• Title/Summary/Keyword: 이질성 학습

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A Study on the Traditional Culture and Tea Culture, for Reunification and Human Nature Education (청소년의 통일·인성교육을 위한 전통문화와 차문화(茶文化) 적용의 탐색)

  • Kwag, Mi-Sook;Ju, Young-Ae
    • The Journal of the Korea Contents Association
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    • v.17 no.6
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    • pp.272-286
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    • 2017
  • The division of the South and North of 70 years has occurred in the old generation, but the reunification is now handled by the youth generation. Therefore, it is necessary to train basic human nature as well as learning and research of rational political and economic theory in order for young adolescents as leaders in the unification era to carry out their own duties faithfully and responsibly. In this paper, I rediscover the value of traditional culture in the human nature education that aims for reunification, social and cultural integration, and propose tea culture as contents that can be applied to reunification and the human nature education of youth as reunification culture contents as a concrete program of traditional culture do.

The Effects of Home Economics Instruction Using Motivation(ARCS) Strategy on the Learning Motivation and Academic Attitude toward the Subject (동기유발(ARCS) 전략을 적용한 가정과 수업이 학습동기 및 교과에 대한 태도에 미치는 효과)

  • Yu Me-Suk;Chae Jung-Hyun
    • Journal of Korean Home Economics Education Association
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    • v.17 no.4 s.38
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    • pp.157-173
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    • 2005
  • The purpose of this study is to clarify the effects of Home Economics instruction using motivation(ARCS) strategy on the learning motivation and academic attitude toward the subject. To accomplish the purpose, teaching-learning plan using motivation(ARCS) strategy was developed and the subjects for this study were 155 End grade male students randomly chosen from four classes at a middle school in Incheon Metropolitan City. In the 5th period instruction about 'utilization of resources and environment' unit, 76 students of two classes as an experimental group received the Home Economics instruction using motivation(ARCS) strategy, while 79 students of two classes as a comparative group took lecture type instruction. The results of this study were as the follows 1. Home Economics instruction using motivation(ARCS) strategy was more effective than the lecture type instruction to improve learning motivation and positive change in academic attitude toward Home Economics subject. 2. Home Economics instruction using motivation(ARCS) strategy was effective to improving learning motivation regardless of their levels of students prior learning motivation and learning achievement. 3. Home Economics instruction using motivation(ARCS) strategy was effective to positive change in academic attitude toward Home Economics subject regardless of their levels of students Prior learning achievement and at the aspect of prior motivation to learn, the high level students were more effective than the low level students. 4. According to responses of students and teacher for Home Economics instruction using motivation(ARCS) strategy, it was effective to improving active participation and interest for Home Economics instruction.

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Effects of Learning through Scratch-Based Game Programming on Students' Interest in and Perceived Value of Mathematics Curriculum (스크래치 활용 게임 프로그래밍 학습이 수학교과 흥미와 가치인식에 미치는 영향)

  • Song, JeongBeom
    • 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.

Effects of TRIZ's 40 Inventive Principles Application on the Improvement of Learners' Creativity (트리즈 40가지 발명 원리 적용이 학습자의 창의성 신장에 미치는 영향)

  • Nam, Seungkwon;Choi, Wonsik
    • 대한공업교육학회지
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    • v.31 no.2
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    • pp.203-232
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    • 2006
  • The purposes of this study are to examine the effects of learning, which was applied TRIZ's 40 inventive principles, on the improvement of learners' creativity and to offer basic information that would be necessary to study on Inventive Education in Technology Education. In order to achieve the purposes, objects were divided into two groups, experiment group(74 students) and control group(67 students), who were from B Middle school in Daejeon. Creativity Self-Assessment and Student Inventive Rating Scale were used as tools for research so that we could find the homogeneity in two groups. An applied design method was nonequivalent control group pretest-posttest design. This study was performed for 2 hours on the 1st and the 3rd Saturday in every month from the 3rd week of March, 2006 to the 3rd of July of 2006, and total researching period was 9 weeks. In that time, the students were required to learn 40 inventive principles. The results from this study are as below. (1) Applying TRIZ's 40 inventive principles had a positive effect on students' CQ(creative quotient), as influencing on the subordinate factors of creativity, such as, originality, germinal, trasformational, value, attraction, expressive power and organic systemicity. However it didn't have any effect on adequateness, properness, merit, complex and elegance. (2) Applying TRIZ's 40 inventive principles had a significant effect neither on CQ by sex, nor on the subordinate factors of creativity, except for originality and expressive power. Based on the results of the experiment, below suggestions were made to promote the application of TRIZ's 40 inventive principles to Technology Education. (1) Although this study was performed by using development activities, it is necessary to study more systemically to apply 40 inventive principles to regular subject in Technology Education. (2) As creativity was very important in Technology Education, there should be studies on the various types of inventive principles and techniques for Inventive Education in Technology Education.

A Study on Effectiveness of STEM Integration Education Using Educational Robot (교육용 로봇을 활용한 STEM 통합교육의 효과성 연구)

  • Song, Jeong-Beom;Shin, Soo-Bum;Lee, Tae-Wuk
    • Journal of the Korea Society of Computer and Information
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    • v.15 no.6
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    • pp.81-89
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    • 2010
  • The purpose of this research is to verify the influence of STEM integrate education using educational robots on improvement of the level of attitude towards Mathematics. The following hypothesis was formulated in order to achieve this purpose: There will be a meaningful difference in the level of attitude towards Mathematics between elementary school students educated by STEM integrated education with robots and by the traditional method of teaching Mathematics. To prove this hypothesis, 56 of first grade students were tested under the nonequivalent control group in the pretest-posttest designs. As a result of the study, it is showed that STEM integrated education has a positive effect on promoting the level of elementary school students' attitude towards Mathematics. Therefore, we need the instructional activities which can combine the knowledge gained from a variety of curriculum with activities by using educational robots.

On Using Near-surface Remote Sensing Observation for Evaluation Gross Primary Productivity and Net Ecosystem CO2 Partitioning (근거리 원격탐사 기법을 이용한 총일차생산량 추정 및 순생태계 CO2 교환량 배분의 정확도 평가에 관하여)

  • Park, Juhan;Kang, Minseok;Cho, Sungsik;Sohn, Seungwon;Kim, Jongho;Kim, Su-Jin;Lim, Jong-Hwan;Kang, Mingu;Shim, Kyo-Moon
    • Korean Journal of Agricultural and Forest Meteorology
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    • v.23 no.4
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    • pp.251-267
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    • 2021
  • Remotely sensed vegetation indices (VIs) are empirically related with gross primary productivity (GPP) in various spatio-temporal scales. The uncertainties in GPP-VI relationship increase with temporal resolution. Uncertainty also exists in the eddy covariance (EC)-based estimation of GPP, arising from the partitioning of the measured net ecosystem CO2 exchange (NEE) into GPP and ecosystem respiration (RE). For two forests and two agricultural sites, we correlated the EC-derived GPP in various time scales with three different near-surface remotely sensed VIs: (1) normalized difference vegetation index (NDVI), (2) enhanced vegetation index (EVI), and (3) near infrared reflectance from vegetation (NIRv) along with NIRvP (i.e., NIRv multiplied by photosynthetically active radiation, PAR). Among the compared VIs, NIRvP showed highest correlation with half-hourly and monthly GPP at all sites. The NIRvP was used to test the reliability of GPP derived by two different NEE partitioning methods: (1) original KoFlux methods (GPPOri) and (2) machine-learning based method (GPPANN). GPPANN showed higher correlation with NIRvP at half-hourly time scale, but there was no difference at daily time scale. The NIRvP-GPP correlation was lower under clear sky conditions due to co-limitation of GPP by other environmental conditions such as air temperature, vapor pressure deficit and soil moisture. However, under cloudy conditions when photosynthesis is mainly limited by radiation, the use of NIRvP was more promising to test the credibility of NEE partitioning methods. Despite the necessity of further analyses, the results suggest that NIRvP can be used as the proxy of GPP at high temporal-scale. However, for the VIs-based GPP estimation with high temporal resolution to be meaningful, complex systems-based analysis methods (related to systems thinking and self-organization that goes beyond the empirical VIs-GPP relationship) should be developed.

Effects of a Cognitive Acceleration Program on Secondary School Students (CASE 프로그램에 의한 중학생들의 인지가속 효과)

  • Choi, Byung-Soon;Han, Hyo-Soon;Kang, Seong-Joo;Lee, Sang-Kwon;Kang, Soon-Hee;Park, Jong-Yoon;Nam, Jeong-Hee
    • Journal of The Korean Association For Science Education
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    • v.22 no.4
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    • pp.837-850
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    • 2002
  • In an attempt to accelerate the development of formal reasoning ability of students, 'Thinking Science' activities developed by the Cognitive Acceleration through Science Education(CASE) project were implemented to 841 students in 7th grade aged 12+ in six middle schools over a period of two years. Homogeneity between the CASE group and control group was tested with SRT II, while the improvement of formal reasoning ability of the students was tested with SRT VII. The results were analyzed by treatment, gender, and cognitive levels of the students. Statistically significant gains were shown in the CASE group compared with those in the control group. Cognitive level of girls in the CASE group significantly increased as compared with the control group, while there was moderate effect in boys. These results implied that the thinking science activities were effective in cognitive acceleration of girls aged 12+. It was shown that much more CASE students in pre or concrete operational level shifted to formal operational level as compared with the control group while there were significant effects in all levels (ES=0.31${\sim}$1.10) without showing any tendency.

Characteristics of Teacher Help and Student Response in Small Group Thinking Science Activities (Thinking Science의 모둠별 활동에 나타나는 교사 도움과 학생 반응의 특성)

  • Ha, Eun-Jung;Choi, Byung-Soon;Shin, Ae-Kyung;Kang, Seong-Joo
    • Journal of The Korean Association For Science Education
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    • v.26 no.2
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    • pp.212-221
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    • 2006
  • The purposes of this study were to examine the characteristics of teacher help in small group Thinking Science(TS) activities and analyze the way students respond to teacher help. For this study, twenty-four 5th grade and twenty-four 7th grade students were selected, to undertake TS activities. Out of the 8 activities students participated in, the verbal interactions in activity 4 and 6, by students in four small groups, which incorporated relatively active argumentation was analyzed. Students' cognitive level was identified through a science reasoning task and the students were grouped heterogeneously according to their cognitive level. This study showed that teachers predominately used simple confirmation questions in preference to metacognitive question. Also, teacher help varied according to one's personal traits, work experience and degree of activity recognition. It was discovered that when the teacher provided student appropriate metacognitive questions and sufficient feedback, students actively engaged in argumentation. On the other hand, when the teacher asked simple confirmation questions and interfered in the activity, students did not participate in argumentation actively.