• The Journal of the Korea Contents Association
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• v.13 no.1
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• pp.512-529
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• 2013

The purpose of this study was to exam the Influence of a disability-awareness program at creativity innovation development activities and early morning classes on elementary school students' perception and attitudes toward students with disabilities in Kyunggi-do and Inchon. A total of 28 3rd grade students and 32 5rd without disabilities in the one classrooms of elementary school were selected. Differences in results were analyzed by t-test. There was a statistically significant difference between pre-test and post-test in the disability awareness and acceptance attitude. Based on theses results, the researcher suggested some ideas about how improve students' disability-awareness and acceptance attitude toward disabilities and develop the better inclusive environment.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.694-708
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• 2011

In this study, we developed tasks including cognitive scaffolding for students to explain scientific phenomena using valid evidences in science classroom and sought to investigate how tasks influence the development of small group scientific argumentation. Heterogeneous small groups in gender and achievement were organized in one classroom and the tasks were applied to the class. Students were asked to write down their own ideas, share individual ideas, and then choose the most plausible opinion in a group. One group was chosen for investigating the effect of tasks on the development of small group argumentation through the analysis of discourse transcripts of the group in 10 lessons, students' semi-structured interview, field note, and students' pre- and post argument tests. The discrepant argument examples were included in the tasks for students to refute an argument presenting evidences. Moreover, comparing opinion within the group and persuading others were included in the tasks to prompt small group argumentation. As a result, students' post-argument test grades were increased than pre-test grades, and they argued involving evidences and reasoning. The high level of arguments has appeared with high ratio of advanced utterances and lengthening of reasoning chain as lessons went on. Students had elaborate claims involving valid evidences and reasoning by reflective and critical thinking while discussing about the tasks. In addition, tasks which could have various warrants based on the data led to students' spontaneous participation. Therefore, this study has significance in understanding the context of developing small group argumentation, providing information about teaching and learning context prompting students to construct arguments in science inquiry lessons in middle school.

• Journal of the Korean School Mathematics Society
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• v.13 no.2
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• pp.303-322
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• 2010

The purpose of this study was to analyze the effects of using the geometric manipulative for the development of spatial sense and thus to find out a better mathematics teaching and learning method that could help develop students' spatial senses. The two fifth grade classes were randomly chosen as an experimental group (31 students) and a control group (32 students), respectively. This study implemented nonequivalent control group pretest-posttest design of quasi-experimental design. The test instrument used in this study was a spatial sense test. The pretest and posttest were implemented with the same instrument. In addition, their classes were observed and videotaped, and the data and their study activities were analyzed. In conclusion, first, the geometric manipulative-aided activities contributes to developing students' spatial senses and their two sub-factors involves perceptual consistency and perception of spatial relationship. Second, the activities of grasping the components of solid figures, sketches and development figures by using the geometric manipulative contribute to boost students' perceptual consistencies and their perceptions of spatial relationship.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.221-233
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• 2000

Many investigators have reported difficulties in changing the high school students' misconceptions on mechanics. By one possible solution to this problem, some researchers suggested that the students should be taught mechanics at a younger age to make conceptual changes possible. because as they get older they become less willing to change their ideas. The purpose of this study was to compare the patterns of students' conceptual changes on force by age, to find out whether older students were less ready to change their conceptions than younger students. Individual interviews were carried out with 35 students (average ages 13) in middle school class and 50 students (average ages 17) in high school class near by the middle school. Those students who held the misconcetpion that "motion-implies-force (Impetus conception)" were asked to read a student-centered refutational text (anomalous data). In the immediate and delayed posttest, the types of responses of the students were analyzed to find out the patterns of student's conceptual changes on force by age. In result, first, most of students had impetus conception. Some of the students aged 13 understood the force as terminologies related with everyday experiences, while the students aged 17 understood the force as scientific terminologies. Second, there was no evidence to suggest that conceptual change is more difficult for the students aged 17 than aged 13. Third, the students aged 13 showed diverse responses (plain acceptance, critical acceptance, plain rejection, critical rejection) to the refutational text, while the students aged 17 showed restricted responses (critical acceptance, critical rejection). A month later those students who showed the plain acceptance retrogressed unscientific conceptions, while those students who showed critical acceptance maintained scientific conceptions. We did not find out any evidence to suggest that conceptual change is more difficult for older students. These results need deeper investigation on the nature of the loss of plasticity in comparison with other important variables.

• Education of Primary School Mathematics
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• v.21 no.4
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• pp.415-430
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• 2018

The purpose of this study was to get reflections on teaching numbers and operations for special education from analyzing lessons for counting, addition and subtraction of natural number with counting board for students with autism. In order to attain these purposes, this study analyzed the lessons for counting, addition and subtraction of natural number to students with autism in 4th and 6th graders in special class at regular elementary school using counting board for one hour per week for 30 weeks. According to the analysis, counting board that reveals the structure of numbers becomes an effective mathematical materials, and using the counting strategy and computation strategy can be an effective method of teaching, and it is possible to teach mathematical communication to students with autism. From this result, this study presented suggestions for teaching counting, addition and subtraction for students with disabilities.

• Journal of Music and Human Behavior
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• v.17 no.2
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• pp.83-100
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• 2020

The purpose of this study was to develop and validate the music program based on social-emotional learning (SEL) to facilitate social inclusion between children with and without disabilities studying together in inclusive classes. For program development, the literature on social inclusion programs and SEL programs were analyzed. Program components were extracted from the literature review and based on the review activities were also selected. The participants were fifth- and sixth-grade elementary school students, including children with intellectual disabilities, and the program was implemented over 12 sessions during the students' creative experiential activity class. The validity of the program was evaluated by teachers and the specified program contents were modified and finalized reflecting the professionals' recommendations. This study supports that SEL-based music program can be effectively applied to inclusive education. The developed music program is also expected to improve the social and emotional capacity of children in inclusive classrooms and to increase the social inclusion between children with and without disabilities.

• Convergence Security Journal
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• v.14 no.6_1
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• pp.3-12
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• 2014

The purpose of this study is to identify disciplinary professors' core competencies in Div. Military Science student. To best accomplish the study, I select core competencies in the precedent study about Disciplinary Professors' Core Competencies studies. The 5 factors of core competencies are as follow ; teaching core competency, evaluation core competency, guidance core competency, class management core competency, speciality development core competency. Through this study I developed disciplinary process model. This model is conducted to fit the structural relationship among the disciplinary professors' core competencies and students' life satisfaction and aspiration for military occupation. But this study has some restriction, so we should study actual proof the more.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.763-773
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• 2017

The purpose of this study is to investigate the impact of Argument-Based Inquiry (ABI) strategy on student's character competency. For this study, 51 grade 11 students (two classes) were selected to the role assignment (ABI-R group) and 46 students (two classes) were assigned to the non-role assignment group (ABI group). In the result, the role assignment group (ABI-R group) showed a statistically higher change in character competency than the group without role assignment (ABI group). Particularly, the ABI-R group has significantly higher grade than ABI group in empathy, responsibility, and respect among the sub-factors of character competency. However, in the case of the cooperation factor of character competency, the ABI group showed statistically significant higher grade than ABI-R group. The results of this study showed that Argument-Based Inquiry (ABI) as teaching and learning strategies in science can contribute to the enhancement of human character competency. In addition, we suggest that students should be actively involved in the class through role assignment, but it is necessary to present the class situation so that they can be actively engaged according to the problem situation rather than being fixed in a given role.

• The Journal of the Korea Contents Association
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• v.17 no.1
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• pp.287-298
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• 2017

The purpose of this study was to develop and to explore the possibility of the serious language training game for students with intellectual disabilities. To do this, words of language training program were extracted from the National Common Basic Curriculum of Special School and the contents design of language training program were developed based on the evaluation of significance and difficulty by special teachers, special education professors, and special education experts. To explore the possibility of applying the serious language training game, a usability evaluation was conducted with 45 special school teachers and 31 students with intellectual disabilities. The results showed that the serious language game had a high level of usability as the special school teachers received 4.25 and the students with intellectual disabilities received 4.33 out of 5. But there is no difference of usability evaluation on the level of school and the arrangement of school. As a result of this study, we can draw a conclusion that there is a high possibility of applying the serious language game to language education for students with intellectual disabilities.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.233-243
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• 1998

Many science educators concern about the problems of assessment using paper & pencil test. Performance assessment is believed to be a very promising alternatives to traditional assessment. Portfolio assessment, a kind of performance assessment, has many desirable characteristics to foster students' creativity and increase students' responsibility for their own learning. However few research study has been dealt with this assessment method and few teacher adopts this method in science class. The characteristics and structures of portfolio assessment were explored by reviewing related literatures. The appropriate portfolio assessment was designed based on the results of exploration. For our primary science class, general and specific objectives are needed, depending on the nature of the instructional topics. The children's evidences for portfolio may be limited in their forms because of insufficient learning materials and reproducing facilities in classrooms. Large portions of children's evidence should be collected during class hours to reduce burdens of children. The evaluation criteria may be holistic rather than analytical because of large class size. Portfolio assessment will bring about many changes in primary science classes. Students' have more responsibility in science learning. Teachers will focus major instructional objectives, and concern more about students' meaningful learning. Although portfolio assessment requires more work to teachers and children it could be applicable to our science classroom.