pre-test and post-test results of mathematical attitudes in experimental groups, there was a significant change as well. It is therefore supposed that lessons applying story making have positive effect on mathematical attitudes of children. From the results, it was found that mathematics lessons applying story making can be used to change the mathematics achievement and mathematical attitudes of students positively.

• Proceedings of KHEA Conference
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• 2004.04a
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• pp.132-132
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• 2004

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.625-635
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• 2019

Students are exposed to many visual representations in various visual cultures. Infographics combining visual representations and writing can effectively convey information. Also it can be efficient ways for teachers to focus on important contents. Students can use infographics as a method directly to organize information. Therefore, the infographics that students use both writings and images directly and visually will be more effective on elementary school science classes than the workbook. Classes are guided with the same scientific inquiry and experiment written on the science textbook. The experimental group students organized scientific inquiry by infographics, while the comparison group students still used the workbook. First, the types of infographics are determined by what students want to explain. Based on learning objectives, students used the right type of infographics to effectively convey their focus on information. Second, the infographics organizing activities used in the classes had a significant effect on students' academic achievement. Also, the infographics organizing classes are positively associated to science-related attitudes, including such+ as 'Leisure Interest in Science', 'Adoption of Scientific Attitudes', and 'Attitude to Scientific Inquiry'. Third, visual tendency and classroom treatments had no interactions, but the experimental group had a positive impact regardless of student's characteristics. Fourth, experimental group showed positive attitudes toward to students' perception of infographics. Since some of students had difficulties organizing information in infographics, further research is required to enable students to reduce their burden in application of infographics.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.14-29
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• 2022

The purpose of this study is to investigate the components of scientific attitude by some learning topics in the 3rd~6th grade science textbooks that the pre-service elementary school teachers judge to be teachable in class and the educational effects of this analysis activity for the pre-service teachers. The several results of this study are as follows: The pre-service teachers responded that, for all learning topics, they could teach diverse components of scientific attitude and the number of components expressed in their responses is more than the components specified in the teacher's guides. Among the components of scientific attitude, 'curiosity', 'open-mindedness', 'respect for evidence', and 'objectivity' showed relatively high possibility of teaching, while 'honesty', 'collaboration', 'positive acceptance of failure', 'critical mind' and 'suspension of judgment' showed relatively low possibility of teaching. The responses that pre-service teachers judged to be teachable also showed similar patterns in the number of components of scientific attitude and the rate of the components between the learning topics of the 3~4th grades and the learning topics of the 5~6th grades. In addition, this pre-service teachers' analysis activity on the components of scientific attitude by learning topics in science textbooks suggested educational effects such as 'the deep understanding of the components of scientific attitude', 'the understanding and applying the components of scientific attitude in the context of science class', and so on.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.468-478
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• 2000

In this study, the effects of a teaching strategy based on interactive formative assessment on students' science concept understandings and science-related attitudes were investigated. Students' perceptions toward this teaching strategy were also examined. Eight classes chosen from a co-ed middle school in Seoul. Four classes were assigned to the experimental group and the other four classes were assigned to the control group. After the instructions, tests regarding students' conceptions and science-related attitudes were administered. We also interviewed 24 students randomly chosen from the experimental group to investigate their perceptions toward the teaching strategy used. The results showed that the teaching strategy used was more effective for enhancing students' science concept understandings. However, there was no significant difference in science-related attitudes between the two groups. For the experimental group, no significant differences were found in the gain scores of the conceptions tests between the subgroups by previous achievement or cognitive levels. From interviews, it was found that students thought that the teaching strategy used encouraged much interactions and motivated them to think, and that teacher's appropriate feedbacks were helpful to their understanding scientific concepts.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.3
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• pp.143-161
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• 2023

The purpose of this study was to investigate whether students' creative problem-solving skills improve through project-based courses. Rather than measuring overall competencies, the focus was specifically on measuring the improvement of problem-solving skills. The study involved a literature review, the design of project-based courses, and the assessment and analysis of students' competencies before and after the courses. The results of the study are as follows: Firstly, the measurement of students' creative problem-solving skills before and after the project-based courses indicated an overall improvement in the five dimensions of problem identification, analytical thinking, flexible thinking, alternative generation, and a proactive attitude. Secondly, significant correlations were found among these five dimensions, particularly strong correlations were observed between problem identification and alternative generation, problem identification and analytical thinking, and analytical thinking and alternative generation. To generalize the findings of this study, further research is needed to apply similar approaches in different types of courses and across various universities and departments.

• Journal of Korean Home Economics Education Association
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• v.17 no.3 s.37
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• pp.123-138
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• 2005

The purposes of this study were to develop ICT time management program for middle school students using in the creative extra curricular activities and to test the effect of this program in the knowledge and attitude aspects of time management. The contents of a middle school Home Economics curriculum and nine different textbooks were analyzed Based on these analyses 5 ICT lesson plans on time management were developed. The ICT instructional method was used to develop 5 lesson plans. The second grade middle school students as an experimental group participated in 5 ICT time management classes during middle school creative extra curricular activities. The control group of students who had some condition with the experimental group were taught by traditional instructional methods. After experiment, the changes in attitude and knowledge of time management of both groups were analyzed using Analysis of Covaziance. The significant improvements of attitude and knowledge on time management were found among the experimental group of students compared with control group of students. Thus the following conclusion is made the ICT time management instruction conducted in this study was found loaming more effective than traditional one in attitudes and knowledge of time management