• Research in Mathematical Education
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• v.25 no.1
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• pp.1-20
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• 2022

Collaborative learning has been highlighted as an effective method of teachers' professional development in various studies. To disclose teachers' discourse threads in the process of collaborative learning for developing their knowledge, this paper adopted two methods including "content analysis" and "time-sequential analysis" of learning analytics. Such analyses were implemented for mining teachers' updated knowledge and the discourse threads in the discussion during collaborative learning. The materials for analysis involved two aspects: one was from the video-taped lesson observation reports written by teachers before and after discussing, and the other was from their discourses during the discussion process. The results proved that teachers' knowledge for teaching the centroid of a triangle was updated in the collaborative learning period, and also revealed the discourse threads of teachers' collaboration contained "requesting information or opinions", "building on ideas", and "providing evidence or reasoning", with the emphasis on "challenging ideas or re-focusing talk"

• Research in Mathematical Education
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• v.18 no.4
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• pp.307-319
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• 2014

This research is a survey study on students' attitude toward a class employing small group discussion and presentation by the method of free-listing. Participants in this study were students who registered in the course of Mathematical Logics and Writing during 2011 and 2014. Senior students who took the course of theory of mathematics education previously usually registered the course. The class for this course used to be designed as a class adopting group discussion and presentation. Main theme of this research is not to demonstrate some theories or hypothesis on teaching and learning, but rather to inquire students' attitude toward a class employing the constituents first and then through analyzing the results of this study to find practical ideas and strategy for design and implementation of a class which brings cultivation of students' understanding, communication and moreover writing in mathematics. Since the survey was given in the $8^{th}$ week of this class, participants of this research could be expected to have more concrete idea for positive or negative aspects of the classes employing these constituents. We compared both research results of 2011 and 2014 to view any changes in students' attitude. Research results are follows. Students began to think that group discussions and presentation bring out better learning to them. Not to give students psychological burden of discussion and presentation, instructors need to provide comfortable atmosphere through arranging suitable grouping and enough time for discussion. Moreover, simple evaluations criteria for group discussions and presentation should be well structured and more concrete guides for them are required to make students to feel comfortable and to concentrate on the given subject for discussion.

• Journal of the Korean Chemical Society
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• v.59 no.2
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• pp.156-163
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• 2015

In Malaysia, the students' poor performance in mathematics and sciences needs immediate attention and remedies. In order to tackle this problem, an active learning environment that encourages students' question-asking capability must be molded. Transformation from traditional teacher-based approach to active-learning classroom is the key to develop question-asking capability. The classroom activity that the authors used in this study is based on the uncritical inference test to promote students' deeper thinking which encouraged students to verify facts that was previously learnt in classroom through group discussion activity. Three sets of uncritical inference test were developed and applied to Malaysian college course of basic organic chemistry. Students' answers to the impact of using uncritical inference test with a group discussion on learning and communication skills were positive.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.250-261
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• 2000

In this study, a concept learning strategy emphasizing social consensus during discussion (SCS) was developed. The instructional effects of this strategy were compared with those of cognitive conflict strategy (CCS) and traditional instruction in the aspects of students' achievement, conceptions, communication apprehension, perceptions of science learning environment, and perceptions of small group discussion. There were no significant differences in the scores of an achievement test. For the students of low communication competency, however, the scores of the CCS group were significantly higher than those of the traditional group. The adjusted mean of the SCS group was higher than those of the other groups in a conceptions test. The social consensus strategy was also found to be more effective in learning concept for those who were more competent in communicating. No significant differences were found in the communication apprehension. The scores of three groups did not differ significantly in the subcategories of 'personal relevance' and 'students' negotiation' of the test of the perceptions of science learning environment. However, the students in the SCS group scored higher in 'participation'. The students in the SCS group perceived small group discussions more positively.

• Korean Journal of Child Studies
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• v.19 no.2
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• pp.201-215
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• 1998

This study analyzed the contents of "Reading" textbooks for 1st-6th grades. The focus of the analysis was on philosophical thinking methods designed to help children to think for themselves. Following the analysis, methods were designed for the application of effective use of Philosophy in the elementary school curriculum. Analysis of works of children's literature in "reading" textbooks show patterns of logical, ethical and creative thinking. Therefore, "reading" textbooks can be used to help children to think philosophically. Five stages of discussion can be applied in the classroom; these are: establish the issues, outline the process of discussion, discuss the issues, evaluate and summarize the discussion, apply the learning to other subjects. Teachers can use philosophical thinking methods to improve the quality and quantity of instruction with various questions, having children express their opinions, interpreting their thoughts clearly, maintaining logical consistency, and evaluating the procedures and results of discussion. These methods can be used in the teaching-learning process in the elementary school to develop rich findings and meaningful communication.

• English Language & Literature Teaching
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• v.9 no.spc
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• pp.1-17
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• 2003

This paper aims to propose that Problem-Based Learning (PBL) is a method that can help meet the conditions in language learning and instruction. PBL was first used in medical education, where learners engaged in problem-solving activities that reflect the demands of real-life professional practice, thus promoting critical thinking in the content domain. The paper proposes that by applying PBL in language learning and creating situations in which learners work collaboratively on problems, the learners benefit in two respects: (i) they have the opportunity to practise the kind of thinking skills and problem-solving strategies needed in real life, and (ii) they engage in purposeful language activity with others through discussion and negotiation. The paper first provides a theoretical rationale far the use of PBL in language learning and suggests attendant changes in the role of a language instructor in a PBL context. The paper then presents an outline of the stages and components needed in designing an online PBL Unit far use in an undergraduate language class.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.1-16
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• 2002

The 7th Curriculum emphasizes that in mathematics classes, mathematical concepts be understood and mathematical problems be solved through student's own exploratory activities including the use of data, manipulatives, andtechnological devices. Following the main idea of the Seventh Mathematics Curriculum, this paper dealt with instructional methods applied suitably and effectively in mathematics classes, and focused on the 'exploratory learning in groups' method in mathematics education. For this purpose, this paper reviewed and summarized theories related to general pedagogy and of mathematics education. Based on the results, it investigated appropriate instructional methods in mathematics education. In particular, this paper focused on studying the exploratory learning method while investigating its properties and understand- ing the relationship between the 'exploratory learning in groups' method and the discussion-centered method. Finally, in order to show the usefulness of the exploratory learning method, this paper developed an example of a teaching module using the exploratory learning method in addition to discussion and lecture-centered methods by the use of manipulatives. The main goal of the module was to make students understand the principle of multiplication of integers.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.117-126
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• 2020

This study was conducted to explore the effect of the type of dashboard on online group discussion activities based on learning analysis. The experimental research was conducted among 51 learners from a university by dividing them into 2 groups. Group A provided participation and interaction dashboard, and group B provided the discussion topics and message type dashboard. First, pre-tests were conducted on attitudes toward computer writing and the level of motivation that could affect online discussion activities. Then the students participated three different topics of online group discussions. The participation and interaction data were automatically collected through the dashboard, and learning outcome data were collected through post-tests. The results showed level of participation in Group B (M=47.56, SD=2.37) that provided discussion topics and message type dashboard was significantly higher than the level of participation in Group A (M=38.13, SD=2.21) that provided participation and interaction dashboard. On the other hand, there were no differences in the level of interaction and learning outcomes. In future studies, we suggest that the dashboard effects based on the learners' characteristics should be carried out because the learners' characteristics may affect the use of the dashboard.

• The Mathematical Education
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• v.60 no.4
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• pp.493-508
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• 2021

This study aims to examine the effects of learner-centered mathematical instruction perceived by middle school students such as discussion learning, self-directed learning, and cooperative learning on their math self-efficacy and engagement in mathematics class. Moreover, it attempts to verify if there are differences in the mean of latent variables and effect among groups divided based on achievement level. Research results are as follows. First, discussion learning did not have a direct effect on students' engagement in mathematics class, but still created an indirect effect on it through math self-efficacy. Self-directed learning and cooperative learning created a direct effect on engagement in mathematics class as well as an indirect effect through self-efficacy on mathematics. Second, high-achievement group had a higher perception of discussion learning, self-directed learning, and cooperative learning than a low-achievement group, and showed a higher level of math self-efficacy and engagement in mathematics class. Third, there were significant differences among groups, in the effect of discussion learning on self-efficacy in mathematics, effect of self-directed learning on self-efficacy in mathematics, and effect of math self-efficacy on engagement in mathematics class. Thus, this study offers meaningful implications for the role of math teachers as assistants in learning for learner-centered math classes.

• Journal of Engineering Education Research
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• v.22 no.5
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• pp.29-36
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• 2019

Here we analyze a case of redesigned course named "Prospect of Nuclear Engineering" as an example of student-entered education which came to the fore of university education innovation. This course was reformed from lecture-based to student-centered class by changing the context as follows: Stimulating students by addressing various problems or episodes behind scientific and mathematical concepts in the history; Offering experimental project to perceive the importance of differential equations; Exploring the research status and issues of nuclear engineering and the ways of attacking them by discipline; Discussing the public acceptance of nuclear power plants. Small group activities using 'small group discussion' and 'peer-learning' have been applied in this course to enhance students' critical and creative ability. In the survey, students rated highly in the fact that they could actively interact with the peers and that they could think for themselves through 'small group discussion' and 'peer-learning' which is not just the way of conveying knowledge.