• Title/Summary/Keyword: Class Strategy

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The Effect of the Argumentation Lessons according to Interaction on High School Students' Academic Achievement (상호작용에 따른 논증수업이 고등학생들의 학업성취도에 미치는 영향)

  • Kim, Bumjoon;Kim, Hyoungbum;Cho, Jeungeun;Bae, Sunghee
    • Journal of the Korean Society of Earth Science Education
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    • v.8 no.3
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    • pp.309-317
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    • 2015
  • This study aims to find out the argument structure which appears in the type of argument class (teacher- and student-centered) of the high school. The argument structure was compared and analyzed according to analyzing the study achievement and verified the academic achievement related to climate change. The results are listed below. First, the student-centered class is more effective method through the result that analyzed the class type of the teacher in argument-centered class. This result is to suggest more effective method to revitalize the argument activity of students-centered class which students plan for themselves and find more various materials. Second, teacher-centered class is more effective in contrast with argument analysis in the academic achievement test. While this is why the teacher-centered class utilizes an essential data necessary to curriculum in the argumentation, the elements to form the argument increased because students utilized the materials with their interest and concern in the process of proving in the student-centered class. Through the results of the research, it is necessary to develop the argument-centered programs for the science class and the curriculum-centered materials for argument class activity.

Class Design Applying Flipped Learning Combined with Project-Based Learning: Focusing on Digital Painting Tool for Class (플립러닝형 프로젝트 기반학습을 적용한 수업 설계: Digital Painting Tool 수업을 중심으로)

  • Sung, Rea;Kong, Hyunhee
    • Journal of Information Technology Applications and Management
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    • v.29 no.1
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    • pp.29-45
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    • 2022
  • The Fourth Industrial Revolution era requires people to have the ability of integrated thinking, critics, sensitivity, and creativity in an integrated manner. Therefore, teaching methods are expected to become more suitable for the trend. In this belief, current teacher-leading education method should move to students' self motivating one and consist of programs in which students voluntarily involve. In this reason, this study suggests FPBL educational method model that is combines project-based learning with flipped learning by analysing preceding research and digital painting tool class was designed by applying it. As a result of applying the designed class model to the class, all of the class satisfaction, effectiveness, and interaction were evaluated positively. Problems such as limitations of project classes due to non-face-to-face classes, large amount of learning before class, and reduced concentration during class were found. Therefore, when the FPBL class model is conducted non-face-to-face, it will be necessary to further strengthen the role of the instructor, provide lecture videos summarizing the core contents, and improve concentration by providing active participation and fun using various digital tools. The result of the study looks significant by confirming the possibility of applying FPBL model not only in design education but also other educational settings.

Effect of Jigsaw III Cooperative Learning on Science Achievement and Learning Attitude of Middle School Female Students (Jigsaw III 협동학습이 여학생의 과학학업성취도와 과학학습태도에 미치는 영향)

  • Hwang, Younglan;Park, Yunebae
    • Journal of Science Education
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    • v.35 no.1
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    • pp.91-101
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    • 2011
  • In this study, Jigsaw III cooperative learning strategy and traditional learning strategy have been applied to the 'electricity' chapter of grade 8 science textbooks to know the effects of learning strategy, gender, and GPA on the students' science achievement and science learning attitude of middle school female students in gender-separated classes. For this purpose, 143 students of 4 classes in separated classes were chosen from a middle school in Daegu. One female class and one male class were assigned to the experimental group and other female class and male class were assigned to the control group. Traditional learning strategy was applied to the control group and the Jigsaw III cooperative learning strategy was applied to the experimental group. Four worksheets for expert groups were used for 18 hours through 5 weeks. Both tests for science achievement and learning attitude were administered as pre and post test. The test results were analyzed through analysis of covariance(ANCOVA) as pre test score as covariant The overall conclusions of this study were as follows: The Jigsaw III cooperative learning has improved science achievement, especially on subjective-type questions, of female students and mid-lower level students. The Jigsaw III Cooperative Learning has also improved self-directed attitude toward science learning. Female students have expressed more positive opinion about the Jigsaw III cooperative learning.

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Effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement (성취목표지향성과 자기조절학습전략이 학업성취도에 미치는 영향)

  • Lee, Sook-Jeong;Shin, Kyoung-Hee
    • Journal of Digital Convergence
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    • v.11 no.12
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    • pp.829-834
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    • 2013
  • This study intended to find out an efficient teaching-learning method by identifying the effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement in class. This study analyzed the relationship between the achievement goal directivity and the average and standard deviation of self-regulated learning strategy as well as the relationship between the achievement goal directivity and the learning achievement of self-regulated learning strategy and also analyzed the effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement, based on the result of survey targeting 133 university students attending the Department of Social Welfare. The findings show that the higher the tendency of achievement goal directivity and self-regulated learning ability, the higher the academic performance, which means that it is necessary to resolve any anxiety through motivation control training and mentoring learning for academic achievement of students and inducing their proactive participation in class.

North Korean Submarine-Launched Ballistic Missile (SLBM) and Reaction of Republic of Korea Navy (북한 SLBM 평가와 한국 해군의 대응방안)

  • Yoon, Sukjoon
    • Strategy21
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    • s.39
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    • pp.47-81
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    • 2016
  • This paper has attempted to examine the political and operational contexts within which North Korea's latest acts of nuclear blackmail, its test-firing of an SLBM on April 23rd 2016 and its fourth nuclear test on January 6th 2016, should be understood. Analysis of the KN-11 SLBM and the Sinpo-class SSB is based on official South Korean, US and others sources, especially the ROK MND, as well as other resources from South Korea, US and others. Unfortunately, the results of this exploration are inconclusive: there is simply not enough evidence available at present to either confirm or refute the existence of a functional North Korean SLBM and SSB. Nevertheless, the North Korean determination to possess such assets should not be taken lightly. But even accepting North Korea's claims about its SLBMs at face value, which is undermined by news of apparently unsuccessful follow-up test-firings in November, and probably December 2015, there is little proof that North Korea has yet succeeded in miniaturizing its nuclear warhead, so the most extravagant fears are not yet justified. Taken together with North Korea's latest announcement of a supposed successful SLBM ejection-test, on March 23th 2016, the KN-11 SLBM claims should probably be seen as primarily about proving North Korea's status as a nuclear power, both to exert external political pressure and to bolster internal political support for Kim Jong-un's rule. In conclusion, this paper recommends formulating a preemptive anti-access strategy for the ROKN, proposes acquiring an ASW CV and SSNs to implement submarine strategic deterrent patrols, and urges extending the existing limited AORs to facilitate the preemptive anti-access strategy. Other deterrence options may be suggested, but it is surely significant that the ROKN has recently publically referred to the deployment of an ASW CV and SSNs for the first time.

The Influence of Textbooks Applying Gamification Motivation Strategy on Learners' Interest: Social Textbooks for 3rd Graders in Elementary School (게이미피케이션 동기 전략을 적용한 교과서가 학습자의 흥미에 미치는 영향: 초등 3학년 사회 교과서를 중심으로)

  • Bang, Mi-Hyang
    • Journal of Digital Convergence
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    • v.19 no.6
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    • pp.29-38
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    • 2021
  • The social studies, mathematics, and science textbooks of the elementary curriculum will begin to be authorized from 2022. This study explores the effect of textbooks based on a gamification motivation strategy on learner interest. For this purpose, this study analyzes whether the systematic application of the gamification motivation strategy to elementary studies textbooks, which will be authorized from 2022, can develop this textbook into a "learner-centered curriculum book that induces interest." More specifically, this study applied Kumsung Publishing's experimental social studies textbooks in class and conducted a questionnaire among 121 third graders to verify the effectiveness of the textbooks. The results show that studies textbooks based on a gamification motivation strategy greatly influence increased learner interest in the classroom. The textbooks also represent a positive influence in learner understanding, interest, and curiosity regarding the class content and assistance. Demonstrating that gamification motivation strategy is worthwhile to actively apply in future textbook development for the enhancement of learners' interests, this study is significant in that it has presented a meaningful textbook development model.

Development and Validation of Distributed Cognition Theory Based Instructional Strategy in Science Class Using Technology (테크놀로지 활용 과학 수업에서 분산인지 이론 기반 수업 전략의 개발 및 타당화)

  • Ja-Heon Noh;Jun-Ho Son;Jong-Hee Kim
    • Journal of the Korean Society of Earth Science Education
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    • v.17 no.1
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    • pp.1-19
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    • 2024
  • This study is a design and development study that developed instructional strategies based on distributed cognitive theory for science classes using technology according to procedures that ensured reliability and validity. To develop instructional strategies, development study and validation study were conducted according to design and development research methodology procedures. In the development study, an initial instructional strategy was developed through prior literature review and prior expert review. In the validation study, the instructional strategy was validated using internal validation (expert validation, usability evaluation) and external validation (field application evaluation) methods, and the final instructional strategy was developed. The final instructional strategy consisted of 3 instructional principles, 9 instructional strategies, and 38 detailed guidelines. Through this study, the researcher suggested the suitability of instructional strategies for science classes using technology, the usefulness of blocks and teaching and learning processes, the possibility of using technology as a cognitive tool, the need for teachers' efforts to cultivate teaching capabilities using technology, and the needs lesson plan that takes into account conditions affecting the application of instructional strategies.

Effects of Individual Self-Regulated Cognitive Strategies and Public Education on Academic Achievement : Application of the Hierarchical Linear Model (개인의 자기조절 인지전략과 공교육 수업제도가 학업성취에 미치는 효과 : 위계적 선형모형의 적용)

  • Lee, Ju-Rhee
    • Korean Journal of Child Studies
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    • v.30 no.4
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    • pp.87-97
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    • 2009
  • This study used Hierarchical Linear Modeling analysis to investigate the effects of individual self-regulated cognitive strategies and public education on middle school students' academic achievement. Participants were 6389 (boys 3287, girls 3102) middle school students from the 2005 data of the Korea Education Longitudinal Study. Results were as follows : (1) there were significant differences among different schools in middle school students' academic achievement, i.e. 20% of variance in English achievement and 15% of variance in mathematics achievement were explained by school differences. (2) Students' elaboration and meta-cognitive strategy influenced academic achievement positively. (3) Predictor variables by ability grouping, supplementary class, and/or self-learning class had no significant effects on students' academic achievement.

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An Analysis on the Students' Achievement in the 'Speed of Objects' Chapter based on the Integrated Science and Mathematics Classes for Elementary School Students (수학과 과학을 통합 지도한 초등학교 '물체의 속력' 수업에서 학생의 학습 성취 분석)

  • Jung, Hana;Jhun, Youngseok
    • Journal of Korean Elementary Science Education
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    • v.34 no.4
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    • pp.372-381
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    • 2015
  • Mathematics and science are very closely related. Among the science areas, physic is strongly linked with mathematics. As the related mathematics skills were alloted later than the science contents in the national curriculum, students often suffer from science classes. Accordingly, an opinion have been claimed to teach the related mathematics skills prior to the science classes. However, it would be hard to arrange all science and mathematics contents in order. Instead of that, in this research, we taught students mathematics contents that are crucial for learning speed through science classes. We called that teaching strategy an integrated science and mathematics class. Then, we examined students' achievement in science as well as skills of mathematics to know the effectiveness of the strategy. We found that the average mathematics score of the whole class went up meaningfully. We also found that their science achievement was above than basic level. Moreover, the homeroom teacher of the students observed 3 aspects which showed the students were better than previous students. Finally, we divided the students into 4 groups by their science and mathematics achievement score and interviewed each group. As a result, we knew that interesting and confidence in science and mathematics quite exerted influence on their achievement.

A study of the effect of learning strategy based early reading instruction for underachieving students (읽기 학습 전략 훈련을 통한 초등학교 영어 학습 부진아의 초기 읽기 능력 향상 연구)

  • Lee, Haewon;Ihm, Hee-Jeong
    • English Language & Literature Teaching
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    • v.18 no.2
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    • pp.171-187
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    • 2012
  • This study aims to investigate the effects of learning strategy-based early reading instruction for English underachieving students. For this purpose of the study, sixteen learning strategies were driven from the review of previous related literature and the result of the survey conducted to the students and the teachers. Strategy integrated early reading instruction was implemented to nine students for thirteen weeks. The word recognition test was conducted before and after the instruction to examine whether the instruction had effects on the increase of their early reading skill. In addition, in order to investigate certain change in students' affective aspects after the instruction. The research conducted survey to the students. A teacher's field note and students' class journal were also analyzed to verify the results from the quantitative test. The results indicated that the instruction led to the increase of students' early reading skills. It was also found that the instruction motivated the underachieving students to devise a strategy for their learning process.

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