• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.323-332
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• 1997

In order to use analog more systematically in science class, an instructional model was designed on the basis of analogical reasoning processes (encoding, inference, mapping, application, and response) in the Sternberg's component process theory. The model has five phases (introducing target context, cue retrieval of analog context, mapping similarity and drawing target concept, application, and elaboration), and the instructional effects of using the model upon students' comprehension of science concepts and motivation level of learning were investigated. The treatment and control groups (1 class each) were selected from 8th-grade classes and taught about chemical change and chemical reaction for the period of 10 class hours. The treatment group was taught with the materials based on the model, while the control group was taught in traditional instruction without using analog. Before the instructions, modified versions of the Patterns of Adaptive Learning Survey and the Group Assessment of Logical Thinking were administered, and their scores were used as covariates for students' conceptions and motivational level of learning, respectively. Analogical reasoning ability test was also administered, and its score was used as a blocking variable. After the instructions, students' conceptions were measured by a researcher-made science conception test, and their motivational level of learning was measured by a modified version of the Instructional Materials Motivation Scale. The results indicated that the adjusted mean score of the conception test for the treatment group was significantly higher than that of the control group at .01 level of significance. No significant interaction between the instruction and the analogical reasoning ability was found. Although the motivational level of learning for the treatment group was higher than that for the control group, the difference was found to be statistically insignificant. Educational implications are discussed.

• 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.

• Journal of the Korean Chemical Society
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• v.60 no.5
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• pp.327-341
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• 2016

This study explores the effective visual resources in the “regularity in chemical reactions” unit of ninth grade science textbooks (2009 revised version). The frequency and role of visual resources were initially examined, and the students’ perceptions of visual resources were investigated. The results of the analysis represented the learning material presentation (68%), motivational categories (14%), guide to inquiry procedures (9%), and inquiry results and summaries (8%). According to the investigation of the students’ perceptions of visual resources, the most effective visual resource for motivation is a photograph depicting physical and chemical changes, such as in bread baking and the most effective for learning material presentations in mass conservation, definite proportion, and stoichiometric concept units were a cartoon, graph, and formula representing stoichiometric phenomena, respectively. The most effective resource for guide to inquiry (experimental) procedures were photographs of both instruments and sequential experiment processes; and in the inquiry results and summary category, incomplete tables and graphs for students to work on themselves. The aims of this research are to increase the usefulness of visual resources in the teaching-learning activity and provide informative supplements for the development and improvement of visual resources, according to the students’ perceptions.

• Journal of Engineering Education Research
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• v.23 no.1
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• pp.3-9
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• 2020

The purpose of the study was to develop the Arduino based STEAM instruction materials for creative engineering design class. PDIE model was used in this study. We developed a STEAM lesson plan and a STEAM lesson worksheet for a total of six sessions through the steps of preparation, development, implementation and evaluation. The validity of the instruction materials was evaluated by the 10 experts using a survey. The instruction materials were applied to the class (52 students attended) of the creative engineering designs unit in technology and home economics subject. The class satisfaction and the creative solving-problem ability were examined after the calss. The class satafacition was high as the average of 10 item was 4.57 (out of 5). The paired t-test was conducted to compare the means of the creative solving-problem ability. It was observed that 'understanding and mastery of knowledge, thought, function and skills in a specific domain', 'divergent thinking', 'critical and logical thinking' and ' motivational factors' were significantly increased after the class. The instruction materials develped in this study were successfully designed to enhance the creative solving-problem ability by designing creative tasks and to intrique the interest by adding visual and auditory stimuli with the Arduino.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.29-42
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• 2018

The purposes of this study were to develop and apply teaching-learning plans using ARCS strategies to improve character of middle school students and analyze whether a home economics class helps to give positive effects on youth character change. Nine-period classes were conducted for 110 male students in 4 classes of M middle school in Gwangju metropolitan city for 5 weeks from March 6 through April 7 in 2017. The effectiveness of classes were examined with learners' class assessment and pre- and post- character index test. The research steps and results in this study are as follows. First, the teaching-learning plans for 9 periods were developed for the character education class of the chapter 'Understanding families'. These teaching and learning course plans were designed to enhance learner's interests in learning using ARCS motivational strategy and improve character of middle school students in consideration of character elements. In the chapter 'Understanding families' of Technology Home Economics in middle school, the teaching-learning plans for 9 periods, 14 student activity sheets, and 2 powerpoint materials for teaching and learning were developed. Second, students who had the character education classes using ARCS motivational strategy showed significant differences in all character elements. Therefore, the character education class using ARCS shows positive effects to build up character of middle school students. Third, the character education classes using ARCS motivational strategy increased the class satisfaction of learners. The character education class teaching and learning course plans and learning materials in Technology Home Economics using ARCS motivational strategy will be used as a basic resource to build up students' character in the future.

• Journal of Korea Multimedia Society
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• v.25 no.2
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• pp.311-324
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• 2022

In this paper, we adjusted the feedback and learning materials for each learning based on ARCS motivation which applied DEVS methodology. We designed the ARCS professor-student model that expresses the continuous change in the student's attitude toward the class according to the student's attention, relevance, confidence, and satisfaction. It was applied to computational thinking and data analysis classes Based on the designed model. Before and after class, the students were asked the same question and then analyzed for each part of the ARCS. It was observed that students' perceptions of Attention, Relevance, and Satisfaction were improved except for Confidence. we observed that the students themselves felt that they lacked a lot of confidence compared to other ARS through the analysis. Although, Confidence showed a 13.5% improvement after class but it was about 33% lower than the average of other ARS. However, when it was observed that students' self-confidence was 30% lower than other motivational factors it was confirmed that the part that leads C to a similar level in other ARS is necessary.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.93-108
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• 2023

This study aims to analyze the types and roles of visualization materials presented in the third- and fourth-grade national and authorized science textbooks based on the 2015 revised curriculum. Using the type and role framework, 17 chapters were analyzed. The analysis revealed, first, that the national and authorized textbooks had different total amounts of visualization data and total amounts of simple illustrations. However, no difference in the amounts of simple illustrations and infographics used in the units was evident. The units that used the most infographics were Life, Earth and Universe, in that order, in both the national and the authorized textbooks. Second, simple illustrations were observed to have role differences according to the type of visualization data, but infographics had no such differences. Specifically, the motivational role in a simple illustration increased in all the authorized textbooks. Third, looking at the frequencies of the infographic subtypes, the Process, Structure, Comparative Analysis, and Timeline types accounted for 86% of the total, but the proportions of those subtypes varied in the national and authorized textbooks. Based on the results of this study, I suggest that to achieve differentiation in the types or roles of visualization materials, changes in the types, processes, and skills of inquiry must first occur, as must changes in the structure of chapters or lessons. Continuous research and discussion on the standards and methods for authorized textbooks are also needed.

• Journal of the Korean Society of Costume
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• v.64 no.4
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• pp.176-187
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• 2014

Although DIY(Do-It-Yourself) clothes are not popular in Korea, they continually reflect emerging DIY trends. Previous studies have approached the technical aspect of DIY clothes or have considered them only as an aspect of consumption tendencies. The purpose of this study is to look into online communities to investigate distinctive elements, which form the DIY clothing culture. Participant observation of texts and pictures from the online community's postings about DIY was conducted and used for the analysis. Research results showed that personal and social factors motivated DIY clothes. Personal motivations are comprised of factors such as practical creativity and personal enjoyment. Practical creativity occurred when someone wished to express aesthetics and personality in DIY clothes; personal enjoyment refers to the pleasure and utility that one feels when one makes DIY clothes. The social motivations were comprised of factors such as a desire to show off and to expand social exchanges. The desire to show off involved wearing DIY clothes and then finding satisfaction from reactions of people who notice it. The "expansion of exchanges" was not only about sharing information about DIY clothes in an online community but also about distributing or giving real goods (materials or tools for DIY clothes and finished goods) as gifts. Furthermore, some "DIYers" made DIY clothes sustainable by pursuing economic feasibility as an additional motivational factor. When they had expertise and commercial traits, they established businesses in the form of independent creative firms, transforming themselves from productive consumers to producers.

• Asian Pacific Journal of Cancer Prevention
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• v.14 no.5
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• pp.2891-2896
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• 2013

Background: To illustrate multiple approaches and to assess participation rates adopted for a community based smoking cessation intervention programme in rural Kerala. Materials and Methods: Resident males in the age group 18-60 years who were 'current daily smokers' from 4 randomly allocated community development blocks of rural Thiruvananthapuram district, Kerala (2 intervention and 2 control groups) were selected. Smoking status was assessed through house-to-house survey using trained volunteers. Multiple approaches included awareness on tobacco hazards during baseline survey and distribution of multicolour anti-tobacco leaflets for intervention and control groups. Further, the intervention group received a tobacco cessation booklet and four sessions of counselling which included a one-time group counselling cum medical camp, followed by proactive counselling through face-to-face (FTF) interview and mobile phone. In the second and fourth session, motivational counselling was conducted. Results: Among 928 smokers identified, smokers in intervention and control groups numbered 474 (mean age: 44.6 years, SD: 9.66 years) and 454 respectively (44.5 years, SD: 10.30 years). Among the 474 subjects, 75 (16%) had attended the group counselling cum medical camp after completion of baseline survey in the intervention group, Among the remaining subjects (n=399), 88% were contacted through FTF and mobile phone (8.5%). In the second session (4-6 weeks time period), the response rate for individual counselling was 94% (78% through FTF and 16% through mobile phone). At 3 months, 70.4% were contacted by their mobile phone and further, 19.6% through FTF (total 90%) while at 6 months (fourth session), the response rate was 74% and 16.4% for FTF and mobile phone respectively, covering 90.4% of the total subjects. Overall, in the intervention group, 97.4% of subjects were being contacted at least once and individual counselling given. Conclusion: Proactive community centred intervention programmes using multiple approaches were found to be successful to increase the participation rate for intervention.

• Journal of the Korean Chemical Society
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• v.43 no.5
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• pp.552-563
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• 1999

The study investigated and analyzed the middle school student's science textbook learning methods and strategies. The Preferred Mehtod of Study (PMOS) and a clinical interview method were utilized. Results indicate that there is a meaningful and significant positive correlation between the number of times students read a chapter of the science textbook and their science grade point. Students do not tend to alter learning strategies dependent upon the subject matter studied, but easily alter stratgies dependent upon the types of the test. Most students could not construct "organiztional tools" such as a summary, a chart, a talbe, or a figure when they study textbook, but might pursure and prefer only one method when they choose their learning strategise. Very few students (less than 1%) among those queried consciously try to connect between prior knowledge and new concepts in the textbook. Even though students choose the textbook for learning science in the beginning, they prefer to stick to reference and exercise materials. Therefore, detailed and direct studise of the student's learning methods and strategies, as well as research on cognitive psychology and motivational psychology, are necessary in order to develop a new textbook with student-based learning materials. By understanding the student's konwledge level through investigation of his or her learning style, an effective science education program can be realized. Finally, the role of the textbook as a tezching/learning material can be maximized by investigating and understanding the student's learning method and strategy with emphasis on reciprocal action between textbooks.