• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.691-702
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• 2006

The purposes of the study are to portray Korean beginning secondary science teachers' ways of arranging science content, sense-making strategy, and factors contributing to the tensions between teachers' intentions and actual practice. Six beginning secondary science teachers participated in this study. Science classes taught by the participating teachers were observed and videotaped. Semi-structured interviews were conducted for science teachers participated in this study after science classes were observed. Instructional materials were also collected for each science class. Video- and audio-taped data were transcribed and analyzed using conceptual framework developed by the Michigan State University. The findings of this study produce the following conclusions: (1) beginning teachers' science classes are arranged in ways compatible to traditional school science, (2) frequently used sense-making strategies are procedural display and narrative reasoning, (3) tensions between beginning teachers' intentions and practice arise from two factors such as assessment and differences in educational views with peer teachers, and (4) learning experiences, lack of perceptions and preparations on reform science teaching, and the absence of systematic program for professional development programs for beginning science teachers are major obstacles to reform science teaching for beginning teachers.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.731-744
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• 2014

Extracting students' own culture and resources as main sources in science class, we begin a research to explore teaching and learning settings that are more responsive to adolescents. This study has been designed to explore the funds of knowledge that students bring into middle school science class. It also focused on the features of teaching and learning settings that stimulated the autonomous inflow of students' funds of knowledge as resources of science learning. Data from participant observations and in-depth interviews with 7th grade students were qualitatively analyzed based on grounded theory. We found that students' funds of knowledge were formed from their family life, neighbor communities, peer group, and pop culture. The funds of knowledge based on peer culture emerged as the most salient factor of students' enhanced participation and utterance. Common features of classes that stimulated the inflow of funds of knowledge were analyzed to be: (1) hybrid spaces for learning designed in advance: (2) sharing and enlargement of the funds of knowledge that has been brought into the class: and (3) common orientation of the community of practice for knowledge co-construction and shared outcomes. From these findings, this paper discussed the educational implications for promoting students' potential resources to actual sources of science class. It also discussed students' development of participation specifically among the generally marginalized students. Science classes based on the funds of knowledge of students offer an increased possibility of knowledge co-construction through the hybridized interactions of student's everyday lives and science knowledge and lead to more meaningful learning experiences.

• Journal of Science Education
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• v.33 no.2
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• pp.304-316
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• 2009

This study investigated the change of pre-service science teachers' epistemological views of education according to the stages of the field education programs application. For this study, surveys and interviews were carried out threes times before and after participation through participant observation of classes and teaching practices. All data recorded and collected of 28 pre-service science teachers who had answered entire surveys were transcribed and analyzed. The conclusion is as follows; before the participant observation of classes, the pre-service science teachers had views of traditional education affected by epistemology of objectivism. After the participant observation of classes, the views of traditional education increased due to in-service teachers that showed teaching methods through the course of the participant observation. However, it was changed significantly into the views of modern education affected by epistemology of constructivism through the course of the teaching practices. Based on the conclusions of this study, it was identified that the field education programs might have both positive and negative influence on the change of the views of education for the pre-service science teachers. Therefore, Pre-service science teachers should have a opportunity to intensify of constructivism epistemological views of education through the field education programs. The teacher training institutions have to provide systematic and organic cooperation with schools.

• Journal of Engineering Education Research
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• v.8 no.3
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• pp.57-68
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• 2005

The purpose of this study was to analyze the effect of Engineering computer programming instruction using project learning, to find out the ways to solve some revealed problems, and to improve the instruction. Unlike traditional lecture courses, students are encouraged to cultivate problem solving and teamwork skills through the programming project. In order to examine the effect of project learning, a survey was conducted with 49 students. The questionnaire consisted of 20 items with 5-grade scale each, the contents of which included learning value, workload, skills acquirement, assignment and comment. The SPSS, statistical analysis software was used to get statistics such as ANOVA, correlation and mean, etc. The results of this study showed (1) project learning was more efficient to acquire problem solving and teamwork skills compared with lecture learning, (2) there was significant correlation between self directed learning skill and information collecting skill, (3) cyber education system(i-campus) was helpful for students' self learning. But the results also showed that (4) students did not give high scores on items of the workload or difficulty of assignments. So we can conclude that it is necessary to develop the suitable projects for the capability of students to make the better project learning.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.385-406
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• 2018

The purpose of this study is to investigate the effect of mathematics classes focused on mathematical problem posing activities on 10th grade students' mathematics achievement and affective characteristics of mathematics. This study was conducted in a total of 45 regular mathematics classrooms with 81 students from two classes through a nonequivalent control group design. The results of the study showed that the teaching method based on mathematical problem posing activities had a more positive effect on students' mathematics achievement and the affective characteristics of mathematics than the teaching method that focuses on problem solving. The teaching method based on problem posing activities proposed in this study could induce students' self-reflective learning motivation, which in turn gave them a more solid understanding of the mathematical concepts they had learned. In addition, it was found that students' problem solving ability, mathematical communication ability, and mathematical thinking ability were positively influenced by problem posing activities. Regarding the affective characteristics of mathematics, the mathematical problem-posing activity suggested in this study turned out to be a very effective strategy for improving students' interest in mathematics.

• 대한공업교육학회지
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• v.33 no.1
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• pp.149-168
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• 2008

The purpose of this study is to verify the effect of PSpice instruction on academic achievement in 'Combination logic circuit' unit of 'Digital Logic Circuit' in industrial high school. Three kinds of null hypotheses were formulated. Two classes of the third grade of C technical high school in Gyeong-buk were divided into experimental group and control group in order to verify null hypotheses. In the experimental design, 'Non-equivalent control group pretest-posttest' model was utilized. This experiment was conducted for six classes, the experimental group was applied to PSpice instruction method before the circuit traning while the control group was applied to traditional lecture oriented method before the circuit traning. Window SPSS 10.0 korean language version program was used for the data analysis and independent sample t-test was used to identify the average of each group. Significance level was set to .05 level. The results obtained in this study were as follows; First, PSpice instruction had not an effect on academic achievement according to a group type. However, these instruction had an effect on the following sub-domains; the psychomotor domain. Second, PSpice instruction had not an effect on academic achievement according to a studies level. However, these instruction for middle and low level students had an effect on the cognitive and psychomotor domain, and for middle level students had an effect on the affective domain. Third, PSpice instruction had not an effect on shortening of a training requirement. However, this instruction for low level students had an effect on shortening of a training requirement. The study results of simulation instruction was chiefly efficient in the psychomotor domain. We could know that simulation instruction is efficient as went to a low level students than an upper level students. Thus, We may make the study effectiveness in various instruction method.

• Proceedings of the Korea Contents Association Conference
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• 2006.05a
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• pp.246-250
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• 2006

As a result of the rapid development in the digital content industry, designers have to visualize colors across a range of digital media in a relevant and sophisticated manner. The purpose of this study is to develop a new digital color design education curriculum for enhancing learners' capability of digital color management. This study presents an original university-level color design curriculum for digital color learning that includes traditional color learning. In order to develop interactive pedagogy that provides diverse color experiences to students, this study suggestes a blended learning method that combines face-to-face instruction and web-based instruction. Through two case studies at universities, this paper illustrate the effectiveness of the proposed digital color design curriculum.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.574-588
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• 2011

교사의 과학 탐구 지도에 대한 인식은 실제 수업에서 탐구 지도를 수행하는데 중요한 역할을 할 수 있다. 따라서 교사들이 과학 탐구를 어떻게 인식하는지 이해할 필요가 있다. 이 연구에서는 한국, 싱가포르, 미국 세 국가의 초등교사를 대상으로 과학 탐구 지도에 대한 인식을 조사하였다. 세 국가는 과학교육과정에서 탐구를 강조해 온 역사와 설명 방식이 다르며 전반적인 교육적 상황 또한 상이하다. 총 100명의 초등교사(한국 34, 싱가포르 35, 미국31)를 대상으로 설문을 실시하였으며 설문은 구체적인 교수 상황을 서술하는 교수 시나리오, 이상적인 탐구 수업에 대한 내러티브 쓰기로 구성되었다. 데이터는 외적 기준과 내적 관점 모두에서 분석되었다. 연구 결과 교사들의 과학 탐구 지도에 대한 인식은 전반적으로 전통적 견해에 머무르고 있는 특징을 보였다. 그러나 각 국가의 교육과정에서 탐구가 서술되고 강조된 방식에 따라 차이가 나타나기도 하였다. 이러한 결과가 교사교육에 주는 시사점을 논의하였다.

• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.89-97
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• 2008

The purpose of this study was to design a system of web-based discovery learning and testify its effectiveness, in order to complement the difficulties of discovery learning considered to be hard to be applied to the school education because of shortage of time and materials, though discovery learning is one of inquiry learning emphasized in the 7th national curriculum of elementary science. As for the process of testifying, it compared the differences between comparative group with normal discovery learning model and experimental group with web-based system of discovery learning model, targeting the subject of extending spring among the 4th grade science. As a result, the experimental group achieved higher academic performance compared to the comparative group applied to the normal discovery learning model.

• Journal of Technologic Dentistry
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• v.42 no.3
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• pp.248-253
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• 2020

Purpose: This study aimed to verify whether blended learning is worth alternating with traditional face-to-face learning for some dental technology students in practice teaching. Methods: A total of 68 students were included in this study. They were divided into two groups to compare blended learning and traditional face-to-face learning. The experiment had been carried out over 15 weeks. The following tests were performed: test of instructional quality, test of learning satisfaction, test of perceived usefulness, and test of learning flow. The IBM SPSS software was used to analyze the data. Results: The learning satisfaction and the perceived useful of blended learning by students appeared to be higher than that of traditional face-to-face learning. However, there was no significant difference in the variables of traditional face-to-face learning and those of blended learning (p<0.05). Conclusion: Blended learning is an alternative to traditional face-to-face learning for some dental technology students in practice teaching.