• Journal of the Korean Society of Earth Science Education
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• v.8 no.1
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• pp.87-97
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• 2015

This study is to find out that the effect of class applied Jigsaw cooperative learning to self-directed learning skills and task commitment. This study has been aimed at 2 class 66 students pre-service teachers who take "Science and study of teaching materials I" enrolled in B University of Education located in B city. This study targets to 2009 revision of elementary school science curriculum of changes in earth's surface(3-1), the volcano and earthquakes (4-1), the solar system and the stars (5-1), the motion of the Earth and the Moon (6-1) sections. Clarify the subject of study for implementing a research topics are as follows. First, What is the effect of class applied Jigsaw cooperative learning to self-directed learning skills? Second, what is the effect of class applied Jigsaw cooperative learning to task commitment? Third, what is awareness of class applied Jigsaw cooperative learning? Results of the study were as follows: First, class applied Jigsaw cooperative learning was effective in improving self-directed learning skills. Second, class applied Jigsaw cooperative learning was effective in improving task commitment. Third, in the course of discussion, students got consideration for others with leadership in their discussion was good in the class applied Jigsaw cooperative learning discussion. There was a response that they would like to do the class continually.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.341-348
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• 2021

With the advent of the pandemic era, non-face-to-face classes are being conducted, and many studies are being conducted on the effects of non-face-to-face classes in many subjects. Since the programming class is a subject that combines knowledge transfer and practice. In the case of non-face-to-face classes, I wanted to know how students perceive them through a survey. The number of students who answered that traditional face-to-face classes were good in terms of ease of question and answer, understanding of class content and immersion in class, and more students answered that non-face-to-face classes were good in terms of securing practice time and class control. It is expected that using the results of this study will help plan effective programming lessons.

• Kyungpook Mathematical Journal
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• v.50 no.4
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• pp.545-556
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• 2010

A good amount of work has been done on degree of approximation of functions belonging to Lip${\alpha}$, Lip($\xi$(t),r) and W($L_r,\xi(t)$) and classes using Ces$\`{a}$ro, N$\"{o}$rlund and generalised N$\"{o}$rlund single summability methods by a number of researchers ([1], [10], [8], [6], [7], [2], [3], [4], [9]). But till now, nothing seems to have been done so far to obtain the degree of approximation of functions using (N,$p_n$)(C, 1) product summability method. Therefore the purpose of present paper is to establish two quite new theorems on degree of approximation of function $f\;\in\;Lip({\alpha},r)$ class and $f\;\in\;W(L_r,\;\xi(t))$ class by (N, $p_n$)(C, 1) product summability means of its Fourier series.

• Journal of the Korea Society of Computer and Information
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• v.21 no.4
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• pp.73-80
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• 2016

Most fault prediction models have class imbalance problems because training data usually contains much more non-fault class modules than fault class ones. This imbalanced distribution makes it difficult for the models to learn the minor class module data. Data imbalance is much higher when severity-based fault prediction is used. This is because high severity fault modules is a smaller subset of the fault modules. In this paper, we propose severity-based models to solve these problems using the three sampling methods, Resample, SpreadSubSample and SMOTE. Empirical results show that Resample method has typical over-fit problems, and SpreadSubSample method cannot enhance the prediction performance of the models. Unlike two methods, SMOTE method shows good performance in terms of AUC and FNR values. Especially J48 decision tree model using SMOTE outperforms other prediction models.

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.529-545
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• 2007

Questioning forms an integral part of most strategies for effective teaching when the class consists of difficult content. Science including chemistry is usually content-rich, but difficult to understand without supporting lab experiments, subsidiary visual materials and model kits. Engaging the attention and interest of students in such a subject, therefore, is the key to the success of a daily lesson in the classroom. However, generating meaningful questions requires a certain level of information and metacognitive skills on the part of the teacher. The purpose of this study was to find out the framework of effective teachers' questioning with a large group in chemistry class: how teachers used questioning to engage their students in such a big class, to identify a variety of forms of feedback provided by students and to develop a model of question-inducing strategies. We investigated the teachers' recognition of their questioning and the students' recognition of teachers' questioning by surveying over 82 teachers and 434 students in Korea. The survey findings show that the questionnaire can be categorized into four elements: the theme of the teachers' questions (T), students' inquiries (I), methods of teachers' questioning (M) and encouragement of students (E). These elements can be analyzed and sub-categorized to find out which elements are effective in good questioning, even though the elements are interwoven tetrahedrally.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.85-92
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• 1997

The field is a good learning environment that offers many opportunities. Status of conducting field trip in the middle and high school was investigated As a result, there was few teachers who disagree that a course in science should include learning in the field. Yet, on practical side, teachers who used to conduct the field trip over once a year in science class appeared to be about 23% only. Most of schools conducting field trips hadn't well-planned program for instructional activities. Many of teachers appealed that they should not get release time for conducting an extended field experiences, and that they could not obtained good information in relation to the contents, the methods and strategies of field activities. It says that a good field trip needs administrative and financial surport, many informations, and the teacher's exertion.

• Journal of Engineering Education Research
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• v.13 no.5
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• pp.15-19
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• 2010

Upon request from the Tokushima Prefectural Senior High School of Science and Technology, two faculty staff members and eight students of The University of Tokushima visited the high school and set up a chemistry laboratory class for 59 students. Since the participating senior high school students were freshmen, four simple, safe and visual experiments were selected: 1) Water purification, 2) Surface modification, 3) Briggs-Rauscher reaction, and 4) Polymer synthesis and characterization. All experiments received a favorable reception as a follow-up questionnaire verified. Since the high school students enjoyed the experiments it is hoped that the results will strengthen the students' interest in chemistry. It was good opportunity for the observers; they recognized the difficulty of teaching students.

• Journal of Periodontal and Implant Science
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• v.32 no.3
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• pp.555-584
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• 2002

Exposed root surfaces can cause esthetic problems, hypersensitivity, and root caries. Numerous efforts have been tried to cover the recessed root surfaces, and various techniques have been developed and introduced. Among these, subepithelial connective tissue graft which shows high coverage rate in various researches, has the advantage of good color match, less discomfort to the donor site, rich vascularity, and high predictability. Following results were obtained after investigating 6 and 18 months post operatively, 98 cases of subepithelial connective tissue graft from 48 patients who underwent subepithelial connective tissue graft procedure in the department of periodontology, college of dentistry, Yonsei university. 1. The total average root coverage of Miller class I, II & III were 76.2?24% at 6 months follow-up and 75?25.2% at 18 months follow-up with no statistically significant difference between the follow-up periods.(p<0.05) 2. The percentage of teeth showing complete coverage were 41.9% at 6 months follow-up and 39.2% at 18 months follow-up. 3. At 6 months follow-up, Miller classification I showed 84.9?20.7%, class II showed 82.5?17.7%, and class III showed 62.3?24.5% of coverage. In class III recession, statistically significantly less root coverage was observed compared to class I & II. (p(0.05) 4. At 18 months follow-up, Miller classification I showed 92.2?13.5%, class II showed 84.3?17.4%, and class III showed 59.5?24.5% of coverage. In class III recession, statistically significantly less root coverage was observed compared to class I & II. (p<0.05) In conclusion, subepithelial connective tissue graft for class I and II recession can be used as a clinically predictable treatment modality for root coverage.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.78-86
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• 2013

The purpose of this study is to analyze the effects of the Project based STEAM program on primary students' Problem solving process and creative personality. Based on the concept of project based learning and STEAM derived from a literature review, a learning program has been developed and applied to 28 elementary 4-6th students. Problem Solving Process and Creative personality tests were conducted before and after Project based STEAM program lessons. The results of this study are as follows. (1)Project-based STEAM was affected all components of problem solving process. (2) Project-based STEAM was affected all eight components of creative personality positively, (3) after using Project-based STEAM was good reaction by students. As a result, the elementary science class with Project-based STEAM had problem solving process for positive educational effect and creative personality. it means the science class with creative personality has potential possibilities and value to develop problem solving process and creative personality.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.258-266
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• 2011

This study was carried out to P University of Education 111 students who participated in science materials study course 1 in spring semester 2011. Students have taken the course pre-service teachers of elementary school classes to target elementary school earth science field, they selected one of the sections to create a class and the students have fulfilled 15-minute classes in respectively from the first week of May 2011 to until end of that course. In this class, colleagues evaluated the classes and we used evaluated scores to determine level of instructional motivation strategy. The obtained results from this study are as follows; First, motivational strategies used by preliminary elementary school teacher were questions, presentation of pictures and photographs, storytelling, presentation of contradictory concepts and phenomena, pilot experiments Second, among preliminary elementary teachers' motivational strategies for teaching in the field of the earth storytelling, presenting contradictory phenomena and concepts, pilot experiment, presentation of contradictory concepts, questions got higher scores in the order. Third, storytelling received the highest scores by the evaluators. So we can consider storytelling as a good strategy for the next class. In particular, storytelling used by animism were more effective. Fourth, preliminary elementary school teachers used life knowledges and dairy experiences as instructional motivation.