• Journal of the Korean School Mathematics Society
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• v.22 no.1
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• pp.63-80
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• 2019

This study aims to investigate noticing of pre-service secondary mathematics teachers. For the purpose of this study, we analyzed journals of four pre-service mathematics teachers. Our analysis was based on a framework including three categories such as Aware, Interpret, and Response. As results, we found a tendency that pre-service secondary mathematics teachers have more general awareness of students and relatively fewer interpretations of students' mathematical thinking than other categories. In addition, in the category of Response, the pre-service secondary mathematics teachers were more likely to explain to students than to promote students' thinking through questions. Based on these results, we would like to discuss implications for pre-service secondary mathematics teacher education.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.193-202
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• 2009

The purpose of this study was to investigate undergraduates' characteristics of problem-solving process through analysis of the response patterns on problem-solving laboratory. For this purpose, 18 freshmen taking a problem-solving-type general chemistry laboratory had been interviewed for the analysis of the characteristics of problem-solving process. According to the results, the students' responses have been classified into five types; trying to solve problems using new factors, trying to solve problems by finding missing factors in manual, recognizing problem-situations but just repeating the given process, not recognizing problem-situations but trying to solve doubts generated during execution, satisfying about results, and taking no further action. These results can be used as materials to suggest the role model of the students' laboratory execution and to look back on each students' execution.

• Journal of dental hygiene science
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• v.10 no.5
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• pp.307-314
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• 2010

This study aimed to measure such features of emotional responses perceived by students as learning climate, department living stress, and perceived helplessness to analyze their effects on major satisfaction among students at the department of dental hygiene; to do this, a survey was conducted with 431 students, regardless of college year, who were at the department of dental hygiene in four colleges in Gyeonggi Province, Daejeon, and Chungcheong Province. An existing emotion scale which went through the generalization process was used to draw a multiple model in the combination form in order to collect emotional factors affecting college students' satisfaction with their major, which had existed as a hypothetical proposition, and make overall interpretation of relevance through the explainable, predictable modeling process by measuring emotional factors and phenomenal description of the level of general perception. The results showed that major satisfaction was very significantly affected by emotional features among students at the department of dental hygiene, which needs to be treated as an important factor to enhance expertise related to major learning and improve students' living.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.283-296
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• 1998

This study was to identify middle school and college of education students' preconceptions about dielectric polarization and explore the students' reponses on the supporting or conflictual evidences on their preconceptions by letting them observe the demonstrations using electroscope, charged material, six conductor rods and six insulator rods. Letting students select the demonstrations to be observed by themselves, students' evidence selection types were classified as two : to select the evidences to testify their uncertain preconceptions, and to obtain the confirmation evidences about their preconceptions. And each evidence selection types, again, could be subclassified as three and two respectively. When students observed the conflictual observations, all accepted the observation itself. For supporting observational evidences, almost of all students showed the error of 'acceptance of antecedent' in the syllogism, that is, they did not required the succeeding supporting observations. Students' reponses on the conflictual observational evidences were classified as two: to reject the hard core of preconceptions, and to modify the students' auxiliary ideas related to the hard core with preserving the hard core. The first type reponses were, again, could be classified as three subtypes but, in all cases, students introduced new concept to explain the conflictual evidences. This responses indicated that Lakatosian rather than Popperian view is more acceptable to understand the students' reponses on the conflictual evidences. The second type reponses also were classified as three subtypes, and it was found that more middle school students than college education students were involved in this second type. That is, students who did not have perfect understanding of auxiliary ideas related with the hard core of preconceptions were more apt to change or modify theses auxiliary ideas rather than reject the hard core, this means that the quality of understanding of auxiliary ideas also take an important role in the change of hard core concept.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.511-536
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• 2017

The present study aims to investigate ways in which pre-service secondary mathematics teachers anticipate 1) students' responses to specific mathematical tasks which are chosen or devised by the participating pre-service teachers as requiring students' higher cognitive demand and, 2) their roles as math teachers to scaffold students' mathematical thinking. To achieve the goal, we had our pre-service teachers to engage in an adapted version of Spangler & Hallman-Thrasher(2014)'s Task Dialogue writing activity whose focus was to develop pre-service elementary teachers' ability to orchestrate mathematical discussion. 14 pre-service teachers who were junior at the time enrolled in the Mathematics Teaching Method Course were subjects of the current study. In-depth analysis of both Task Dialogues which pre-service secondary mathematics teachers wrote and audiotapes of the group discussions while they wrote the dialogues suggests the following results: First, the pre-service secondary teachers anticipated how students would approach a task based on their own teaching experiences. Second, they were challenged not only to anticipate more than one correct students' responses but to generate questions for the predicted correct-responses to bring forth students' divergent thinking. Finally, although they were aware that students' knowledge should be the crucial element guiding their decision-making process in teaching, they tended to lower the cognitive demands of tasks by providing students with too much guidance which brought forth the use of procedural knowledge. The study contributes to the field as it provides insights as to what to attend in designing teacher education course whose goal is to provide a foundation for developing pre-service teachers' ability to effectively orchestrate mathematical discussion.

• Journal of the Korean Chemical Society
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• v.64 no.2
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• pp.111-118
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• 2020

The purpose of this study is to explore the progression of MMK and the relationship between MMK progression level and actual practice. First, the Rasch model was used to measure MMK progression level of 51 students twice during the interval of one year. Thereafter, chi-squared test was used to determine whether there was a significant change in MMK progression. As a result of chi-squared test, there was no statistically significant change in MMK progression (p>.05). Secondly, we analyzed the relationship between MMK progression level and practice for 7 gifted students. As a result of the analysis, it was confirmed that the student's response in practice can not exceed MMK progression level. There were also cases where students have high MMK progression level showed low response in practice. The results of these two studies show that gifted education programs are needed to increase MMK progression and to provide gifted education that can connect knowledge and practice.

• Journal of the Korean Chemical Society
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• v.65 no.1
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• pp.37-47
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• 2021

In this study, the model cognition level of high school science-gifted students about the two types of acid-base models taught in secondary schools was analyzed. In order to find out the model cognition level of students, 12 items were developed based on the acid-base reaction and the dissociation reaction of acids and bases. The subjects of the study were 95 students of two science-gifted schools. As a result of the questionnaire analysis, model cognition levels were analyzed 6 levels in the context of consistency, inconsistency, and unexplainable scope of the two models. In the acid-base reaction item, the largest percentage of students cognized only understanding of the two models. In the acid-base dissociation reaction item, they understood the two models and perceived the 'Known Ignorance' that cognizes the limitations of one model. However, there was only one student who perceived the limitations of both models and all of the 'Unknown Ignorance' that the model could not explain. Through this, we argued that there is a need for educational efforts to raise the model cognition level of science-gifted students.

• Journal of Korea Entertainment Industry Association
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• v.13 no.3
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• pp.181-192
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• 2019

The purpose of this study is to look at the fun that high school students from blind schools feel in sports programs. A questionnaire was used to collect data from 10 out of 12 blind schools nationwide, including 122 male and 102 female students. Research tools are open questionnaires and questions are as follows. - Questionnaire: "Write down three of the most interesting things about sports programs." The data analysis was done with frequency analysis and the following conclusions were drawn. First, male high school students at blind schools are able to build up their physical strength in the area of competent factors (control-self) (23, 21.5%), in the area of competent factors (7, 77.8%) and in the area of motion-related factors (competition) (24, 15.1%), and in the area of non-execution factors (26, 37.7%), Second, high school girls with visual impairments did not respond in the areas of proficiency (control-self) because of stress release (25, 26.6%), in the areas of control-tain), in the areas of movement (competition) because they were able to do various exercises (22, 15.7%), and in the areas of non-watering (environmental) (18, 37.5%). Third, in the sports program comparative analysis of high school students between genders of blind schools, boys are interested in health and physical fitness in the field of competent factors (control-self) and girls are considered to be a means of relieving stress. In the field of competent factors (control-others), boys and girls can react to a variety of sports opportunities. In the future, by studying the fun of students in the physical education program through research to find out more fun in the school physical education program, we will explore practical ways to maximize student participation and increase motivation level The educational aspect of the process, that is, the educational value provided by the physical education, should be composed of content that can change the thinking and behavior of the teacher and the student so that the program contents and operation method.

• Journal of the Korea Convergence Society
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• v.9 no.7
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• pp.141-147
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• 2018

To investigate the relationship between dental hygiene students' stress and college life satisfaction, 299 dental students and students in Gyeongnam area studied stress, stress response scale, and university life satisfaction. The results of systematic analysis according to the scale of stress response showed high values in fatigue, frustration, depression and anger. In addition, satisfaction with stress experienced negatively. Stress can give you a negative impact that can lead to serious illness. A systematic analysis using the stress response scale is expected to help reduce stress and improve college life satisfaction when the stress of college life is expected to increase maladjustment and dissatisfaction. We suggest the development and analysis of a stress response tool suitable for dental hygienists.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.321-340
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• 2009

The purpose of this study was to analyze how lower graders in elementary school might respond to 4 different problem types in the context of measuring length: unit-length comparison, units and unit counting, unit-length expectation, and length comparison. A total of 375 students(185 second graders and 190 third graders) were surveyed and analyzed. The results showed that students were good at 'unit-length comparison' and 'units and unit counting', whereas they were not as to 'length comparison', This paper includes detailed analysis of students' responses as to both correct answer and incorrect one in conjunction with their typical answers and reasoning behind the answers. This paper suggests that teachers be sensitive to the certain level of reasoning tied to each type of problems and attend to students' difficulties in comparing length.