• Communications of Mathematical Education
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• v.16
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• pp.201-215
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• 2003

이 연구에서는 창의적인 문제해결능력을 검사하는 도구로 널리 알려진 개방형 문항 5 문제를 수정 또는 번역하여 중학교 2학년 학생들에게 적용하고 그 결과를 분석하였다. 검사도구에 대한 양호도 분석 결과는 다음과 같다. 첫째, 문항 내적 일관성 신뢰도(Cronbach ${\alpha}$)의 계수는 0.8이다. 둘째, 문항반응이론에 근거한 문항의 적합도 지수는 모두 1.2미만으로서 분석모형에 적합한 문항이라고 볼 수 있다. 또한, 문항간의 난이도의 차이는 로짓트 점수가 0.6을 넘지 않은 범위에서 골고루 분포되어 있다. 셋째, 문항 신뢰도 지수가 모두 0.80보다 높은 것으로 나타나 사용된 문항들은 서로 잘 분리되어 창의적 문제해결력을 추정하고 변별하는데 무리가 없다. 학생들의 반응에 대한 분석 결과는 다음과 같다. 문항1에서 곡선을 이용한 반응은 영재학생들에서만 발견할 수 있었다. 문항2에 대한 각 반응의 독창성 점수는 모두 0이다 이것은 문항2가 널리 알려진 문제에 기인한 것으로 해석된다. 문항3은 영재학생들이 더 많은 반응을 보인 것으로 모든 반응이 독창성 점수를 부여받았다. 문항4에 대하여 일반학생들은 거의 반응을 하지 못하였다. 문항5는 대부분의 학생이 반응을 하였으며 반응의 종류도 가장 다양하였다.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.798-804
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• 2006

In this study, we investigated students' responses to a discrepant event and an alternative hypothesis which had been presented in the conceptual change processes from the phlogiston theory to the oxygen theory, and compared them with scientists' responses. The data concerning scientists' responses to the discrepant event and the alternative hypothesis were gathered from the relevant literature on the history of science. Subjects were 148 eighth graders who possessed the target misconception about combustion through a preconception test. After having been presented with the discrepant event and the alternative hypothesis, students were asked to respond to the test of response to discrepant event. Although similar types of responses were obtained from both scientists and students, there was also a clear difference. Scientists tended to focus on explaining the problems of the discrepant event, whereas students tended to ignore and/or exclude the discrepant event in order to maintain their previous beliefs. Only a few students were also found to change their beliefs after having been presented with the alternative hypothesis.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.63-75
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• 2017

The purpose of this study is to explore the effect of responsive teaching on students' productive argumentation practice. The participating students predicted the results of an activity to measure in which location on the body (the head, spine, or back of the hand) they would feel a cellphone's vibrations faster. They then engaged in the activity and built an argument to justify it. We interviewed the teacher to understand her thoughts regarding what was expected in the class. We also recorded and transcribed the class and the interview, for use in the analysis of the students' epistemological framing and the teacher's responsive practice in small group argumentation. We discovered that the teacher intervened in the groups with questions that elicited students' thoughts as starting points for her responsive practice. Her eliciting questions led the students to talk about their ideas, supporting their engagement in the argumentation. The teacher's understanding of the argumentation lesson and her behavior to understand the students' ideas reflected her productive framing, which led her to elicit students' ideas and to support their active interaction during the small-group argumentation. She presented rebuttals against students' ideas, engaging in the argumentation as another participant, not as an evaluator. This supported the equality of intellectual authority in the group and showed students how to engage in the argumentation, supporting students' productive framing. As a result of these responsive teaching practices, the students shifted their epistemological framing, resulting in productive argumentation practice. The results of this study will contribute to developing teachers' responsive teaching strategies to support students' productive framing in science classrooms.

• Journal of the Korean Chemical Society
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• v.50 no.5
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• pp.374-384
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• 2006

this study, the teaching methods of three science teachers for lead-iodide precipitation reaction experiment were compared. The difference of 9th grade students' understanding was searched according to the science teachers teaching styles, also. Among the three teachers, Teacher A taught students based on the science textbook and allowed students to think themselves and to get out conclusion by the experiment. Teacher B and Teacher C gave students a lot of explanations related to interpretation of the experiment. The percentage of no response on the experiment report of Teacher A was higher than those of Teacher B and Teacher C. But the students of Teacher B and Teacher C tended to have limited thoughts because of the teachers explanations. In spite of the difference, it was common phenomenon that few students understood concepts through the experiment. A lot of students were interested in the experiment, but it was hard to understand Law of definite proportions according to the experiment.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.04a
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• pp.211-226
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• 2006

이 연구는 수학 창의적 문제해결력을 바탕으로 수학 영재를 판별하기 위해서 수학 창의적 문제해결력 검사를 개발하고, 유창성만으로 수학 창의성을 평가한 이 검사 방법의 신뢰도와 타당도를 검증하는데 있다. 10개의 개방적인 수학 문제를 개발한 바, 수학적으로는 직관적 통찰력, 정보 조직력, 추론능력, 일반화 및 적용력, 반성적 사고력을 요구하는 문제들이다. 이 10문항을 영재교육기관에 입학하고자 지원한 초등학교 5학년 2,2029명에게 실시했다. 교사들은 각 문제에 대해 타당한 답을 제시한 빈도로 유창성을 측정했다. 학생들의 반응은 Rasch의 1모수 문항반응모형을 기반으로 한 BIGSTEPTS 로 분석했다. 문항반응 분석결과, 이 검사는 창의성을 유창성만으로 측정할 때도 영재판별 검사로서 신뢰도, 타당도, 난이도, 변별도가 모두 양호한 것으로 나타났다. 덜 정의되고, 덜 구조화되고, 신선한 문제가 영재교육 프로그램에 지원한 학생들의 수학 창의성을 측정하는데 좋은 문제임을 확인할 수 있었다. 또한 이 검사는 남학생이 여학생보다 수학 창의적 문제해결력이 우수하며, 영재교육원에 지원한 학생들이 수학영재학급에 지원한 학생들보다 더 우수함을 확인해 주었다.

• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.111-122
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• 2005

The goal of this study was to investigate the differences in the effect of feedback from different providers on elementary school students' science achievement and to examine the responses of the students regarding the feedback. Three 6th grade classes were chosen to be assigned as experimental group 1, experimental group 2, and control group, respectively. In experimental group 1, the teacher provided feedback with students concerning the formative evaluations which were conducted periodically. Experimental group 2 was the one in which students were organized into small groups to compose and exchange feedback with one another. No feedback was of offered to students in the control group. The results of the science achievement test indicated ,that the provision of feedback by the teacher resulted in more gains in student academic achievement. The interviews with students revealed that the learners made positive responses to the feedback provided by the teacher while they showed negative attitudes toward the feedback exchange among students. There were also differences in student responses to feedback between high and low achievers in science. Implications for science lessons and science education research were presented and discussed.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.739-753
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• 2019

The purpose of this study is to explore characteristics and limitations of a novice teachers's responsive teaching practice, who framed argumentation productively. One novice teacher and two eighth-grade classes participated in this study. Two of the small student groups with active teacher intervention were selected as focus groups. Students engaged in argumentation activity where they built an argument for hearing if the eardrum was torn. We recorded the class and interviews with the teacher and the students, which were transcribed for use in the analysis of the teacher's responsive teaching practices and epistemological, positional framing. We discovered that teacher thought that he should position himself as a facilitator to encourage students to present ideas clearly and to reach consensus. His framing was consistent in responsive teaching practices. Positioning himself as a facilitator, after he framed the discussion as idea sharing discussion by eliciting and probing students' idea, he framed the discussion as argumentative discussion by taking up students' idea and pointing out disagreement between them. As a result, members of small group 1 engaged in argumentative discussion and reached consensus. However, the teacher's productive framing did not guarantee students' productive argumentation practice. In small group 2, he did not elicit and probe students' ideas successfully. As a result, members of small group 2 did not engaged in argumentative discussions. He responded limitedly to the lack of students' conceptions because of lack of understanding about learners. Also, he mainly attended to students' reasoning, and not to students' framing about argumentation because he considered argumentation only as a tool for conceptual learning. The result of this study will contribute to the establishment of responsive teaching in science classrooms.

• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.514-524
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• 2018

The purpose of this study was to investigate learners' reaction behaviors by the type of learning motive when teaching messages were delivered. The subjects of this study were 82 students from Auniversity and Buniversity in the metropolitan area. Students were online collaborative learning. The instructor delivered six messages. Since then, the researchers have measured the learner 's response time and the frequency and level of interaction. And analyzed using an independent sample t-test. As a result, the frequency and level of interaction increased before the message was delivered. The response time to instructional messages was the fastest among the students with performance avoidance goal orientation. Mastery goal orientation students were most sensitive to scaffolding messages. Performance avoidance goal orientation students responded most sensitively to the reminder message. Finally, Mastery goal orientation students had the most action on new topics. And performance approach goal orientation students had the most to do with accuracy and relevance.

• Journal of the Korean Chemical Society
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• v.46 no.4
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• pp.345-353
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• 2002

The purpose of this study was to analyze the influence of mental capacity and understanding of the oxi-dation-reduction concepts on the completion of the balancing redox equations. Participants were 92 senior high school students and 57 science high school students. Tests were conducted to measure the mental capacity, the understanding of the oxidation-reduction concepts and the completion of the balancing redox equations and the influence on the per-formance was analyzed. The performance of the senior high school students increased as the mental capacity increased, but the performance of science high school students did not change by mental capacity. Most of senior high school stu-dents couldn't understand the oxidation-reduction concepts well. Most of science high school students, however, under-stood the concepts completely and partially. The students who had a good understanding of the oxidation-reduction concepts showed a good performance for both senior and science high school students, regardless of the problem pattern.

• The Journal of the Convergence on Culture Technology
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• v.8 no.4
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• pp.289-296
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• 2022

The purpose of this study was to examine the students' responses and self-understanding in the liberal arts and personality class, one of the compulsory liberal arts subjects at S University. The results of the study are as follows. First, the degree of influence on students' positive change in this class was higher than normal using a five-step Likert scale. In particular, as a result of the film discussion conducted by the researcher, satisfaction was very high. Second, as a result of picture test analysis, changes in coping ability through stress and resource scales were seen in the students, and it was an opportunity for students to understand themselves by looking into their minds. This study presented example of classes that can cultivate students' personality through literature, art, and video, and cultivate their qualities as global citizens, such as responsibility, leadership, cooperation, consideration, communication, and empathy, through discussion.