• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1236-1251
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• 2015

This study examined understanding and attitude of sustainable development(SD) of 38 college students in a nuclear power plant construction after education for sustainable development(ESD) through panel discussion. The results were as follows: First, after lesson 66% of students were expected that SD is possible if scientific technology is developed and a frugal life for the protection of environment is carried out. However, the remaining students regarded SD as an ideal concept, because they thought it is not possible to pursue environmental sustainability and socio-economic development simultaneously. Second, students' opinions in the evaluation of constructing a nuclear power plant in three aspects(environment, society and economy) before and after panel discussion were changed as follows; 1) After panel discussion, the objectors increased to 21% in economic evaluation, while the supporters increased to 11% in environmental evaluation. 2) Students majoring in engineering or natural sciences changed their opinions to agree in environmental evaluation because they considered a nuclear power plant safe and eco-energy. However students majoring in social science/business or liberal arts/arts changed their opinions to disagree in economic evaluation because they considered a nuclear power plant as high-cost energy when assessing danger-accidents cost, public consensus cost, operation and maintenance cost, and waste disposal cost. 3) This change of decision-making in students majoring in social science/business or liberal arts/arts after panel discussion was statistically significant(p<0.05). Implications of panel discussion as a teaching and learning method in ESD are also discussed.

• Journal of the Korean Chemical Society
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• v.46 no.1
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• pp.76-82
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• 2002

This study investigated the effects of assigning cognitive roles, a method that may promote verbal interaction in knowledge-building processes, in small-group discussion for science concept learning. Two classes (62 students) of 7th-graders respectively received a concept learning instruction through small-group discussion with assigned cognitive roles (CR) asking to explain and contradict one's idea and to synthesize and conciliate group's idea, and a concept learning instruction through small-group discussion with no specific assigned roles (NSR), for 9 class periods. After the instructions, the tests of achievement, conceptions, the perceptions on science learning environments, and the perceptions toward small-group discussion were administered. ANCOVA results revealed that low-achievers in the NSR group performed significantly better than those in the CR group. Similar tendency was also found in the scores of the conceptions test. Two groups did not differ significantly in the perceptions on science learning environments and toward small-group discussion.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.571-578
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• 2011

In this study, we suggested a strategy about a discussion class using Twitter, and experimented it inside an elementary school classroom. Elementary students participated in a panel discussion and the others discussed as audience using Twitter. After the discussion, we investigated the effectiveness of our strategy using the Technology Acceptance Model and verified students' satisfaction and ability to collaborate through giving them a questionnaire. As a result, the perceived ease of use positively effected the perceived usefulness and the perceived usefulness influenced the attitude and the attitude affect on intention to use. Also, students were satisfied with the discussion class on Twitter and had a positive perception about collaboration with it. As a result of regression, perception of collaboration among the students influenced the perceived usefulness positively. The results in this study show the effectiveness of using the discussion class strategy on Twitter.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.31-39
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• 2001

In this paper, we investigate the effects of group composition according to the personality type of learner on the content of discussion in web-based synchronous online discussion. The experiment for this study was conducted with high school students. First, we conducted the MBTI(Myers Briggs Type Indicator) test and based upon the result, we classified learners into 3 groups; introverts group, extroverts group, and introverts/extroverts mixed group. After the online discussion, the content of discussion were analyzed by the units of meaning, based on the four dimensions which were proposed in the 'content analysis model' by Henri(l992). Among four dimensions, 'social' and 'interactive' dimension belonged to category of inter-dependence, and 'cognitive' and 'metacognitive' dimension belonged to category of subject-relevance. The introverts/extroverts mixed group, which was heterogeneously composed, had the most positive effects on the total numbers of the units of meaning, the inter-dependence, and the subject-relevance of the contents of discussion.

• Korean journal of communication and information
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• v.56
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• pp.194-218
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• 2011

Focusing on the individuals' structural positions and roles in the internet discussion network, this research explores whether and how the opinion leaders' network characteristics are associated with the message quality and interpersonal influence in terms of attention-drawing and response-generation, which prior studies often failed to fully explicate. Findings suggest that discussion participants with high message quality occupy more central positions in the discussion network, thus enjoy more attention and responses of other following participants. However, opinion leader's network centralities, which tap the structural positions and unique roles in the online discussion network, systematically mediate the effect of the message quality on interpersonal influence. Moreover, significant interaction between opinion perception and network centrality was found only on the majority opinion group, rendering the entire discussion structure toward more enclaved deliberation and group polarization. Taken together, the results imply that the influence of the online opinion leader can only be substantiated with participant's central positions in the discussion network, which has been ignored by the prior opinion leadership research.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.361-369
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• 2016

In this study, we investigated the characteristics of group discussion and classroom discussion in the scientific modeling of the particulate model of matter. 7th graders in Seoul participated in this study. We implemented science instructions based on the GEM cycle of scientific modeling. We analyzed the differences between group discussion and classroom discussion in three steps: exploring thoughts, comparing thoughts, and drawing conclusions. We also looked into the level of argumentations of the students in the modeling activities. The analysis of the results indicated that students generated a group model by extracting commonalities from each model of their group members, and then they evaluated and modified the group model by comparing the differences among the models in classroom discussion. The main step involved in group discussion was 'exploring thoughts', whereas in classroom discussion it was 'comparing thoughts'. Although the levels of argumentation among the students were generally low, most students participated with enthusiasm, as they expressed their interest and had positive perception in the modeling activities. As a result, the modeling activities were found to have positive influences on concept development. Some suggestions to implement the modeling activities in science teaching effectively were discussed.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.14 no.4
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• pp.515-523
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• 2007

Purpose: The purposes of the study were to determine the effects of AIDS education which includes discussion on knowledge, prejudice, social interaction, and intention for AIDS prevention in college students. Method: A convenience sampling method was used to collect data, and 136 university students participated in the study. One group pretest-post test design was used and questionnaire for measuring knowledge about AIDS and attitude to AIDS were administered before and after 100 minutes of AIDS education, The education program consisted of a 50-minute lecture with video aids and 50 minutes of small group discussion. Means, SD, and paired t-test with the SPSS program were used to analyze the data. Results: There were significant increases in knowledge(p= .000) and social interaction(p= .002) after the education, but no significant changes in prejudice(p= .832) nor in intention for AIDS prevention(p= .074). Conclusion: AIDS education including discussion was found to be an effective method for improving knowledge and social interaction of college students. The results suggest that education which includes discussion sessions should be used with college students to improve social interaction with people who are HIV positive and enhance knowledge about AIDS.

• East Asian mathematical journal
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• v.32 no.4
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• pp.519-543
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• 2016

Today the high school mathematics lesson has an effect on the scholastic achievement internationally, but fails to lead to the interest in the mathematics which stimulates the intellectual curiosity. Due to this, 2015 revised curriculum includes the effort to improve the emotional aspect of mathematics positively. It is needed that the teaching method through discussion and debate must be introduced to accomplish the objective of the mathematics in 2015 revised curriculum focused on the improvement of the ability and attitude to solve the problems creatively by increasing the mathematical communication skill of the students. The purpose of this study is to investigate the effect of mathematical essay-typed lesson focused on discussion and debate on the mathematical disposition and attitude of high school student. The findings from this study provided that the essay-typed lessons focused on discussion and debate improved the subject students' mathematical achievement and disposition and attitude, but it is not significant change.

• Hwankyungkyoyuk
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• v.19 no.2 s.30
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• pp.133-146
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• 2006

The purpose of this study was to examine how environmental education teachers think about environmental teaching materials of their use in primary and secondary schools. For this purpose, six primary and secondary school teachers were selected for focus group discussion on October 17th, 2005. The discussion of focus group was recorded both on video and audio tapes. Teachers' discussion could be analyzed in the perspectives of two big ideas, 'content selection' and 'content organization and presentation'. The big ideas were categorized into several areas: 1) The idea of 'content selection' was classified into 4 areas such as integration, difficulty level, locality, and timeliness, 2) The idea of 'content organization and presentation' was classified into 4 areas such as learning motivation, teaching and teaming strategy, evaluation method, application of teaching materials. This study provided meaningful ideas, which can be used in developing environmental education materials as well as effective teaching and teaming strategies for school environmental educators.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.25 no.2
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• pp.207-228
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• 2014

This study aims to present the effects of discussion-centered reading education on high school students' personality & sociality using omnidirectional reading-discussion programs. To this end, we adopt an experimental research design with pre/post-test on personality and sociality using the program with the first and second grades high school students located in Chungju City as participants. The results show that the discussion-centered reading education has significant effects on the personality and sociality of high-school students.