• Education of Primary School Mathematics
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• v.22 no.1
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• pp.49-64
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• 2019

The purpose of the study was to examine the current status of prospective elementary school teachers' mathematical beliefs. 339 future elementary school teachers majoring in mathematics education from 4 universities participated in the study. The questionnaire used in the TEDS-M(Tatto et al., 2008) was translated into Korean for the purpose of the study. The researchers analyzed the pre-service elementary teachers' beliefs about the nature of mathematics and about mathematics learning. Also, the results of the survey was analyzed by various aspects. To determine differences between the groups, one-way analysis of variance was used. To check the relationship between beliefs about the nature of mathematics and about the mathematics learning, correlation analysis was used. The results of the study revealed that the pre-service elementary teachers tends to believe that the nature of mathematics as 'process of inquiry' rather than 'rules and procedures' which is a view that mathematics as ready-made knowledge. In addition, the pre-service elementary teachers tend to consider 'active learning' as desirable aspects in mathematics teaching-learning practice, while 'teacher's direction' was not. We found that there were statistically significant correlation between 'process of inquiry' and 'active learning' and between 'rules and procedures' and 'teacher direction'. On the basis of these results, more extensive and multifaced research on mathematical beliefs should be needed to design curriculum and plan lessons for future teachers.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.307-317
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• 2006

Those students with ability and interest in science should be supported to develop their potential and to reach high levels of achievement in science and technology. In order to ensure that gifted pupils are able to enhance their creativity as well as research abilities, appropriate learning programs and environments are essential. One of the various teaching and learning models for the gifted in science is the discovery learning model based on inductive science activities. There is a clear line of continuity between knowledge discovery at the forefront of research and student's learning activities. If students receive excellent training in organizing scientific concepts for themselves, they will be able to skillfully apply appropriate scientific concepts and solve problems when facing unfamiliar situations. It is very important to offer an appropriate learning environment to maximize the learning effect whilst, at the same time, understanding individual student's characteristics. In this study, the authors took great pains to research effective learning environments for gifted science students. Firstly, appropriate classroom learning environments thought by the teacher to offer the most potential were investigated. 3 different classes in which a revised teaching and learning environment was applied in sequence were examined. Inquiries were conducted into students' activities and achievement through observation, interviews, and examination of students' worksheets. A Science Education expert and 5 elementary school teachers specializing in gifted education also observed the class to examine the specific character of gifted science students. A number of suggestions in discovery learning classes for elementary students gifted in science are possible; 1) Readiness is essential in attitudes related to the inquiry. 2) The interaction between students should be developed. A permissive atmosphere is needed in small group activities. 3) Students require training in listening to others. In a whole class discussion, a permissive atmosphere needs to be restricted somewhat in order to promote full and inclusive discussion. 4) Students should have a chance to practice induction and abduction methods in solving problems.

• Journal of Information Technology Services
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• v.20 no.4
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• pp.129-140
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• 2021

Recently, interest in AI tutors is rising as a way to bridge the educational gap in school settings. However, research confirming the effectiveness of AI tutors is lacking. The purpose of this study is to explore how effective learner characteristics and recommended item learning activities are in predicting learner's academic performance in an adaptive online learning environment. This study proposed the hypothesis that learner characteristics (prior knowledge, midterm evaluation) and recommended item learning activities (learning time, correct answer check, incorrect answer correction, satisfaction, correct answer rate) predict academic achievement. In order to verify the hypothesis, the data of 362 learners were analyzed by collecting data from the learning management system (LMS) from the perspective of learning analytics. For data analysis, regression analysis was performed using the regsubset function provided by the leaps package of the R program. The results of analyses showed that prior knowledge, midterm evaluation, correct answer confirmation, incorrect answer correction, and satisfaction had a positive effect on academic performance, but learning time had a negative effect on academic performance. On the other hand, the percentage of correct answers did not have a significant effect on academic performance. The results of this study suggest that recommended item learning activities, which mean behavioral indicators of interaction with AI tutors, are important in the learning process stage to increase academic performance in an adaptive online learning environment.

• Journal of Science Education
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• v.40 no.1
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• pp.52-71
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• 2016

The purpose of this study is to analyze the learning activities which use asexual reproduction learning application(app) of students with special needs through the Cultural Historical Activity(CHAT). The asexual reproduction learning app was developed for students with special needs, and analyzed the learning activities of students with special needs in perspective of CHAT. The app was developed as subsidiary study material for asexual reproduction inquiry learning. Main functions of the app were composed of concept learning, problem solving, video playing, and report writing. According the CHAT analysis, findings indicated that students with special needs as the subject were able to organize division of labor demonstrated in cooperative learning with the object to actively participate in the class by using the tool of an app. This study also showed effective teaching strategy for improvement of learning achievement and task behavior level of student with special needs.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.159-166
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• 2016

This study analyzed perceptions and difficulties in applying Flipped Learning with an interview method grounded on understanding and experience of Flipped Learning in science class. The interviewees selected were six teachers working in Seoul and Gyeonggi Province. Three teachers having over two years of experience in operating Flipped Learning in science were selected, one each from elementary, middle, and high school and another three teachers who had just started to operate Flipped Learning this year were chosen, one each from elementary, middle, and high school. According to the result of a 3-step interview conducted with the participating teachers, they indicated very high satisfaction with the implementation of Flipped Learning in elementary, middle, and high school science classes. They responded that Flipped Learning was particularly more helpful for inquiry activity. The teachers, however, felt burdened by the class preparation and had difficulty in organizing the class. To explore ways to get rid of the difficulties in Flipped Learning, this author discussed the textbook system where one could draw various implications for improving the current class.

• Journal of Elementary Mathematics Education in Korea
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• v.3 no.1
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• pp.75-92
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• 1999

Many educators say that one of the key theory which is widely accepted teaching-learning process in the 7th mathematics curriculum is constructivism. They believe constructivism is very powerful as a background theory in teaching-learning mathematics and in this point of view, each student can construct knowledge by himself in the inner world. Therefore, the aspect of teaching-learning methods in the 7th mathematics curriculum focused on inquiry learning, self-directed learning, cooperative learning. Through this methods, the 7th mathematics text also composed of ease, interesting and dynamic activity oriented subjects. And constructive teaching-learning methods in mathematics is implemented variously by those whom attracted in constructivism. Thus, the purpose of this study is to build up a model that is required to systematize teaching-learning process in mathematics as a guideline for teachers. Another purpose of this study is to make clear that the presented model is appropriate process for teaching-learning in mathematics.

• Journal of the Korean Chemical Society
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• v.48 no.3
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• pp.291-299
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• 2004

The purpose of this study is to investigate views of high school students' learning of chemistry as one aspect of conceptual ecology. The results of this study will help us expand our understanding of conceptual change as it is used to evaluate learners. I made use of an interpretative research design based on principles of naturalistic inquiry. The participants in this study were six sophomore students. The picture of a chemistry class we draw from analyzing data is a play on stage with little interaction. Students accept passive and difficult-to-modify views of the learner roles that they should play in the chemistry classroom. Students identified chemistry classes as conservative places. 'Transmission' seems to remain the persistent and dominant classroom cultural dynamic for both the teaching and learning of chemistry. Students should understand about learning processes, and how to play, monitor, evaluate and regulate them. Students should experience the plausibility and fruitfulness of learning chemistry, and it will help students to feel a "love of learning chemistry." As students change their views of learning chemistry, it will help to improve their learning and to experience conceptual change in chemistry learning.

• Journal of Convergence for Information Technology
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• v.11 no.11
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• pp.312-326
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• 2021

Building on the framework of language socialization [10] in language learning and use, the present study examines the environmental factors involved in four college students' English learning in the situated place of the home during the COVID-19 pandemic. Using narrative inquiry, this study implements a time-series analysis to investigate undergraduates' online English learning in a rural area of northwest China. The data were collected via oral and written narration, semi-structured interviews, and class documents. Leveraging the field-habitus theories, the findings reveal that each of the students had a different habitus in the family field that influenced their English learning at home between March to July of 2020. Ultimately, all four students felt that their habitus made their online English learning ineffective and expressed that they did not wish to continue learning at home. The findings imply that it is important for rural parents to pay more attention to building college students' learning environments and helping students cultivate a strong learning habitus in the family field in northwest China.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.399-408
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• 2015

This study is to find out that the effects of a creative experience activity program to scientific concepts and self-directed learning skills. This study has been aimed at 2 class 40 students of 4th grade in D metropolitan city A elementary school in 2015, one class 20 students are the research group to apply Scientific research program using creative experience activity, another class 20 students were comparison groups to apply general science classes. The related class section of this study is 4th grade 2 semester of science 4 chapters, 'The Earth and the moon' This section is in fourth grade elementary science curriculum revision in 2009 is a Sections to learn for the first time about astronomical area. Target research group in club activities as part of the creative activities implemented using scientific inquiry and analyzed the results. In addition, in order to better research based on the results of this study as follows. First, the science curriculum in elementary schools, as well as applied research about the creative experience activity classes in other subjects is required. The ongoing research is needed to classes utilizing the characteristics of creative experience activities in several subjects of the elementary school curriculum. Second, Creative experiential learning is only effective when it is done consistently, it is worth studying for long periods of time.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.225-238
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• 2013

The purpose of this study is to find out The Effects of the Learning Motive, Interest and Science Process Skills using the 'Light' Unit on Science-based STEAM. As the subject, 2 classes in the 6th grade of G elementary school located in Busan were selected. Through the pre/post inspection design between experiment and comparison class, the units of science courses in the first semester of 6th grade '1. Light' were applied. The results were as follows: Firstly, it was observed that it would have a meaningful effect to improve the learning motive of students who performed STEAM education. Secondly, it was observed that it would have a meaningful effect to improve the interest of students who performed STEAM education. Especially, the results of 'attention', 'relevance', 'confidence' and 'satisfaction' in the experimental class were higher than those of students in the comparative class. The experimental class gave a positive effect on the 'attention', 'confidence' and 'satisfaction'. According to statistical analysis, this result is meaning. Thirdly, the test on science processing skills showed that there was not statistic meaningful differences between the two groups. But, in the sub-parts, there was statistic meaningful differences between the two groups on the 'integrated inquiry ability'.