• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.1-12
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• 2010

The purpose of this study is to analyze elementary school students' class contents and activities between the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act' and that under the invention classroom by the 'Invention Promotion Act'. For this study, the survey was conducted to 1,788 elementary school students who attended the invention class for the gifted both under the local education office and under the invention classroom. The analysis of the survey showed that the students of the invention class for the gifted under the local education office had higher motivation and participation rate in class, higher interest in invention, and stronger significantly in a future oriented will than those under the invention classroom. The parents of the invention class for the gifted under the local education office showed more enthusiastic attitude to support their students, and had significantly stronger recognition that the participation of the students in the invention education for the gifted helped enter an advanced school than those under the invention classroom. However, the class contents of the invention class for the gifted under the local education office such as 'understanding the influence of the invention history and products on society', 'scientific inquiry skills for problem solving', 'technological and engineering abilities for creating an invention', 'developing knowledge and abilities about business and management by using a new invention' were not different from those under the invention classroom. In addition, discussion and presentation were not active in the class activities of the invention class for the gifted under the local education office. Therefore, the researchers should compensate and develop a program which can apply strategically differentiated class contents and class activities to the students who participate in the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act'.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.911-931
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• 2013

The purpose of this study was to analyze pre-service teachers' reflective discussion on their practical work-based teaching by focusing on the components of instruction and the connectivity of discussion. Eight after-class discussions were recorded and transcribed, and finally analyzed in terms of theoretically driven categories such as aims, teacher knowledge and learner response which also respectively reflect the actual flow of planning, implementation and evaluation of the teaching practice. The result showed that in their discussion about students, conceptual understanding and scientific skill components were most emphasized, while teaching method and strategy were most frequently addressed in the discussion about teacher knowledge. But this also revealed problems in their discussions such as the lack of discussion about inquiry and student interest, difficulties in clarifying theoretical terms and the lack of discussion about instructional models and theories. Meanwhile, pre-service teachers' discussions were limited in terms of connectivity between the components of instruction, meaning that their discussion tended to deal with each component separately rather than occurred in connection with each other. Furthermore, when connections were made during the discussion, only few components of instruction appeared. Based on this result, the paper suggests the need to develop tools to facilitate effective reflection in ways that incorporate various components of instruction and enhance connectivity between the components and between the instructions.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.218-226
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• 2015

This study is to find out that the effect of science class applied Jigsaw cooperative learning to study achievement and Creative personality. The class section of this study is 5th grade 1 semester of science 2 chapters, 'the solar system and the stars' This study has been aimed at 2 class 40 students of 5th grade in D metropolitan city G elementary school in 2015, one class 20 students are the research group to apply science class using a Jigsaw cooperative learning techniques, another class 20 students were comparison groups to apply general science classes. Research result and conclusion obtained through the discussion are as follows. First, science class using Jigsaw cooperative learning technique was not effective. Even though the science class with jigsaw cooperation education could not achieve the beneficial academic achievement, which is the cognition factor, when it comes to precedent study, the definition factors such as teamwork, consideration and readership show great effects. Second, science class using Jigsaw cooperative learning technique was effective in cultivating creative personality. This can be interpreted that the science class applied the jigsaw cooperation study help the creativity development. Third, after the science class applied jigsaw cooperation study, the students' perceptions also have changed in positive way. They were tend to care each other and cooperate with others. That means the class is good way to cultivate collective intelligence, which is a virtue of community.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.21-34
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• 2001

Using mother tongue in English classroom is controversial. Native speaking instructors seem to be for English-only classes whereas many Korean teachers of English feel it's effective to conduct classes in Korean especially for explaining usages and functions of certain grammar or new vocabulary. In fact, many studies have supported using mother tongue. However, excessive use of it hinders students from practicing the target language. Obviously it doesn't necessarily have to be all or nothing system. The study shows the positive role of mother tongue in written form based on the results of the students' academic performance at Chung-Ang University's summer program 2000. The results indicate that using mother tongue in written form helps beginning level students understand grammar and vocabulary more effectively, leads them to do better on tests than those of English-only class, and encourages them to actively get involved in class discussion and responses.

• Health Policy and Management
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• v.14 no.1
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• pp.148-168
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• 2004

To investigate the effect of parents' social class on birthweight in Korea during the period of transition to a market economy, 1995-2001. Methods: All births resulting from pregnacies reported in 1995-22001(n=4,298,374) were studied with respect to social variation in birthweight. The results were adjusted for maternal age, parity, parents' education, gestational age, total births, the dead births among total births, the number of births in one delivery. Results: Between 1995 and 2001, mean birth weight was 3271g and low birth rate was 3.41%. Maternal education, faternal education, parents' occupation, the number of birth in one delivery, total births, gestational age, and the number of deaths among. total births were all independently related to the birthweight. Parents with lower education showed higher low-birthweight rates compared with parents with university level of education(OR: 2.16 for mother and 1.68 for father). Especially, mother's education showed stronger relationship with birthweight than fathers' education. The differences in birth weight by parents' social class, especially parents' educational level became stronger between 1995 and 2001. Discussion: This study suggests that the social differences of birth weight were increasing in order 1995 to 2001. Especially, this increasing tendency in variation in birth weight by social class was shown after economic crisis, 1998.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.31-44
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• 1997

One class of grade 7 was chosen as a control group, and the other as an experimental group. The control group watched only a film of motion in weightless situation, but the experimental group had a contrastive discussion before watching the film. In pretest, pupils were given contrasted views between the pre-Galilean and post-Galilean about falling and horizontal motion of bodies, and asked to choose one from two points of view and to write the reason why they choose it. After the pretest, control group students watched the same film as the experimental group did. On the falling problem, the control group ignored the contents of the film or regarded related contents as not related contents. However, through the contrastive discussion, experimental group pupils reconstructed their past vague ideas and noticed the cause of falling which was not perceived by the control group. On the horizontal motion, some in the control group agreed with post-Galilean view points after watching the film. Some of the pupils in the experimental group agreed with the post-Galilean viewpoint after performing the contrastive discussion. However, most of them agreed after watching the film. So we can conclude that the contrastive discussion which helped students to reconstruct their ideas made the difference between the two groups.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.2
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• pp.323-331
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• 2012

Purpose: Level of meta-cognition of students has been regarded as one of the crucial factors on web-based learning. This study aimed to describe interaction type in small group discussion of the nursing graduate students and to investigate learning consequences and interaction types in group discussion on meta-cognition level. Method: Twenty six graduate nursing students attending the class on-line at the K university in Seoul were included in the study. We measured their meta-cognition level and learning attitude. We also scored their individual and group reports as well as analyzed interaction type by reviewing the dialogue of the group discussion. Results: The participants showed low frequency of exploratory interaction and high frequency of integrative interaction in the cognitive interaction category. They showed frequent modification interaction in the meta-cognitive interaction category. Interestingly, the students with lower level of meta-cognition achieved significantly greater scores in the individual assignments. High functioning group consisting of the students with high meta-cognitive level produced greater group report. Conclusion: A new strategy is needed to encourage in-depth interaction in a group discussion of nursing students. Meta-cognitive level of the students should be considered to form a small group for discussion in order to improve group activities.

• The Journal of the Convergence on Culture Technology
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• v.8 no.4
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• pp.289-296
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• 2022

The purpose of this study was to examine the students' responses and self-understanding in the liberal arts and personality class, one of the compulsory liberal arts subjects at S University. The results of the study are as follows. First, the degree of influence on students' positive change in this class was higher than normal using a five-step Likert scale. In particular, as a result of the film discussion conducted by the researcher, satisfaction was very high. Second, as a result of picture test analysis, changes in coping ability through stress and resource scales were seen in the students, and it was an opportunity for students to understand themselves by looking into their minds. This study presented example of classes that can cultivate students' personality through literature, art, and video, and cultivate their qualities as global citizens, such as responsibility, leadership, cooperation, consideration, communication, and empathy, through discussion.

• The Journal of Korean Academy of Orthopedic Manual Physical Therapy
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• v.18 no.2
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• pp.31-39
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• 2012

Background: The purpose of this study was to develop a problem-based learning model for orthopedic manual physical therapy. A problem-based learning (PBL) model for orthopedic manual physical therapy developed from PBL module of Jeju C university (Halla-Newcastle PBL Center). A summary of this study is as follows: 1) PBL model is comprised of a class of 30 students, operated small group as of 4~5 students. 2) PBL is suggested a scenario of clinical case, induced variety reaction through group discussion and presentation. 3) PBL is occurred wide variety learning through group work activity and self-directed learning. 4) The tutor as a facilitator is played a guide for group discussion, work activity and team learning. 5) The evaluation for PBL is performed such as student self-evaluation, group activity evaluation, individual presentation, and practice. This model is considered wide variety learning through team learning and self-directed learning by clinical reasoning and problem solving for musculoskeletal clinical case. We suggest problem based learning for the education of orthopedic manual physical therapy in which the learners are very interested in and has the effective outcome.

• 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.