• School Mathematics
• /
• v.5 no.3
• /
• pp.343-360
• /
• 2003

In this paper, we deal with the teaching of algebra based on patterns and generalization. The past algebra curriculum starts with letters(variables), algebraic expressions, and equations, but these formal approaching method has many difficulties in the school algebra. Therefore we insist the new algebraic approaches should be needed. In order to develop these instructions, we firstly investigate the relationship of patterns and algebra, the relationship of generalization and algebra, the steps of generalization from patterns and levels of difficulties. Next we look into the algebra instructions based arithmetic patterns, visual patterns and functional situations. We expect that these approaches help students learn algebra when they begin school algebra.

• Journal of the Health Care and Life Science
• /
• v.9 no.1
• /
• pp.27-39
• /
• 2021

The purpose of this study was to explore the learning emotions of nursing students who have changed their course due to COVID-19 through online lectures through diaries. Data were collected from November to December 2020 from 20 four-year nursing college students according to the purposive sampling method. The collected data were analyzed by the traditional content analysis method. As a result of the study, it was analyzed into 4 themes clusters and 17 sub-themes. Derived themes confirmed that 'anxiety due to confusion about online lectures', 'I blamed myself', 'frustration due to difficulties in creating a stable class environment', and 'feeling of helplessness due to lack of developmental human relationships.'

• The Journal of the Korea Contents Association
• /
• v.21 no.2
• /
• pp.622-630
• /
• 2021

The purpose of this study was to analyze effects of VR-based intervention on the barista competence of students with mild intellectual disabilities. To do this, 30 students mild intellectual disabilities were participated and placed experimental and control groups of 15 students. Control group participated in the traditional intervention, but experimental group took part in the VR-based intervention. Evaluation was consisted of the basic concept evaluation and the functional evaluation on the work of barista. Evaluations were conducted three times and the collected data was analyzed the repeated two-way ANOVA. In the result of study, experimental group have significantly improved both in basic conceptual learning of coffee and in skills making coffee than control group.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2011.04a
• /
• pp.1588-1591
• /
• 2011

통합교육의 실시와 다문화 가정의 자녀 증가 등으로 학교 교실의 구성원들이 다양화 되고 있다. 그러나 제한적인 매체와 전통적인 교육과정, 교수방법 및 평가 등의 사용으로 학습자들의 다양성을 고려되지 못하고 있다. 본 연구는 디지털화 교수매체의 활용함으로써 다양한 학습자들의 정보에 대한 접근성을 보장해 주고 나아가 교육현장에서 보편적 학습설계(Universal Design for Learning: UDL)를 적용하여 학습자의 다양성을 보장하는데 그 목적을 둔다. 교육현장에 UDL 적용에 대한 예비교사와 현직교사의 그룹 토론을 통해, UDL의 적용가능성과 적용함에 있어서 어려움을 알아보았다. 그 결과, 정해진 교육과정과 교재, 다양한 학습자에 대한 교사의 전문성 부족, 학생들 간의 학습 차이, 학급당 많은 학생수, 교사의 많은 업무량 등 여러 가지 문제점으로 UDL 적용이 어렵다고 하였다. 해결방안으로 교수설계에 UDL의 적용과 다양한 디지털화 교수매체의 활용으로 접근성 보장을 제안하였다. 교육현장에서의 UDL 확대와 다양한 학습자들의 접근성이 보장된 교육을 할 수 있도록 교사들이 수업에서의 UDL 적용 방안에 대해 제시하였다.

• Education of Primary School Mathematics
• /
• v.16 no.2
• /
• pp.123-145
• /
• 2013

This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).

• Journal of The Korean Association For Science Education
• /
• v.38 no.5
• /
• pp.681-691
• /
• 2018

The purpose of this study is to investigate the impacts of Collaborative Problem solving for Character competency (CoProC) strategy on the practical character competency and collaborative problem solving competency in middle school. For this study, 49 seventh grade students (two classes) were selected for use applying the CoProC strategy (CoProC group) while 46 students (two classes) were used for traditional lecture and experimental class (comparative group). In the result, CoProC group showed a statistically significant result in practical character competency than the comparative group. In the sub items of the competency, the CoProC group showed result statistically significant in cooperation, communication, responsibility, and positive self-understanding than the comparative group. Analysis of the effect size of students' practical character competency showed that the CoProC group results showed more effective than the comparative group in terms of care, cooperation, communication, honesty, responsibility, positive self-understanding, and self-regulation. In addition, we investigated the effect of the CoProC strategy on collaborative problem solving competency. As a result, it showed a large effect in the total score of collaborative problem solving competency. Among the sub items of the competency, 'exploration and understanding of members' showed a small size of effect and 'Establishing and maintaining team organization' showed a medium size of effect. 'Communication' and 'self-reflection' showed a large effect. CoProC strategy embedded in Science subject could improve students' collaborative problem solving competency through the process of scientific communication in the scientific inquiry process.

• Journal of The Korean Association For Science Education
• /
• v.40 no.5
• /
• pp.451-462
• /
• 2020

According to the online learning environment, learning activities using mobile technology have emerged as a major concern. The features of mobile technology show potential supporting the emergence of learners' agencies in science education. In this study, 22 research literature on mobile activities in science teaching and learning published in Korea from 2011 to April 2020 were selected. First, the framework of Suarez et al. (2018) was revised and the types of mobile activities were categorized and investigated. Second, the emergence of agencies was examined in the context of science teaching and learning. And also, the relevance of mobile activity types ('Access to content', 'Data collection', 'Peer-to-peer communication', 'Contextual support') to support learners' agency dimension ('goals', 'content', 'action', 'strategy', 'reflection', 'monitoring') was analyzed. The first analysis show that science teaching and learning through mobile activities are changing from traditional to student-centered. Through these activities, students become more involved in learning and get the opportunity to become agents of learning. As a result of the second analysis, it has been confirmed that the emergence of learners' agencies has been supported and strengthened through mobile activities. Whereas, it needs to look upon the relationship between learners' agency and mobile activities in the overall context of science class. This consideration led to implications for the use of mobile technology in future science education and the transition to student-centered education.

• Journal of the Korean Chemical Society
• /
• v.50 no.6
• /
• pp.506-514
• /
• 2006

purpose of this work was to study the applied effects of out-of-class Chemical Experience Learning (CEL) Programs on scientific process skills and science-related attitude for middle school students. The out-of-class CEL Programs which were developed to make the funny out-of-class chemistry and the exciting science class', included the nature-friendly chemical experiments suitable for natural environment and composed of real life-centered experiences. The out-of-class CEL programs were applied to natural environment through all-day improvement activity. The science club students in D middle school in Busan were selected as the objects of the study consisting of one experiment group and one control group. The out-of-class CEL programs were applied to the experiment group and traditional class method was applied to the control group. The change of scientific process skills and science-related attitudes between two groups were compared and analyzed. And students reaction on the out-of-class CEL programs was investigated. As a result, out-of-class nature-friendly chemical experiments were improved scientific process skills and science-related attitudes of middle school students. Also, more than 70% of students in the experimental group gave positive feedbacks to the out-of-class CEL programs and increased attention, interest, and degree of self-participation in science.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.8
• /
• pp.201-210
• /
• 2018

The purpose of this study is to investigate the effect of flipped learning-based health assessment education on academic achievement of nursing students. The subjects of the study included nursing students attending second year at university. For 10 weeks, the experimental group was exposed to flipped learning-based classes, and the control group was provided with traditional lectures and team learning-based classes. In the intermediate evaluation, the knowledge and performance scores of the experimental group and the control group were statistically significant, and in the final evaluation, the knowledge and performance scores of the experimental group and the control group were statistically significant. The integrated knowledge score, evaluated three times after the end of the training, was higher in the experimental group than in the control group. These results suggest that flipped learning is an effective teaching and learning method for improving knowledge and performance of nursing students. Therefore, the application of flipped learning in various nursing education areas should be studied.

• Journal of The Korean Association For Science Education
• /
• v.38 no.2
• /
• pp.187-202
• /
• 2018

This study posits that a more equitable science education is possible through analyzing the sociocultural mechanisms that operate in the participation and marginalization in science learning process, and therefore aims to review research trends in this area of science education. To do so, the study analyzed 85 articles that adopted a sociocultural approach to science learning identity in major international journals. The review was organized into 1) overall trends such as the number of articles by year, country, learner's sociocultural background, research context and research methods, and 2) a more in-depth analysis of the main research problems and conceptual frameworks along with concrete research examples. The study found that the current research works in this area have contributed to broadening the idea of legitimate learners in science education by considering learners' various sociocultural identities as the positive resource for learning based on the premise that science learning occurs as identity formation through participating communities of practice, and critiquing the culture or discourses that oppress such identity formation. The studies in this area also brought up the equity issue in science education in ways which embrace various learners that had been marginalized in the traditional science class and facilitate their agency. Based on these findings, the study made a case for analyzing various sociocultural mechanisms relating to the participation and marginalization in science learning to realize 'science education for all Koreans' and proposed future research direction.