• Journal of the Korean Society of Earth Science Education
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• v.12 no.2
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• pp.165-173
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• 2019

This study purposes to figure out the effects of applying discussion-based science class on concept of science achievement and science teaching efficacy. This study established an twelve-week period of experimental treatment from April to June 2019, and the students who participated in this study formed a research group consisting of 27 students in the first semester of the second year of the B University of Education. and taking courses in 'elementary Science Textbook Research 1' For the classes applying discussion-based science class, the analysis was made on 2015 revised curriculum, and 12th process-centered performance assessment based on discussion. The developed data had designed to develop concept of science achievement and science teaching efficacy. The study group applied process-centered performance assessment based on discussion science class, so unaffectedly study group could improve their concept of science achievement and science teaching efficacy. B University of education is singleness class that doesn't have compare group, so this study is constituted only study group. Applying based-discussion science class to study group, before and after concept of science concept test, science teaching efficacy test is performed. The results of the study were as follows. First, the study group applied discussion-based science class had statistically significant differences in concept of science achievement (p<.05). Second, the study group applied discussion-based science class had statistically significant differences in science teaching efficacy(p<.05). Third, after discussion-based science class of pre-service teachers have a very good feeling. Through such study results, the study could figure out that the class applying discussion-based science class has positive effect on concept of science achievement and science teaching efficacy.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.54-63
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• 2019

The purpose of this study was to investigate the effect of small group discussion and debate emphasizing maker class on elementary school students's science learning motivation and scientific attitude. The conclusion of the study is as follows. First, it was shown that the small group discussion and debate emphasizing maker class had a statistically significant effect on elementary school students's science learning motivation. This is due to the fact that the small group discussion and debate emphasizing maker class stimulates students' interaction, which is why students are more interested in class while solving problems with their peers. Second, it was found that the small group discussion and debate emphasizing maker class had a statistically significant effect on the elementary school students' scientific attitude. This allows students to have enough opportunity to express their opinions through small group discussions and debate, and I think that because they listen to others' opinions when they make new things or make new plans, so they have been able to increase their scientific attitude continuously. Third, based on the analysis of the participant students' opinions on the small group discussion and debate emphasizing maker class, all the participants answered that they were interested in this kind of class and they want to participate in this kind of maker class again. Therefore, it is thought that the small group discussion and debate emphasizing maker class can play a big role in raising the elementary school students's science learning motivation and scientific attitude.

• Education of Primary School Mathematics
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• v.20 no.2
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• pp.131-142
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• 2017

The purpose of the study is to examine the effect of debate and discussion instruction in mathematics class on mathematics study achievements and attitudes in elementary school. To conduct the research, two classes were verified as the homogeneous groups by a preliminary examination on the fourth grade of J elementary school. After mathematics class, the subjects were conducted the same mathematics study achievement and attitude tests in two groups and were analyzed with descriptive statistics, independent t-test, t-test. Accordingly, debate and discussion instruction in mathematics class is more effective than regular lecture method instruction. debate and discussion instruction in mathematics classes are believed students will participate in the question and understand the mathematical principles and concepts themselves through action to solve the problem and influenced I have a positive attitude towards mathematics.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.457-458
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• 2012

본 논문에서는 실시간 원격 수업(Real-Time Distance Education) 환경 하에서 학생들의 수업 집중 및 효율적인 교수를 위한 버즈학습(Buzz Learning)의 필요성을 제안한다. 이 학습법은 실시간 원격 수업에서 일어날 수 있는 집중력 저하 및 수업참가율 저조를 최소화하고, 학습자 간의 협동 및 상호작용을 향상시킨다. 또한 버즈법에 의한 그룹 편성 및 학습형태는 각 그룹에서 토의한 결과를 다시 전체가 모여 토의함으로써 소집단의 토의결과를 종합 정리하고 결론을 도출해 내는 집단 토의 형태를 띤다. 토의학습은 흔히 몇몇 학생의 경우 토의에 참가하지 않거나 또는 한 명이 독무대화하는 경향이 있는데 여기서는 그룹 전원이 토론에 적극 참여할 수 있게 한다. 본 논문에서는 실시간 원격 수업을 통하여 이뤄지는 실제 강의에 적용된 버즈 학습이 학생들의 수업참여도 및 학습 향상 면에서 우수함을 보여준다.

• Journal of the Korean association of regional geographers
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• v.19 no.4
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• pp.787-804
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• 2013

The purpose of this study is to explore the effect of 'World Cafe' conversations for collective intelligence. For this purpose, 'World Cafe' was applied to the class 'presentation and discussion' of university class. To explore the effect of 'World Cafe' conversations for collective intelligence I surveyed the responses of students participating in the class and analyzed results of the survey and class activities. The results are as follows: first, 82 percent of all students were actively involving in the class, second, topics were more discussed through World Cafe class than general discussion class. These results suggest 'World Cafe' class induced active participation of the students in class and have the effect producing the collective intelligence.

• Journal of Science Education
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• v.42 no.3
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• pp.352-370
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• 2018

The purpose of this study is to explore how Peer Instruction can continuously help improve third-grade students' participation and their ability to debate in Science classes. There were multiple-choice questions relating to the discussions and debating class and Peer Instruction of the entire third grade Science curriculum which had been applied for six months. Also, after looking into the class participation and the debating ability, there was a degree of increase. As a result, there were five areas in class participation which are class preparation, class activity, expressing oneself, class expansion, and class dedication; all have statistically significant effects on the six areas of the discussion skill: logic, analytical skill, listening skill, receptiveness, regularity, and initiative. As it shows, both of these areas show a significant statistical effect on the application of Peer Instruction and confirmed to have a positive influence on the change in the participation and the discussion skills.

• Proceedings of the Korean Society of Computer Information Conference
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• 2018.07a
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• pp.415-416
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• 2018

최근 기존의 지식 전달 위주의 수업에서 활동 위주의 학습자 중심 수업이 각광받게 되면서 플립러닝과 프로젝트 기반 학습이 주목받고 있다. 플립러닝은 교실 수업 전에 온라인학습으로 학습자가 획득해야하는 개념들을 학습하고 교실 수업에서는 토의와 토론, 협력적 문제해결을 강조한다. 프로젝트 기반 학습은 학습자가 학습 과제를 해결하기 위해 다양한 분야의 지식을 유기적으로 통합시키고 실제적 경험과 지식을 연결함으로써 학습내용에 대한 심층적인 이해와 고차원적인 사고를 하게 한다. 본 논문에서는 플립러닝과 프로젝트 기반 학습을 통합한 플립러닝형 프로젝트 기반 학습에 대한 연구 동향 분석을 통해 향후 연구를 위한 시사점을 도출하고자 하였다.

• The Mathematical Education
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• v.60 no.4
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• pp.493-508
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• 2021

This study aims to examine the effects of learner-centered mathematical instruction perceived by middle school students such as discussion learning, self-directed learning, and cooperative learning on their math self-efficacy and engagement in mathematics class. Moreover, it attempts to verify if there are differences in the mean of latent variables and effect among groups divided based on achievement level. Research results are as follows. First, discussion learning did not have a direct effect on students' engagement in mathematics class, but still created an indirect effect on it through math self-efficacy. Self-directed learning and cooperative learning created a direct effect on engagement in mathematics class as well as an indirect effect through self-efficacy on mathematics. Second, high-achievement group had a higher perception of discussion learning, self-directed learning, and cooperative learning than a low-achievement group, and showed a higher level of math self-efficacy and engagement in mathematics class. Third, there were significant differences among groups, in the effect of discussion learning on self-efficacy in mathematics, effect of self-directed learning on self-efficacy in mathematics, and effect of math self-efficacy on engagement in mathematics class. Thus, this study offers meaningful implications for the role of math teachers as assistants in learning for learner-centered math classes.

• Journal of Convergence for Information Technology
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• v.10 no.1
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• pp.149-157
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• 2020

This study aimed to explore the change of engineering students' competencies through the havruta class. In the havruta class, engineering students' competencies were compared with pre-test and post-test. The research tool was developed by selecting learning readiness, academic self-efficacy, and communication ability as the learner's competence in the havruta class. Finally, 105 data were analyzed with SPSS 21.0 for windows. First, there was a statistically significant difference in learning readiness. Second, there was no statistically significant difference in academic self-efficacy. Third, there was a statistically significant difference in communication ability. It was found that there was a positive change of competencies in learning readiness ability and communication ability in the havruta class. Although the findings are difficult to generalize to all majors, these results will be a useful basis for instructors who want to apply the havruta class.

• Journal of Science Education
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• v.33 no.2
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• pp.184-192
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• 2009

Understanding about the Nature of Science (NOS) is element of scientific literacy. Its importance is emphasized, especially understanding about NOS was presented as goal of science education on the fifth curriculum in Korea. Attempt of teaching NOS has been continuous in school, that was limited by method of using History of Science. Except method of using History of Science, Experimenting is appropriate for method of teaching NOS. We expected that is effective to apply reflective approach method for understanding the NOS and composite lesson to emphasize reflection and discussion to general experiment class in the school. We applied experiment class to emphasize reflection and discussion to second grade students in the middle school and researched whether positive reflection and discussion is helpful understanding the NOS in science experiment class or not, through questionnaire about NOS and analysis of observation and interview. As a result, experiment class to emphasize reflection and discussion was effective for scientific inquiry skills and sociality of scientific inquiry, particularly for relation observation with deduction and possibility of variable analysis to experiment result. Therefore, experiment class to emphasize reflection and discussion is effective for understanding the NOS.