• Title/Summary/Keyword: 학생활동

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Developing an Instrument to Evaluate Habitual Physical Activity Level of Elementary School-aged Children in Large Populations: A Preliminary Study (초등학생의 일상적 신체활동 측정 도구 개발을 위한 예비조사)

  • An, Ji-Yeon;Tak, Young-Ran
    • Korean Journal of Health Education and Promotion
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    • v.27 no.5
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    • pp.1-14
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    • 2010
  • Objectives: This study is an explorative study for developing an instrument to measure habitual physical activity level of school-aged children. Methods: HPAQ-S consists of 41 items and a self-reported 5-day recall instrument designed to assess habitual physical activity level for school-aged children. For the validity and reliability test, a sample consisted of 28 children, aged 10-11 years old. Results: 41 question items showed an acceptable internal consistency (cronbach's alpha=.89). A significant positive correlation with the pedometer results (r=.69, p<.001) and with Borg's questionnaire (r=.76, p<.001) support the validity of HPAQ-S. Conclusion: HPAQ-S may be more useful for measuring habitual physical activity level of elementary school-aged children in large populations.

Analysis of the Learning Activities using Asexual Reproduction Learning Application for School Students with Special Needs in Middle School by the Cultural Historical Activity Theory (문화역사적 활동이론을 통한 중학교 특수교육 대상 학생의 무성생식 스마트러닝 활동 분석)

  • Kim, Ah-Ra;Jeong, Jin-Su;Kim, Yong-Seong;Moon, Dong-Oh
    • Journal of Science Education
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    • v.40 no.1
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    • pp.52-71
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    • 2016
  • The purpose of this study is to analyze the learning activities which use asexual reproduction learning application(app) of students with special needs through the Cultural Historical Activity(CHAT). The asexual reproduction learning app was developed for students with special needs, and analyzed the learning activities of students with special needs in perspective of CHAT. The app was developed as subsidiary study material for asexual reproduction inquiry learning. Main functions of the app were composed of concept learning, problem solving, video playing, and report writing. According the CHAT analysis, findings indicated that students with special needs as the subject were able to organize division of labor demonstrated in cooperative learning with the object to actively participate in the class by using the tool of an app. This study also showed effective teaching strategy for improvement of learning achievement and task behavior level of student with special needs.

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Difficulties of Elementary School Students in the Role-playing Analogy Activity for Concept Learning of Heat Transfer (열전달에 대한 역할놀이 비유활동 구성 및 수행과정에서 초등학생이 겪는 어려움)

  • Chang, Jaechul;Na, Jiyeon
    • Journal of The Korean Association For Science Education
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    • v.37 no.6
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    • pp.1063-1073
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    • 2017
  • This study analyzed the difficulties elementary school students have in role-playing analogy activities for concept learning of heat transfer. Eleven fifth graders were given an orientation class on role-playing analogy activity, a class for concept learning of heat transfer as presented in a textbook, and then they performed the role-playing analogy activity with concepts of heat transfer. After the classes, researchers investigated the difficulties students encountered through questionnaires and interviews. The following are results of the research: Difficulties that students faced in role-playing analogy activity can be classified into five types. First, students encountered difficulties in expressing the analogy. The students who had difficulties in expressing the analogy focused on expressions outside the science concepts or lacked understanding of the science concepts. They also had difficulties in expressing the analogy because they lacked the expressiveness of analogy or abilities in mapping errors. They had difficulties in expressing the planned role-playing analogy in a narrow space. Second, students also experienced difficulties in performing activities due to lack of understanding on activities or lack of experience. Third, students experienced difficulties in selecting roles because they preferred the specific role or unwanted the specific roles. Fourth, the members of group experienced difficulties in group activities because they did not concentrate on activities, failed to perform roles, or showed attitudes of an onlooker. Fifth, they experienced difficulties in communications due to unilateral communication, conflicts of opinions, and lack of opinions.

Exploring Secondary Students' Dialogic Argumentation Regarding Excretion via Collaborative Modeling (배설에 대한 협력적 모델링 과정에서 나타난 중학교 학생들의 대화적 논변활동 탐색)

  • Lee, Shinyoung;Kim, Hui-Baik
    • Journal of The Korean Association For Science Education
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    • v.37 no.6
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    • pp.1037-1049
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    • 2017
  • The purpose of this study is to explore how the flow of discourse move and their reasoning process in dialogic argumentation during group modeling on excretion. Five groups of three to four students in the second grade of a middle school participated in the modeling practice of a Gifted Center. Analysis was conducted on argumentation during the modeling activity in which students should explain how the waste product (ammonia) leaves the body. It was found that there was a sequential argumentative process-tentative consensus, solving the uncertainty, and consensus. There were several discourse moves - 'claim' and 'counterclaim' in the stage of tentative consensus, 'query' and 'clarification of meaning' in the stage of solving the uncertainty, and 'change of claim' in the stage of consensus. Students participated in the dialogic argumentation by constructing argument collaboratively for reaching a consensus. Critical questioning in the stage of solving the uncertainty and reasoning in the stage of consensus were the impact factors of dialogic argumentation. By answering the critical questions, students changed their claims or suggested new claims by defending or rebutting previous claims. Students justified group claims with diverse argumentation scheme and scientific reasoning to reach a group consensus. These findings have implication for science educators who want to adopt dialogic argumentation in science classes.

Effects of 3-Steps Mind Map Activities on the System Thinking of Science Gifted Students: Focused on the Astronomy Contents (3단계 마인드맵 활동이 과학영재 학생들의 시스템 사고 향상에 미치는 효과 : 천문 내용을 중심으로)

  • Son, Jun Ho;Kim, Jonghee
    • Journal of Gifted/Talented Education
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    • v.26 no.2
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    • pp.257-280
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    • 2016
  • This study is focused on how the science gifted students can improve their system thinking by applying 3-steps mind map activities about astronomy contents. Through the pre-study two times, 9 students in 6th grade were participated in this study. It was analyzed the degree of improvement of systems thinking through the science gifted students' mind maps, causal maps and their interviews. The results of the study showed that the experimental group's system thinking who learned 3-steps mind map activities was more complex and diverse than the controlled group's. Therefore 3-steps mind map activities that have been developed in this study will be valuable as an alternative to improve their system thinking. Through this study, 3-steps mind map activities were confirmed that by inducing background knowledge activation and thinking systematization can be an alternative to improve the system thinking of science gifted students. So the 3-steps mind map activities can be helpful in cultivate human resources with creative problem solving ability based on their system thinking.

An Exploration of Teaching Method for Scientific Inquiry including Scientific Argumentation in School Science (학교 과학교육에서의 과학적 논증활동을 위한 탐구학습 지도방법 탐색)

  • Lee, Hyon-Yong;Cho, Hyun-Jun
    • Journal of the Korean Society of Earth Science Education
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    • v.5 no.2
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    • pp.175-188
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    • 2012
  • The purpose of this study were to explore teaching method for scientific inquiry including scientific argumentation to increase students' scientific literacy. For this study, the detailed guideline including assessment frame for students' argumentation was developed and applied to seventh and ninth grade students. From this application, data were collected from the students' views by pre, post questionnaire and the teachers who had taught to their students by questionnaire including students' attitudes change and applicability. From this study, the result were following. The change of students' perceptions was revealed by questionnaire and the teachers' description. And the applicability of this teaching method was indicated by the teachers' opinion. From these findings, the method was found as applicable teaching method to teach scientific inquiry including scientific argumentation in school science.

Exploring Small Group Argumentation and Epistemological Framing of Gifted Science Students as Revealed by the Analysis of Their Responses to Anomalous Data (변칙 사례에 대한 과학 영재 학생들의 반응에서 드러난 인식론적 프레이밍과 소집단 논변활동 탐색)

  • Lee, Eun Ju;Yun, Sun Mi;Kim, Heui-Baik
    • Journal of The Korean Association For Science Education
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    • v.35 no.3
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    • pp.419-429
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    • 2015
  • In this study, we explored students' epistemological framing during scientific argumentation and how interactions among group members influenced group argumentation. Twenty-one gifted science students divided into groups of three or four participated in this study. Students' discussions related to data interpretation concerning the rate of photosynthesis were analyzed. Students' activities were videotaped in groups so the discourse could be transcribed and students' behavioral cues analyzed. Students' epistemological framing has been identified through analysis of their speech and behavioral responses to the anomalous data from the inquiry process. Subsequently, their sources of warrant and group argumentation levels were explored. We found out that group members framed the inquiry in two ways: "understanding phenomena" and "classroom game." Group members whose framing was "understanding phenomena" required other members to justify the anomalous data by examining its validity and reliability, which conclusively demonstrated a high level of argumentation. On the other hand, when group members used "classroom game" to frame their argumentation, they did not recognize the necessity of explaining the anomalous data; rather, these students used simple empirical justification to explain the data, reflecting a low level of argumentation. When students using different epistemological framing disagreed over interpretations of anomalous data throughout the discussion, clashes ensued that resulted in emotional conflict and a lack of discussion. Students' framing shifts were observed during the discussion on which group leaders seemed to have a huge influence. This study lays the foundation for future work on establishing productive framing to prompt scientific argumentation in science classrooms.

An Analysis of Open Inquiry Activities Elementary School Students Want to Conduct (초등학생들이 선정한 자유탐구활동 주제 분석)

  • Park, Jong-Sun;Song, Young-Wook;Kim, Beom-Ki
    • Journal of The Korean Association For Science Education
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    • v.31 no.2
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    • pp.143-152
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    • 2011
  • The purpose of this study is to investigate the contents of open inquiry activities of the newly revised 2007 National curriculum for each grade level and to teach open inquiry activities and selection of rational inquiry activities. For this study, 470 elementary students in Seoul, ranging from 3rd to 6th grades were surveyed. The experiment plans written by students were analyzed based on the analysis criteria. These criteria consisted of the reason for the selection, type, and suitability of open inquiry activities. The reason for selecting open inquiry activities were analyzed according to the reason why they want to conduct the activity, degree of getting help and the object of getting help. The types of the open inquiry activities were analyzed according to the field of inquiry, the inquiry method and the period of inquiry. Suitability of the open inquiry activities were analyzed according to the reason of suitability or unsuitability.

An Analysis of the Activities Operating a Tool in Model Development Process (모델 개발 과정에서 도구를 조작하는 활동 분석)

  • Shin Eun Ju;Lee Chong Hee
    • School Mathematics
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    • v.6 no.4
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    • pp.389-409
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    • 2004
  • This article presents a case study in which three middle school students developed models in modeling activity using a tool. We research the interaction of model development process and the activities operating a tool in the modeling. And we investigate whether students are able to create generalizable model, after a tool mediates students' thought process and students internalize the perceptive activity operating a tool. The analysis of our case study led to three results. First, as students were able to integrate perceptive activity operating a tool and cognitive activity, they reasoned about the relationships among changing quantities and developed the model. Second, students corrected and refined developed models with reflecting the perceptive activity operating a tool. Third, as students internalized perceptive activity, students were able to create generalizable model, which is a graph of height as a function of the amount of water that's in the beaker.

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University Students' Perceptions of Class Activities in Business Major English Class and Its Implication for Good Business English Reading ('비즈니스 전공영어' 수업활동에 대한 학생들의 인식 및 시사점)

  • Kim, Bu-Ja
    • Journal of Digital Convergence
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    • v.15 no.2
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    • pp.35-46
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    • 2017
  • According to domestic and foreign research, one of the common characteristics of good teaching is a variety of class activities. To make 'Business Major English' a good class, the researcher used a variety of class activities such as professor explanation, group activities & presentation, vocabulary quizzes, reading comprehension, homework and test feedback. The participants were 39 junior students who took 'Business Major English' in 2015 and 2016. Data on student perception were gathered from questionnaires. The analysis of the data showed, first, that the class activity the students preferred the most was professor explanation. Second, the class activity which was the most helpful in understanding text content and English sentence structures was professor explanation. Third, there were not many students preferring group activities & presentation and the students found group activities & presentation the least helpful in understanding text content and English sentence structures. Given the results, this study implies that for English class activities, students' preferences and the help they perceive have a relation to the characteristics of a class and students' English proficiency.