• Science of Emotion and Sensibility
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• v.13 no.1
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• pp.103-110
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• 2010

TPR(Total Physical Response) is a new representative learning method for children's education. Today's approach to TPR has focused on signals from a user which becomes input data in a human-computer interaction, but the accuracy of sensing from body signals(e. g. motion and voice) isn't so perfect that it seems difficult to apply on an education system. To overcome these limits, we suggest a mediating interface device which can detect the user's motion using correct numerical values such as acceleration and angular speed. In addition, we suggest new design requirements for the mediating device through analyzing children's behavior as human factors by ethnography research and protocol analysis. As a result, we found that; children are unskilled in physical control when they use objects; tend to lean on an object unconsciously with touch. Also their behaviors are restricted, when they use objects. Therefore a mediating device should satisfy new design requirements which are make up for unskilled handling, support familiar and natural physical activity.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.445-474
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• 2010

The results of performing first survey after learning linear equation and second survey after 5 months to find out whether there is change in solving process while seventh grade students solve linear equations are as follows. First, as a result of performing McNemar Test in order to find out the correct answer ratio between first survey and second survey, it was shown as $p=.035^a$ in problem x+4=9 and $p=.012^a$ in problem $x+\frac{1}{4}=\frac{2}{3}$ of problem type A while being shown as $p=.012^a$ in problem x+3=8 and $p=.035^a$ in problem 5(x+2)=20 of problem type B. Second, while there were students not making errors in the second survey among students who made errors in the solving process of problem type A and B, students making errors in the second survey among the students who expressed the solving process correctly in the first survey were shown. Third, while there were students expressing the solving process of linear equation correctly for all problems (type A, type B and type C), there were students expressing several problems correctly and unable to do so for several problems. In conclusion, even if a student has expressed the solving process correctly on all problems, it would be difficult to foresee that the student is able to express properly in the solving process when another problem is given. According to the result of analyzing the reaction of students toward three problem types (type A, type B and type C), it is possible to determine whether a certain student is 'able' or 'unable' to express the solving process of linear equation by analyzing the problem solving process.

• The Journal of Korean Society for School & Community Health Education
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• v.22 no.4
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• pp.49-60
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• 2021

Objectives: Laboratories have various latent physical, chemical, biological, and ergonomical factors according to the diversification and fusion of research and development activities. This study aims to investigate the chemical exposure concentrations of college laboratories and evaluate their health risks, and use them as basic data to promote the health of college students. Methods: The sampling and analysis of harmful chemicals in the air in laboratories were performed using Method 1500 of the U.S. National Institute for Occupational Safety and Health (NIOSH)의 Method 1500. The harmful chemicals in the laboratories were divided into carcinogenic and non-carcinogenic chemicals. Risk assessment was performed using the cancer risk (CR) for carcinogenic chemicals and using the hazard index (HI) for non-carcinogenic chemicals. Results: The harmful chemicals in college laboratories consisted of acetone, diethyl ether, methylene chloride, n-hexane, ethyl acetate, chloroform, tetrahydrofuran, toluene, and xylenes. They showed the highest concentrations in laboratories A (acetone 0.001~2.34ppm), B (chloroform 0.95~6.35ppm), C (diethyl ether 0.08~8.68ppm), and D (acetone 0.07~14.96ppm). The risk assessment result for non-carcinogenic chemicals showed that the HI of methylene chloride was 2.052 for men and 2.333 for women, the HI of N-hexane was 4.442 for men and 5.05 for women. Thus, the HI values were higher than 1. The risk of carcinogenic chemicals is determined by an excess cancer risk (ECR) value of 1.0×10^-5, which means that one in 100,000 people has a cancer risk. The ECRs of chloroform exceeded 1.0×10^-5 for both men and women, indicating the possibility of cancer risk. Conclusion: College laboratories showed the possibility of non-carcinogenic health risks for methylene chloride, n-hexane, tetrahydrofuran (THF), toluene, and xylenes, and carcinogenic health risks for chloroform, methylene chloride. However, this study used the maximum values of measurements to determine the worst case, and assumed that the subjects were exposed to the corresponding concentrations continuously for 8 hours per day for 300 days per year. In consideration of the nature of laboratory environment in which people are intermittently exposed, rather than continuously, to the chemicals, the results of this study has an element of overestimation.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.569-590
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• 2023

The purpose of this case study is to compare and analyze the covariational reasoning levels of two middle school students revealed in the process of solving and generalizing algebra word problems. A class was conducted with two middle school students who had not learned quadratic equations in school mathematics. During the retrospective analysis after the class was over, a noticeable difference between the two students was revealed in solving algebra word problems, including situations where speed changes. Accordingly, this study compared and analyzed the level of covariational reasoning revealed in the process of solving or generalizing algebra word problems including situations where speed is constant or changing, based on the theoretical framework proposed by Thompson & Carlson(2017). As a result, this study confirmed that students' covariational reasoning levels may be different even if the problem-solving methods and results of algebra word problems are similar, and the similarity of problem-solving revealed in the process of solving and generalizing algebra word problems was analyzed from a covariation perspective. This study suggests that in the teaching and learning algebra word problems, rather than focusing on finding solutions by quickly converting problem situations into equations, activities of finding changing quantities and representing the relationships between them in various ways.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.318-327
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• 2007

The purpose of this study is to examine the effects of small-scale chemistry(SSC) laboratory activities implemented in high school chemistry II classes on the students' inquiry process skills and science-related attitudes. For this study, 112 students in the 12th grade were chosen and divided into an experimental and a control group. Seven SSC lab programs that can replace the traditional experiments in chemistry II textbooks were selected and administered to the experimental group while the traditional textbook experiments were administered to the control group. The results showed that there was a significant difference in the enhancement of inquiry process skills between the two groups while no significant difference was found in science-related attitudes. Further analysis showed that the difference in the inquiry process skills came from the basic inquiry process skills. The experimental group students thought that the SSC experiments have many advantages compared to the traditional experiments, e.g., individual work, learning lab and theory in parallel, short experiment time, safety, environmental aspects, etc. These results suggest that the SSC lab programs are valuable in high school chemistry classes and developing and distributing various SSC lab programs is needed to replace the traditional experiments in the current textbooks.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.91-107
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• 2010

The purpose of this study was to investigate what middle school Home Economics(HE) teachers perceive, practice and need for self-supervision at school related to HE. Questionnaires were sent by E-mail and 150 were collected. Descriptive statistics including frequency, percentage, average, standard deviation, t-test and ANOVA analysis were reported using SPSS/win 10.1. The results of this research were as follows: First, middle school HE teachers perceived that self-supervision at school was essential since it promoted self reflection of teachers themselves and improved professional skills. Furthermore, peer-coaching was highly preferred. Second, negative responses to the supervision of principal, vice-principal, and peer teachers overwhelmed positive answers. Information exchange among peer teachers was frequent, yet, approximately 22.6% of middle school HE teachers were still avoiding sharing information process for several reasons. About half of the teachers answered that all teachers needed to participate in this process. Third, they pointed out that self-supervision at school was not implemented well because of the lack of time due to the heavy work load, negative and passive attitude for the improvement of teaching-learning activities, administration-centered supervision that did not reflect teachers' opinion, and shortage of economical, and environmental support.. HE teachers perceived that peer teachers who were doing good practices were most helpful for the supervision. Also, they preferred self-evaluation at the end of the self-supervision at school. Forth, to improve self-supervision at school, there were very high demands for reduction of administrative work, additional time, fundamental philosophy toward HE education. Fifth, the purpose and detailed plans of self-supervision were recognized as the results that were democratically derived by the HE teachers. Sixth, class inspection and informal inspection were operated once in a year, and self-training was rarely operated. Peer coaching and self-coaching were operated occasionally. Self-coaching and peer coaching were reported as the most helpful types of supervision. In addition, HE teachers answered that supervision was helpful to teaching method followed by contents, evaluation, and philosophy of education.

• Journal of Music and Human Behavior
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• v.1 no.1
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• pp.11-32
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• 2004

According to Edwin Gordon(1987, 1997, 2003), music aptitude is a product of interaction of innate potential and early environmental experiences. He referred to music aptitude of children up to nine years of age as developmental music aptitude which fluctuates due to musical environment. Music aptitude stabilizes at age nine, and the music aptitude after age nine is called "stabilized music aptitude". This research is to examine Gorden's hypothesis that the younger a child receives music education, the higher music aptitude. Also, this research is to experiment the effect of Audiation activities developed in Audie Music Curriculum on music aptitude. The researcher and another Audie teacher as a co-teacher guided children together for 30 minutes once a week. The pedagogy guidelines for informal guidance in music learning theory were kept throughout the classes. Also, Audie's teaching method which had been developed for Korean Kindergarten educational environment was also applied. Five-year-old subjects in Experimental group 1 experienced the Audie Music Curriculum of one year; five-year-old subjects in Experimental group 2 experienced it for two years. Primary Measures of Music Audiation was administered three times during their last year of Kindergarten. Subjects in the Control groups, one examined at the beginning and the other at the end of their last year in Kindergarten, received no Audie instruction. There was no significant difference in tonal aptitude, but there was significant difference in rhythmic aptitude(p< .05) among the experiemental groups. Because both Experimental groups showed statistical significance (p< .001) in the music aptitude increase during their academic years, the significant differences of the year-end music aptitude between control group and experimental groups were the expected result.

• Communications of Mathematical Education
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• v.27 no.1
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• pp.39-62
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• 2013

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, according to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of knowledge obtaining, instructional planning, instructional implementation, and instructional reflection. In this study, 1st and 2nd pilot studies was accomplished for revising evaluation standards and as a result, the procedure for implementing mathematics teaching using evaluation standards was changed to evaluate teachers own teaching using the standards focused on instructional reflection and according to the degree of satisfaction on reflecting their own teaching, standards on knowledge obtaining, instructional planning, instructional implementation would be utilized. Teacher survey is accomplished two times, by the subject of seven teachers. According ot the result of the first teacher questionnaire which was consisted of the essay type of questions on the degree of understanding the content of standards, the evaluation standards were revised. According ot the result of the second teacher questionnaire which was consisted of the essay type of questions on the application of standards, the evaluation standards were revised finally and the way of how to use the standards efficiently was suggested.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.445-455
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• 2016

The purpose of this study is to identify the structural relationship among students' grit, interest, self-regulation ability, task-commitment and achievement within science learning. Our concern is understanding how grit is related to the other non-cognitive variables, i.e., interest, self-regulation ability, and task-commitment, which are widely known as significant predictors of science achievement. Based on literature review, we evaluated two hypothetical models in the frame of structural equation modeling as follows: first, grit was assumed to mediate relations of interest and self-regulation ability, and interest and task-commitment. Second, grit was assumed to have a direct effect on self-regulation ability and task-commitment independent of interest. In both models, grit was assumed to be indirectly associated with science achievement. A total number of 180 high school students (77 boys, 103 girls) participated in surveys on grit, interest, self-regulation ability, and task-commitment and reported their science test scores on mid-term/final exams. Results revealed that students' grit and interest were indirectly associated with their science achievement with the mediation of their self-regulation and task-commitment. We also found that task-commitment was highly correlated with interest and self-regulation. Furthermore, we found different patterns of correlations within the five variables between female and male students. From these results, we suggested that researchers need to investigate whether students' grit and task-commitment can explain their interest decreasing as they move to higher grade levels, how teachers can help students to maintain their interest in learning science from early childhood, and relationships of these non-cognitive variables and science achievement.

• Journal of the Korean Chemical Society
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• v.59 no.2
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• pp.164-178
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• 2015

The purpose of this study was to design a teaching and learning method conductive to the development of creative thinking skills and investigate its effects. It has been developed integrated mind map with feature of visualizing the divergent thinking to the aspects of Science (S), Technology (T) & Engineering (E), Arts (A), Mathematics (M). Integrated mind map can be divided into four types of STEAM type, STEA type, STEM type, STE type depending on the category of key words in the first branch. And Integrated mind map can be divided into three levels of guided, intermediate, open depending on the teacher's guide degree. And also integrated mind map activities were carried out in the form of group, class share as well as individual. This study was implemented during a semester and students in experiment group experienced individual-integrated mind map activity 10 times, group-integrated mind map activity 10 times, class share-integrated mind map activity 3 times. The results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills (p<.05). And there was a statistically meaningful improvement in fluency, flexibility, originality as a sub-category of creative thinking skills(p <.05). Also creative thinking skills are not affected by the level of cognitive, academic performance, gender (p<.05). In conclusion, it was found that 'integrated mind map activity' improved student's creative thinking skills. There was no interaction effect about creative thinking skills between the teaching strategy and cognitive level, achivement, gender of those students.