• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.625-635
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• 2019

Students are exposed to many visual representations in various visual cultures. Infographics combining visual representations and writing can effectively convey information. Also it can be efficient ways for teachers to focus on important contents. Students can use infographics as a method directly to organize information. Therefore, the infographics that students use both writings and images directly and visually will be more effective on elementary school science classes than the workbook. Classes are guided with the same scientific inquiry and experiment written on the science textbook. The experimental group students organized scientific inquiry by infographics, while the comparison group students still used the workbook. First, the types of infographics are determined by what students want to explain. Based on learning objectives, students used the right type of infographics to effectively convey their focus on information. Second, the infographics organizing activities used in the classes had a significant effect on students' academic achievement. Also, the infographics organizing classes are positively associated to science-related attitudes, including such+ as 'Leisure Interest in Science', 'Adoption of Scientific Attitudes', and 'Attitude to Scientific Inquiry'. Third, visual tendency and classroom treatments had no interactions, but the experimental group had a positive impact regardless of student's characteristics. Fourth, experimental group showed positive attitudes toward to students' perception of infographics. Since some of students had difficulties organizing information in infographics, further research is required to enable students to reduce their burden in application of infographics.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.173-184
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• 2017

The purpose of this study is to examine the effects of science classes using the geological materials of a locality on academic achievement and scientific attitude of elementary school students. For this study, the class unit is 'stratum and fossils', 2nd semester of 3rd grade, and the geological materials of a locality is applied for class. The geological materials used in teaching and learning of 'stratum and fossil' unit are photographs & video data relating to geological phenomenon, and rock & fossils samples collected in Jeollanam-do province. This study has been aimed at 2 classes 47 students of 3rd grade in G elementary school of G metropolitan. One class 23 students are the research group to apply science class using the geological materials in a locality, on the order hand another class 24 students are the comparison group to apply general science classes. The results of this study are follows. First, a positive relationship was identified between academic achievement and science class applying the geological materials in a locality in the research group. This shows that academic achievement was improved by science class applying the geological materials in a locality. Second, a positive relationship was identified between scientific attitude and science class applying the geological materials in a locality in the research group. This shows that scientific attitude was improved by science class applying the geological materials in a locality. Third, by the results of interview with students who was participated in science class applying the geological materials in a locality, it shows that they have interest and curiosity about local geology. Above results means that science class applying the geological materials in a locality help elementary schools students improve the educational effect about 'stratum and fossils' unit. Thus, it is needed to use the geological materials of a locality in science class relating to the geology units of elementary school science in order to improve academic achievement and scientific attitude of elementary school students.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.199-217
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• 2023

Affective characteristics have been consistently emphasized in mathematics education, but students' confidence or interest in mathematics has not changed significantly. This study analyzes the factors affecting the affective characteristics according to students' academic achievements, which have not been studied so far. The study was surveyed 593 students in the 5th and 6th grades, divided into school mathematics education and social-environmental factors. As a result of the study, students cited 'mathematics class at school' as the factor that had the most influence on their affective characteristics, regardless of academic achievement. Excluding 'mathematics classes at school', upper level students said that 'private education' and 'college entrance exams and jobs', had the most influence on their affective characteristics. Middle level students said that 'assessment at school' and 'private education' had the most influence on their affective characteristics. Lower-level students said that 'school evaluation' and 'mathematics textbook' had the most influence on the affective characteristics. In particular, as the academic achievement level decreased, students' participation in classes decreased rapidly. Most students said that the mathematics content they were learning was too difficult for that reason. Considering these research results, it would be effective to apply methods according to students' academic achievement to some extent in order to improve affective characteristics.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.29-38
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• 2016

This study selected and utilized the 'Naver post' as an e-book production tool to be used for learning. The production of such SNS format e-books aimed at founding out its effect on learning attitude and academic achievement by stimulating interest and confidence in the learning of the students. To accomplish such an aim, the study selected 50 students from two classes in the fourth grade of a public elementary school. One class of 25 students went through a social studies lesson that applied SNS type e-book production activities, and the other class of 25 students underwent a regular social studies lesson as the comparative group. The major results of the study's analysis is SNS type e-book production did not significantly improve academic achievement in social studies, but SNS type e-book production significantly improved the learning attitude during social studies.

• Journal of The Korean Association of Information Education
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• v.23 no.2
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• pp.159-167
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• 2019

Recently, a learning management system incorporating ICT technology into learning has helped students improve self-directed learning skills. Self-directed learning using LMS promotes and stimulates learners' participation in learning, focusing on the advantages of efficient use of learning resources and the spread of communication. In this study, we study the impact of self-directed learning using the learning management system on elementary school students' motivation and academic performance. We expect learners will be able to achieve effective academic achievement by learning problems that fit their level through the algorithms of the proposed learning management system. For this study, a total of 16 classes were conducted for eight weeks using the proposed learning management system for 21 elementary school students. Research has shown significant improvement in the learning orientation and interest areas of the learners who participated in the experiment.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.46-62
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• 2013

In this study, nations with high academic achievement but disparate affective achievement in science according to the results of the TIMSS 2007 were selected and students' responses in the main survey for affective properties from those nations were analyzed. In addition, Korean science teachers' perception of affective achievement and the properties of teaching and learning science was explored by an online survey. According to the results of the analysis of students' responses in the main survey, the percentage of those with high levels of confidence in, pleasure in, and value perception of science was large for Hong Kong, Singapore, and England but small for Korea, Taiwan, and Japan. When the properties of teaching and learning in actual science classes were observed in Korea, actual classes focused little on experimentation, research activities, and the context of everyday life. According to the results of surveys conducted on science teachers, students' low confidence in science was due to difficult and uninteresting curricula and the absolute lack of time to study science and their low interest in the subject was due to difficult curricula and the view that science was unrelated to their future academic or professional careers. In addition, according to the teachers, students' low value perception of science curricula was due to the fact that there was no need to excel in science for academic or professional careers and the idea that the subject was of no help to daily life.

• The Mathematical Education
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• v.61 no.2
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• pp.257-271
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• 2022

As information and communication technologies are being developed so rapidly, education research is actively conducted to provide optimal learning for each student using big data and artificial intelligence technology. In this study, using the mathematics learning data of elementary school 5th to 6th graders conducting blended mathematics classes, we tried to find out what factors predict mathematics academic achievement and developed an artificial intelligence model that predicts mathematics academic performance using the results. Math learning propensity, LMS data, and evaluation results of 205 elementary school students had analyzed with a random forest model. Confidence, anxiety, interest, self-management, and confidence in math learning strategy were included as mathematics learning disposition. The progress rate, number of learning times, and learning time of the e-learning site were collected as LMS data. For evaluation data, results of diagnostic test and unit test were used. As a result of the analysis it was found that the mathematics learning strategy was the most important factor in predicting low-achieving students among mathematics learning propensities. The LMS training data had a negligible effect on the prediction. This study suggests that an AI model can predict low-achieving students with learning data generated in a blended math class. In addition, it is expected that the results of the analysis will provide specific information for teachers to evaluate and give feedback to students.

• Korean Journal of Clinical Laboratory Science
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• v.50 no.2
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• pp.164-169
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• 2018

The development of teaching models to strengthen practical education and actively participate in the classes of students is now required in recent education situations. This study examined the participation and satisfaction level of students' classes after applying a teaching model-integrated hospital and school laboratory (named L2L). A total of 33 students who took the subject of a clinical microbiology experiments were involved in this study. Each group representative participating in a pre-class field exercise in the hospital microbiology laboratory was asked to conduct the experiment. After applying the L2L teaching models, the academic self-efficacy ($2.87{\pm}0.58{\rightarrow}3.38{\pm}0.55$), class participation ($2.60{\pm}0.92{\rightarrow}3.62{\pm}0.78$), and class satisfaction ($2.48{\pm}1.01{\rightarrow}3.85{\pm}0.87$) increased significantly (P<0.05). This means that pre-class field exercises created interest in the student's class and boosted self-confidence, leading to increased participation and satisfaction for the class. In conclusion, the L2L teaching model is an effective teaching method to enhance the practical training for preliminary clinical laboratory technologists.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.226-236
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• 2021

The purpose of this study is to analyze the type of latent profile for general high school students' subject selection criteria and to identify the characteristics of the latent class. The survey data of 1072 general high school students (male; 648, female; 424) in G city, Jeollabuk-do and the scale composed of 8 sub-factors: 'SAT orientation', 'academic achievement', 'ability orientation', 'pursuit of interest', 'teacher orientation', 'career development', 'others' recommendation', and 'subject availability' were used for latent profile analysis and cross-analysis between potential layers. As a result of the analysis, high school students' perceptions of subject selection were classified into four latent profiles. The four groups were named 'High Perception Type', 'Low Perception Type', 'Self-Directed Type', and 'Stability-Oriented Type' according to their types. It was found that there was a difference between the latent classes in the importance and performance level of the subject selection criteria. These results can help identify the subject selection tendencies of latent groups in the operation of the 2015 revised curriculum and the 2025 high school credit system that emphasizes the student-centered course selection curriculum and they can also provide customized course selection guidance considering individual differences.

• Journal of Digital Convergence
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• v.10 no.4
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• pp.323-331
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• 2012

Cell division in biological education is an important and unintelligible unit. Most of students have no interest in learning the content, and don't concentrate on it because cell division unit contains relatively difficult content. In this vein, during considering the effective learning methods, the researcher found role-play as the method for student's positive access to important and unintelligent learning content. Effect of role-play on their learning achievement of science was analysed through the Chapter of cell division on 3rd grade of middle school students. For this study three levels of middle school students were selected from the school located in Seoul. And divided this students into experiment group and control group by 2 classes respectively. Before putting into practice this instruction, there took into account the before and after of students' learning achievement and their learning attitude by using same questionnaire. On the other hand, the researcher put into practice co-variate analysis by using SPSS statistical package as the measurement method.