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A Study on Teaching-Learning and Evaluation Methods of Environmental Studies in the Middle School (중학교 "환경" 교과의 교수.학습 및 평가 방법 연구)

  • 남상준
    • Hwankyungkyoyuk
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    • v.7 no.1
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    • pp.1-17
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    • 1994
  • This study was performed to determine appropriate teaching-learning and evaluation methods for Environmental Studies. To promote the relevance of our study to the needs of the schools and concerned educational communities of environmental education, we reviewed related literature, conducted questionnaire surveys, interviewed related teachers and administrator, held meetings with experts, and field-tested our findings. For selecting and developing teaching-learning methods of Environmental Studies, findings of educational research in general are considered. moreover, principles of environmental education, general aim of environmental education, orientations of environmental education, and developmental stages of middle school students in educational psychology were attended. In addition, relevance to the purpose of the Environmental Studies curriculum, appropriateness for value inquiry as well as knowledge inquiry, small group centered class organization, social interaction centered teaching-learning process, regional environmental situation, significance of personal environment, evaluation methods of Environmental Studies, multi- and inter-disciplinary contents of the Environmental Studies textbook, suitability to the evaluation methods of Environmental Studies, and emphasis on the social interaction in teaching-learning process were regarded. It was learned the Environmental Studies can be taught most effectively in via of holding discussion sessions, conducting actual investigation, doing experiment-practice, doing games and plate, role-playing and carrying out simulation activities, and doing inquiry. These teaching-learning methods were field-tested and proved appropriate methods for the subject. For selecting and developing evaluation method of Environmental Studies, such principles and characteristics of Environmental Studies as objective domains stated in the Environmental Studies curriculum, diversity of teaching-learning organization, were appreciated. We categorized nine evaluation methods: the teacher may conduct questionnaire surveys, testings, interviews, non-participatory observations; they may evaluate student's experiment-practice performances, reports preparation ability, ability to establish a research project, the teacher may ask the students to conduct a self-evaluation, or reciprocal evaluation. To maximize the effect of these methods, we further developed an application system. It considered three variables, that is, evaluates, evaluation objectives domains, and evaluation agent, and showed how to choose the most appropriate methods and, when necessary, how to combine uses of different methods depending on these variables. A sample evaluation instrument made on the basis of this application system was developed and tested in the classes. The system proved effective. Pilot applications of the teaching-learning methods and evaluation method were made simultaneously; and the results and their implications are as follows. Discussion program was applied in a lesson dealing with the problems of waste disposal, in which students showed active participation and creative thinking. The evaluation method used in this lesson was a multiple-choice written test for knowledge and skills. It was shown that this evaluation method and device are effective in helping students' revision of the lesson and in stimulating their creative interpretations and responces. Pupils showed great interests in the actual investigation program, and this programme was proved to be effective in enhancing students' participation. However, it was also turned out that there must be pre-arranged plans for the objects, contents and procedures of survey if this program is to effective. In this lesson, non-participatory observation methods were used with a focus on the attitudes of students. A scaled reported in general description rather than in grade. Experiment-practice programme was adopted in a lesson for purifying contaminated water and in this lesson, instruction objectives were properly established, the teaching-learning process was clearly specified and students were highly motivated. On the other hand, however, it was difficult to control the class when some groups of students require more times to complete their experiment, and sometimes different results. As regards to evaluation, performance observation test were used for assessing skills and attitudes. If teachers use well-prepared Likert scale, evaluation of all groups within a reasonablely short period of time will be possible. The most effective and successful programme in therms of students' participation and enjoyment, was the 'ah-nah-bah-dah-market' program, which is kind of game of the flea market. For better organized program of this kind, however, are essential, In this program, students appraise their own attitudes and behavior by responding to a written questionnaire. In addition, students were asked to record any anecdotes relating to self-appraisal of changes on one's own attitudes and behaviours. Even after the lesson, students keep recording those changes on letters to herself. Role-playing and simulation game programme was applied to a case of 'NIMBY', in which students should decide where to located a refuse dumping ground. For this kind of programme to e successful, concepts and words used in the script should be appropriate for students' intellectual levels, and students should by adequately introduced into the objective and the procedures of the lessons. Written questionnaire was used to assess individual students' attitudes after the lesson, but in order to acquire information on the changes of students' attitudes and skills, pre-test may have to be made. Doing inquiry programme, in which advantages in which students actually investigated the environmental influence of the areas where school os located, had advantages in developing students' ability to study the environmental problems and to present the results of their studies. For this programme to be more efficient, areas of investigation should be clearly divided and alloted to each group so that repetition or overlap in areas of study and presentation be avoided, and complementary wok between groups bee enhanced. In this programme, teacher assessed students' knowledge and attitudes on the basis of reports prepared by each group. However, there were found some difficults in assessing students' attitudes and behaviours solely on the grounds of written report. Perhaps, using a scaled checklist assessing students' attitudes while their presentation could help to relieve the difficulties.

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『Han-jeong-rok(閒情錄)』 by Heo Gyun from the Perspective of Contemporary Lifestyle (현대 라이프스타일(Lifestyle) 관점에서 본 허균(許筠)의 『한정록(閒情錄)』)

  • Hong, Hyoung-Soon
    • Journal of the Korean Institute of Traditional Landscape Architecture
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    • v.35 no.4
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    • pp.56-74
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    • 2017
  • The purpose of this study is to draw an implication regarding "Han-jeong-rok" as the proposal on modern lifestyle. This study classified the behavioral patterns pursued in "Han-jeong-rok" in addition to the 'psychological method of practice' and the 'practical method of practice' for the realization of such behavioral patterns pursued in conducting the study. The outcome of this study can be summed up as follows. The result of reviewing the mainstream modern lifestyle indicated that in the well-being craze, practical and selfish tendency were prominent and the side effect of distorted culture of consumerism were also evident. Lohas faced the limitations of lifestyle led by marketing. The slow movement can be differentiated in that it takes even immaterial aspects into consideration including the value of life and etc. However it faces the limitation of being led by community. In the healing craze, modern day people thirst for something that can heal them. All of these people have strong tendency of relying on the external factors for their personal health and well being, and it possesses a weak point in that it can easily be linked to commercial viability. Compared to the same, the implication that Heo Gyun can gain from "Han-jeong-rok" can be summed up as follows. First, "Han-jeong-rok" emphasizes the point that the agent of life is one's self. The modern lifestyle is practical and relies on the external factors, where as Heo Gyun emphasizes that it should start with a serious introspection of life itself. Second, it emphasizes the psychological aspects in leading a leisurely life. Starting with elegant scenic beauty to reading and sophisticated hobbies among others, it indicates that internal satisfaction can be gained and that self-contentment free from cares, is possible. Third, it proposes standardized 'psychological method of practice' and the 'practical method of practice' for the leisurely life. Materialistic and psychological balance is also emphasized in 'practical method of practice'. The limitations of this study is that it was not a clear comparison with "Han-jeong-rok" between contemporary lifestyle and it had stayed in a review study for implications. Furthermore, there is a need for additional study regarding the concept related to landscape and cases included in the "Han-jeong-rok".

The effects of fluoride releasing orthodontic sealants on the prevention and the progressive inhibition of enamel demiheralization in vitro (광중합형 및 자가중합형 교정용 전색제의 치아우식예방 및 진행억제효과에 관한 실험적 연구)

  • Chae, Seung-Won;Cho, Jae-O;Yoon, Young-Jooh;Kim, Kwang-Won
    • The korean journal of orthodontics
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    • v.27 no.6 s.65
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    • pp.979-995
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    • 1997
  • The purpose of this study was to identify the preventive and the progressive inhibitory effects of enamel demineralization with fluoride releasing light-and self-cured orthodontic sealants(FluoroBond), in vitro, under the polarizing light microscope and the scanning electon microscope. The polarizing light microscopic group was subdivided into seven groups(Group A-Group G). The scanning electron microscopic group was also subdivided into seven groups(Group A'-Goup G'). For polarizing light microscopic evaluation, longitudinal sections were made longitudinally by Maruto cutter(Maruto Co., Japan) and Maruto grinding machine(Maruto Co., Japan). Sections were examined and photographed by the polarizing light microscope(Olympus Optical Co., Japan) using crossed polars and with the enamel rod longitudinal axis oriented at $45^{\circ}$ to the extinction position. For scanning electron microscopic evaluation, the specimens were coated with a highly conducting layer of gold palladium in a model Hus-4 high-vacuum evaporator and examined in an ISI-100B scanning electron microcope operated at 20kV. The results of this study were as follows : 1. The mean depths of artificial carious lesions under a polarized light microscope were $Group\;A(5.08{\mu}m),\;Group\;B(47.82{\mu}m,\;Group\;C(8.42{\mu}m),\;Group\;D(7.20{\mu}m),\;Group\;E(85.41{\mu}m),\;Group\;F(60.38{\mu}m),\;Group\;G(60.13{\mu}m)$. 2. There were statistically significant differences in Group B compared with Group A, C, and D(p<0.05), and also, in Group I compared with Group F and Group G(p<0.05). 3. Light-and self-cured orthodontic sealants had the preventive effects of enamel demineralization. 4. Light-and self-cured orthodontic sealants had the progressive inhibitory effects of enamel demineralization. 5. The time progress of demineralizing agent had no influence on the samples of light-and self-cured orthodontic sealants under the scanning electron microscope. 6. There was no difference between the specimens of light-and self-cured orthodontic sealants both in the polarized light microscopic group and in the scanning electron microscopic group.

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