• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1145-1157
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• 2011

The purpose of this study was to analyze and extract the features of verbal interactions between teacher and science-gifted students in their classes. For the purpose of this study, authors observed 27 elementary science classes for the science gifted of three elementary teachers. To analyze the verbal interactions in the classes, the authors have adopted the theoretical background, which was based on Sinclair & Coulthard's Initiative-Response-Feedback pattern. Verbal interactions in the classes were analyzed by Kim's framework, which modified Jeong's framework. IRF patterns were derived from the verbal interactions of science classes for the science gifted. As a result, authors obtained some important features in IRF pattern. The most commonly used IRF pattern was the teacher's managerial question-student's short answer pattern, which was due to the regional policy for the science gifted. The teacher's delayed feedback as well as the teacher's question was meaningful for student's thinking ability. If elementary teachers consider the pattern, the strategy should be applied, which is depending on student levels and levels of contents. But three teachers did not show the characteristic verbal interaction regarded as a pattern strategy. In the future, inservice programs about verbal interaction are needed for the science gifted classes.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.751-762
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• 2013

The purpose of the study is to develop a science writing program for middle school students and to analyze the effects of this program. The program consists of twenty-one 10-minute long sessions in 2 chapters (stimulus and response; the structure and function of plants) from the $2^{nd}$ year middle school textbooks. The team selected themes in science writing that can cultivate multiple facets of creativity in students: flexibility, originality and elaboration. The format of the science writing was diverse. The program was conducted through worksheets, and there was separate section within the worksheet for teacher to give feedback to students. The science writing program with teacher's feedback improved students' scientific creativity(p<.01). It seems like teacher's feedback is critical in checking students' concept and boosting students' creativity. The program is statistically effective in improving students' flexibility(p<.01), however it is not the case for improving on their originality and ability to elaborate(p>.05). We assumed that the relatively extensive portion of the writing was not suitable to improve students' ability to elaborate their ideas further as well as fostering originality. In order to improve the students' creativity and ability to elaborate, there is a need to adjust the amount of science writing, content, time.

• Journal of the Korean Chemical Society
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• v.68 no.5
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• pp.287-298
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• 2024

In this study, the planning and usage of questioning by the types of questions of sixty-six science teachers were investigated. The analyses of the results indicated that the levels of planning and the anticipation of student responses were differed by the types of questions. However, even if student responses were anticipated, feedbacks or follow-up questions were not planned. The ways to ask answers were found to be differed by the types of questions. The usage frequencies of the types of questions were differed depending on the types of lessons and constructivist perceptions. Student factors were considered as obstacles to effective questioning. Based on the results, some ways to improve science teachers' ability to use questioning effective were discussed.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.35-43
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• 2011

The purpose of this research is to confirm that how the support type of the assistant teacher changes the students' creativity and self-efficacy in the Robot Education, particularly Robot Edu-Camp. The study objects are 72 elementary students for 8 groups; each group has 9 students, and 4 groups of them have the assistant teachers and others are supported by giving some feedbacks for their questions or some information if they need. The assumption of this study sets up as in the following; there are no differences for the students' creativity and self-efficacy between the supporting of the assistant teachers with making robots and programing together and the giving feedbacks and information if students need. To verify this assumption, we use the nonequivalent control group in the pretest-posttest designs. The result is as in the following. There's no meaningful differences of the students' creativity by the support type of the assistant teachers. But in the self-efficacy, the groups which are giving feedbacks and information if they need have more higher level of achievement than others. The result shows that if the assistant teachers help the students directly, the students' levels of the self-direction, and control are low because they lean on the teachers. This will give you some implications to the follow-up studies about the support type of the assistant teachers in the Robot Education.

• Journal of the Korean Association of Geographic Information Studies
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• v.25 no.4
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• pp.222-237
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• 2022

This study was performed to predict change of forestland area in future to 2050 based on System Dynamics Model which is based on feedback loop by causal relationship. As forestland area change in the future depends on potential forestland conversion demands, each demand type of forestland conversion such as agricultural, industrial, public and residential/commercial use was modeled using annual GDP, population, number of household, household construction permission area (1981~2019). In results, all of conversion demands would have continuously decreased to 2050 while residential and commercial land would be reduced from 2034. Due to such shortage, eventually, total of forestland in South Korea would have decreased to 6.18 million ha when compared to current 6.29 million ha. Moreover, the forestland conversion to other use types must be occurred continuously in future because most of forestland is owned privately in South Korea. Such steady decrement of forestland area in future can contribute to the shortage of carbon sink and encumber achievement of national carbon-neutral goal to 2050. If forestland conversion would be occurred inevitably in future according to such change trends of all types, improved laws and polices related to forestland should be prepared for planned use and rational conservation in terms of whole territory management. Therefore, it is needed to offer sufficient incentive, such as tax reduction and payment of ecosystem service on excellent forestland protection and maintenance, to private owners for minimizing forestland conversion. Moreover, active afforestation policy and practice have to be implemented on idle land for reaching national goal 'Carbon Neutral to 2050' in South Korea.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.881-892
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• 2007

This study is aimed to classify teachers' questions and feedbacks as well as students' responses in term, of type and frequency, and speculate the distinctive features of verbal interactions including teachers' questions and feedbacks performed actively in the classes of the gifted in science. The 24 hours of the classes made for the 8th grade science-gifted students were observed and recorded. In addition, the mutual conversations between the teacher and the students were transcribed and analyzed, and the interviews with the teachers also were made. It is found that the teachers usually use the question methods of memory recollection, perception and memorization, together with an instant feedback method, while the students prefer to respond with rather short answers. The characteristic features of the class by the teachers who lead the active class show that they use the open questions at the beginning, raise the level of the questioning, use the questions 'why and how' frequently, and to ask evaluative questions. Their feedbacks to the students interestingly indicate that they show the students the attitude of accepting and receiving students' replies, invite different responses from other students by reserving instant answers or judgements to the students, and give the students the confidence of solving the next problems, by praising and encouraging them.

• Journal of the Korean Chemical Society
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• v.57 no.4
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• pp.499-506
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• 2013

In this study, clicker, also known as classroom response system, was applied to the chemistry method course at the university in Gyeongbuk, and preservice chemistry teachers' perceptions of clicker were surveyed. Before starting lecture, operation and class application of clickers were introduced to preservice teachers, and then 4-5 questions were presented to them in most classes during the term. After preservice teachers were asked to answer the questions, lecturer gave feedback based on the class answer distribution. Questions presented to preservice teachers were recall and/or understanding questions on learning contents, opinion questions, and questions about muddiest point. At the end of semester, preservice teachers were asked to rate their perception of clikers in terms of likert scale and essay type. They had positive perceptions of clicker use in aspects of cognitive effects, affective effects and media characteristics. They preferred conceptual understanding questions and monitoring questions among 8 clicker question types. Some cases using clickers in lecture and educational implications were also included.

• Journal of Educational Research in Mathematics
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• v.14 no.4
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• pp.347-366
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• 2004

Recently, there have been many assessment researches in Korea. The aim of this study is to reflect on framework for mathematics assessment in RME which is based on Jan de Lange's assessment theory and to induce desirable directions for our mathematics assessment in nation-level and class-level. In order to attain these purposes, the present paper reflects the philosophy of RME, Jan de Lange's framework for mathematics assessment, assessment framework of the unit 'Side Seeing', one of Mathematics in Context textbook series, as an exemplar to which Jan de Lange's framework is applied. Based on these reflections, it is discussed that it needs to specify achievement standards presented in mathematics curriculum more particularly in order to have framework including mathematical abilities of level 2 and level 3 in Jan de Lange's framework appropriate to our situations, to apply the framework to nation-level and class-level consistently, and to enhance abilities of teachers and student teachers for mathematics assessment.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.267-289
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• 2009

Students have difficulties in solving linear equation problems with a variable on the right side rather than linear equation problems a variable on the left side of the sign of equality. In order for students to overcome such difficulties, opportunities to experience many types of basic linear equation problems would have to be provided. Also, it is necessary to examine the process of students' problem solving process by constructing various types of evaluation item and test them in instruction and learning of linear equations, or grasp students' studying statues through individual interview and based on theses, error correction through feedbacks have to be achieved.

• Journal of The Korean Association of Information Education
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• v.19 no.3
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• pp.311-322
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• 2015

This study analyzed the trend and problems in the design of contents developed by teachers, and suggested strategies for improvement. It analyzed the contents ranked as the first level in the Research Competition on Educational Informatization for the last 3 years. Concerning the 8 types of instructional activities and the 6 types of knowledge acquisition, most contents took limited types(i.e., the individual tutoring type, the concept learning type and the principle learning type). In addition, when the contents were evaluated according to the quality certification criteria for educational software, it was found that the quality level of the design was low in many criteria. When the content analysis was applied for the in-depth analysis of design characteristics, various problems were found in the areas such as evaluation, feedback and learning objectives. Also other common problems were found in the design areas such as level-based differentiated learning, interaction between students and contents, presentation of text and narration, utilization of information on a student, screen design, the content level appropriate for students. In relation to the problems found from the analysis, some strategies for improvement were suggested concerning the following topics: question selection and guidance for evaluation, content and types of feedback, statement of learning objectives, selection of content, interaction, and screen design.