• Journal of the Korean Chemical Society
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• v.63 no.5
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• pp.360-375
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• 2019

The purpose of this study was to investigate beginning science teachers' perceptions of inquiry-based science instruction using open-ended questionnaire and semi-structured interview. Participants of this study voluntarily set up a goal of inquiry-based science instruction, planned inquiry-based science lessons, and shared and reflected their teaching experiences in their professional learning community for more than a year. Participant teachers recognized students' construction of core scientific concepts through performing scientific inquiry as a goal of science inquiry instruction. Participant teachers indicated that goals of science education such as 'learning scientific core concepts', 'improving students' interest of science', 'improving scientific thinking', and 'understanding the nature of science' can be achieved through students' active engagement in scientific inquiry. Participant teachers recognized not only the importance of teachers' role, but also what roles science teachers should play in order to enable students to perform scientific inquiry. Participant teachers emphasized teachers' roles such as 'identifying core concepts', 'reorganizing science curriculum', 'considering student ability', 'asking questions and providing feedbacks to students', 'explaining scientific concepts', and 'leading students' argumentation.'

• Journal of Science Education
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• v.39 no.3
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• pp.404-417
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• 2015

It is important for student to participate in classroom actively in order to raise effeciveness of education. In this study, we have considered the science textbooks as major factor which influence to participation in the science class, and aimed to find the problems of current sicence textbooks as tool to promote students' participation, and the improvement method. The questionnaire which include the questions to ask requirements for and problems of science textbooks for learner-centered instruction was developed, and then 99 science teachers and 821 students answered the questionnaire. As a result, students responded that current science textbooks lacked explanation, had many of difficult words and complex sentences, and were uninteresting. Teachers responded that current science textbooks had large in quantity, were written knowledge centered, and lacked of link with real life, and of story. To conclude, science textbooks revitalizing the students' participation had to strengthen the link with real life, increase students' activities, use words and sentences appropriate level for students, strengthen storyline, and provide sufficient chances to check the students' understanding by themselves.

• 한국정보교육학회:학술대회논문집
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• 2006.08a
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• pp.129-134
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• 2006

본 논문에서는 정보과학영재교육을 위한 문제해결력 증진과 논리적 사고력 향상을 위해 미래 사회의 핵심이 될 로봇에 대한 초등학교 저학년용 교육 프로그램을 설계하여 값 비싼 교구 없이 일반학교와 영재교육의 심화과정 으로 사용할 수 있도록 하였다. 일반학교 3학년 학생을 대상으로 하여 1학기 분량으로 재량 수업시수 17차시 의 분량으로 학생들의 능동적인 참여를 유도하는 학습내용을 제시하였으며, 향후 연구방향을 제시하였다.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.347-360
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• 2016

This study focused on the use of student assessment activities to investigate the impact on reflective thinking in Argument-based Inquiry. The participants of the study were 166 10th grade students (six classes). Over one semester, students participated in five ABI programs that we developed. The experimental group (84 students) was taught Argument-Based Inquiry with students' self and peer assessment activities. The comparative group (82 students) was taught without the activities. We analyzed students' reflective writing to investigate how the student assessment activities influenced the students' reflective thinking. We also used the interviews and surveys to examine the validity of student assessment activities. According to analysis of the reflective writing, the experimental group had a significantly higher mean score than the comparative group in the 3rd and 5th writing. The ratio of students who showed a metacognitive level of reflection with regard to analysis of inquiry process, understanding of learning, and change of thinking increased in both groups, but the experimental group's ratio was higher than the comparative group's. The result of analysis of the reflective practice showed that the ratio of the experimental group's students who reached the metacognitive level of reflection in their writing increased, while the comparative group's decreased. Therefore, we conclude that student assessment activities can create a learning environment that facilitates student participation, increases the students' engagement in the learning process, and can be used as a tool to scaffold learning.

• The Journal of Korean Association of Computer Education
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• v.6 no.3
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• pp.163-171
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• 2003

There are making epoch changes of a teaching method and educational contents as information communication technology (ICT) introduced to school education. The 7th curriculum induces that teaching hours should be assigned to education using ICT more than 10% of all classroom work hours. In this study, we established basic course of courseware design for applying ICT to physical education effectively in the 7th curriculum. We developed distance-learning program for motion of short-distance race and the entire his power race in middle school using Web. Flash and Database. And we evaluated efficiency by students that are 4 classrooms (140 persons) after teaching using the WBI. According to results of questions and a test, the students expressed that education using ICT make understanding of instruction substance effectively. concentrating their attention on teaching and concerning in teaching actively.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.251-257
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• 2010

Integrated education is an ultimate goal of education for the disabled students. Thus, it is very important to let the disabled students participate in integrated class actively and vividly. The purpose of this paper is to propose design principles to allow the disabled students to participate in integrated class actively using mobile learning concept. Our design principles have the following characteristics. First, students can participate in class anytime anywhere. Second, the design principles are made for social class of the disabled students.

• School Mathematics
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• v.5 no.1
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• pp.135-149
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• 2003

We present an understanding about students' conceptual model of differential equations, based on the discourse data that were collected in a differential equations course at a university in Korea. An interpretive approach is taken to analyze classroom discourse. This paper consists of three main parts. First, we completely analyze the students' use of conceptual metaphor in a university differential equations class. Secondly, we identify conceptual metaphors representing students' conceptual model of differential equations. Finally, we describe the mathematical characteristics of the conceptual metaphors identified in detail. Among other things, this paper reveals that there exists dual aspects of the students' conceptual model of differential equations. In other words, in the differential equations course observed we found that the students very often used two kinds of conceptual metaphor,“machine metaphor”and“fictive motion metaphor”, that have contrastingly different mathematical characteristics. In order to interpret the duality, we take a sociocultural perspective, and this perspective suggests and helps us to realize the significance of understanding of cognitive diversity in mathematics classroom.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.11
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• pp.6527-6535
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• 2014

This research aims is to confirm the effects of cultural competence of an action learning based teaching method in multicultural nursing education. Cultural competence was composed of cultural knowledge, cultural awareness and cultural acceptance. A total of 118 college students were enrolled in this study. Both before and after learning, the students were guided to fill out a questionnaire regarding culture competence. The students from each group studied multicultural nursing by different teaching types: the Traditional Lecture-based Teaching method (TLT) and Action Learning based Teaching method (ALT). Data analysis was carried out by SPSS 21.0. A pre-post comparison within the group was performed using a paired t-test and the comparison between groups was performed using ANCOVA. The results showed that there was a significant difference in the culture competence in both teaching methods. In addition, ALT showed higher cultural acceptance results than TLT; however, there was no difference in cultural knowledge and cultural awareness between the two groups Therefore, ALT should be considered as a teaching method to enhance cultural competence in multicultural nursing education for Nursing students. Further studies on instructional design according to the task types, nursing performance, and the validity of ALT will be needed.

• Journal of Korea Society of Industrial Information Systems
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• v.20 no.3
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• pp.1-9
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• 2015

Internet ethics is one of liberal arts courses in a college. We also have taught this subject for a number of years. In order to effectively communicate to students the internet ethics course, we gave some demonstration practice lectures by taking advantage of internet ethics related videos. Since the latest video presentation and its discussion were performed, it was helpful for students to recognize the internet ethical issues and concerns. However, simply video watching is short in the view of students' learning outcome improvement, since each student just watches the content passively in a class. Thus, we assign small student group consisting of 3 people make a video on internet ethics topic. This team project based class methodology is effective to each student who actively participates in the class and understands the concept which they directly make a video. We confirmed that classroom students' understanding for internet ethics has been increased by a survey of the class attendees.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.297-308
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• 2007

Inspired by the idea that classroom instruction proceeds through knowledge-sharing, this study examined different modes of knowledge-sharing that were realized in discursive practices in Korean secondary science classrooms. Data came from 9 science teachers. An interpretative strategy was employed to analyze the video-recording of the teachers' own science classrooms and transcriptions. The results showed four different modes of knowledge-sharing, including 'retrieving subject matter knowledge', 'reformulating subject matter knowledge', 'expansion and elaboration of understanding', and 'negotiation of meaning'. It was also revealed that there was a tie between an active mode of knowledge-sharing and scaffolding: the former allowed students to take active roles in discourses and the latter was one of the desired patterns of classroom interaction. It was suggested that further studies should be conducted to understand science instruction from more varied perspectives and to examine and utilize the detailed features of desired classroom practices like scaffolding.