• Title/Summary/Keyword: Science Instructions

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An Analysis of Laboratory Instructions in Elementary School Science (초등학교 과학 실험 수업 분석)

  • Yang, Il-Ho;Jeong, Jin-Woo;Hur, Myung;Kim, Young-Shin;Kim, Jin-Soo;Cho, Hyun-Jun;Oh, Chang-Ho
    • Journal of Korean Elementary Science Education
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    • v.25 no.3
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    • pp.281-295
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    • 2006
  • The purpose of this study was to analyze laboratory instructions used in elementary school science lessons by utilizing an analysis instrument for science laboratory instruction(AISLI). This analysis instrument was comprised of 3 elements; the aim of the laboratory activity, the interaction generated, and the inquiry process. There were also a total of 20 sub-categories and its validity was identified at 0.89 by four science educators. For the purposes of this study, 90 laboratory instructions were video-recorded, then transcribed. Laboratory instructions were analyzed by three analyst teams, and the inter-rater reliability within teams was checked through Pearson correlation, with a score of 0.91. The results of this study were as follows: the two principle aims of laboratory activity, namely, to acquire declarative knowledge and to increase attitudes toward science, were observed to be in evidence in 98.9% and 92.2% in laboratory instructions, and the levels of categories of the interaction and inquiry processes were situated at level-1. The implications of these results are that laboratory instructions currently in use do not place sufficient demands upon students' scientific thinking and are not at all conducive to student-centered activities. Therefore in order to remedy this situation, the usefulness of current science laboratory instructions need to be re-evaluated.

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Effects of lumbar stabilization exercise according to correct verbal instructions in pain and muscle strengthening of low back pain patient

  • Ji, Sungha;Lee, Dongjin
    • Physical Therapy Rehabilitation Science
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    • v.10 no.1
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    • pp.69-75
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    • 2021
  • Objective: This study was aimed at investigating the effects of lumbar stabilization exercise according to correct verbal instructions in pain and muscle strengthening of the low back pain patients. Design: A randomized controlled trial. Methods: Twenty subjects with low back pain were selected. They were randomly assigned to one of two groups (10 in each group): namely the lumbar stabilization exercise and lumbar stabilization exercise according to the correct verbal instructions group. The lumbar stabilization exercise group performed lumbar stabilization exercises for 6 weeks (5 times a week). The lumbar stabilization exercise according to correct verbal instructions group performed lumbar stabilization exercise according to correct verbal instructions for 6 weeks (5 times a week). We measured pain, muscle power, proprioception, and body balance before and after exercise by using visual analog scale (VAS), digital handheld dynanometer, Joint repositioning error, time up and go test respectively. Results: We found statistically significant differences in pain, muscle power, proprioception, and body balance in lumbar stabilization exercise and lumbar stabilization exercise according to correct verbal instructions group, before and after (p<0.05). Conclusions: We confirmed the effect of lumbar stabilization exercise according to correct verbal instructions. Thus we thought these results could be used as basic data and reference for low back pain. But we need more study effect of correct verbal instructions on other exercises.

Perceptions and Educational Needs of Teachers for Instructions Using the Science Museum (과학관을 활용한 교수.학습에 대한 교사들의 인식과 교육 요구)

  • Han, Moon-Jung;Yang, Chan-Ho;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.30 no.8
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    • pp.1060-1074
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    • 2010
  • In this study, we investigated teachers' experiences in teaching with the science museum as well as their confidence, their perceptions, educational needs, and their willingness to practice the instructions using science museum. A survey was administered to 225 elementary and secondary school teachers. The analyses of the results revealed that few teachers had training for the instructions using the science museum and not many teachers had experience in teaching with the science museum. Many teachers were also found to have low confidence in teaching with the science museum. Although the teachers had a relatively good understanding of the educational effects, nature and teaching strategies for the instructions using the science museum, they tended to apply the formal views on science teaching/learning to learning with the science museum. The levels of willingness to use the science museum in their instructions and educational needs of the instructions using the science museum were high. They wanted the information about practical aspects to use in the instructions using science museum most. Educational implications of these findings are discussed.

High School Students' Preferences of Concrete and Formal Operational Levels of Instructions in CAI (구체적 조작수준과 형식적 조작수준의 CAI 형태에 대한 학생의 선호경향)

  • Kim, Young-Soo
    • Journal of The Korean Association For Science Education
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    • v.6 no.2
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    • pp.9-13
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    • 1986
  • This study was designed to investigate students' preferences of instructional modes in CAI which have concrete of formal operational level instructions. Thirty five students of the high school in America were assessed using Longeot test and were given CAI material on the Apple II e computer. The results of this study showed that students who were only capable of functioning at the concrete level of operations frequently preferred to attempt formal operational level instructions for which they were not capable of success. Further, formal operational students frequently preferred concrete operational instructions. There was also no significant difference in the selection of formal operational level of instructions between concrete and formal operational students. There was also no significant correlation between the number of selected formal operational level instructions and the Longeot test score. These results suggested the student's preference to a cognitive developmental level of instruction in CAI was independent of his or her cognitive developmental level.

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The Effects of Explicit Instructions on Nature of Science for the Science-gifted (과학 영재를 대상으로 한 명시적 과학의 본성 프로그램의 효과)

  • Park, Eun-I;Hong, Hun-Gi
    • Journal of The Korean Association For Science Education
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    • v.30 no.2
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    • pp.249-260
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    • 2010
  • The main purpose of this study is to examine the effects of explicit instructions on the nature of science (NOS) on the understanding of science-gifted students. Participants were engaged in 8 explicit NOS instructions spanning 6 months. Data were collected before and after the instructions from 20 science-gifted students using student worksheets, open-ended questionnaires (Views of Nature Of Science, VNOS), and in-depth interviews. The results of this study showed that explicit instructions were helpful in improving the understanding of the tentativeness in science and socially and culturally embedded aspects of science. However, participants not only still possess naive views on the nature of science about the distinction of law and theory and the empirical aspects of science, but also had conflicting views and misconceptions in some areas. The study has implication for development of science-gifted program that the explicit instructions on NOS and science inquiry should be provided concurrently, given the complementary relationship of the two activities.

Composition and Attributes of Modeling Instructions and Factors of Teacher Competence in Elementary Science Classes: A Qualitative Meta-Analysis (초등과학 모델링 수업의 구성과 속성 및 교사 역량 요인에 대한 질적 메타 분석)

  • Kim, Hyun-Ju;Lim, Chae-Seong;Lee, Ki-Young
    • Journal of Korean Elementary Science Education
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    • v.42 no.3
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    • pp.434-454
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    • 2023
  • This study explored the composition and attributes of modeling instructions and factors of teacher competence in elementary science classes. The study also examined educational research papers regarding modeling instruction cases in elementary schools and elementary teachers' perceptions of modeling instructions using qualitative meta-analysis, which can integrate findings from qualitative research. This investigation led to creating a small group to compose modeling instructions. Furthermore, the modeling approach was demonstrated to go through the process of generating, evaluating, and modifying the model. The attributes of modeling instructions can be divided into factors that affect modeling instructions and competence factors necessary for students participating in modeling instructions. The factors affecting modeling instructions included "small group interactions" and "time limitation in classes." The competence factors necessary for students participating in modeling instructions included "scientific knowledge," "meta-modeling knowledge," and the "ability to control emotions." The teacher competence factors in modeling instructions regarding knowledge, function, and attitude were explored. The teacher competence factors in elementary modeling instructions included "meta-modeling knowledge," "knowledge of modeling assessment," "emotional support for students," and the "awareness of modeling value." Accordingly, this study offered some recommendations for effective modeling instructions.

The Compressed Instruction Set Architecture for the OpenRISC Processor (OpenRISC 프로세서를 위한 압축 명령어 집합 구조)

  • Kim, Dae-Hwan
    • Journal of the Korea Society of Computer and Information
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    • v.17 no.10
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    • pp.11-23
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    • 2012
  • To achieve efficient code size reduction, this paper proposes a new compressed instruction set architecture for the OpenRISC architecture. The new instructions and their corresponding formats are designed by the profiling information of the existing instruction usage. New 16-bit instructions and 32-bit instructions are proposed to compressed the existing 32-bit instructions and instruction sequences, respectively. The proposed instructions can be classified into three types. The first is the new 16-bit instructions for the frequent normal 32-bit instructions such as add, load, store, branch, and jump instructions. The second type is the new 32-bit instructions for the consecutive two load instructions, two store instructions, and 32-bit data mov instructions. Finally, two new 32-bit instructions are proposed to compress function prolog and epilog code, respectively. OpenRISC hardware decoder is extended to support the new instructions. Experiments show that the efficiency of code size reduction improves by an average of 30.4% when compared to the OR1200 instruction set architecture without loss of execution performance.

A study on the usage & control status of Job Instructions of the domestic business companies (국내기업의 실무지침서 유지 및 활용실태에 관한 고찰)

  • Syn, Dong-Sig
    • Proceedings of the Safety Management and Science Conference
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    • 2007.11a
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    • pp.425-432
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    • 2007
  • In the policy management of the safety&health, the environment and the quality, the documentation of the management system is required in every international regulatory guides. In case of 3 level classification of the system documents, it generally will be identified such name as the manual, the procedure and the job instruction. Each document has the unique role and usage though, the job instructions, especially, would be developed to support the practical job worker. So, the job instructions should be reflect the latest know-how of the job-handling methods. And that, it should be used at any times by the practical job worker. This study is planned to survey the actual usage status of the job instructions of the domestic enterprises, and tried to suggest the effective way of maintaining the documents.

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ASIP Instructions and Their Hardware Architecture for H.264/AVC

  • Lee, Jung-H.;Kim, Sung-D.;Sunwoo, Myung-H.
    • JSTS:Journal of Semiconductor Technology and Science
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    • v.5 no.4
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    • pp.237-242
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    • 2005
  • H.264/AVC adopts new features compared with previous multimedia algorithms. It is inefficient to implement some of the new blocks using existing DSP instructions. Hence, new instructions are required to implement H.264/AVC. This paper proposes novel instructions for intra-prediction, in-loop deblocking filter, entropy coding and integer transform. Performance comparisons show that the required computation cycles for the in-loop deblocking filter can be reduced about $20{\sim}25%$. This paper also proposes new instructions for the integer transform. The proposed instructions can execute one dimension forward/inverse integer transform. The integer transform can be implemented using much smaller hardware size than existing DSPs.

The Effects of Explicit Instruction about Nature of Science by Elementary School Student's Cognitive Level (초등학생의 인지 수준에 따른 과학의 본성에 대한 명시적 교수 효과 분석)

  • Bang, Mi-Jeong;Kim, Hyo-Nam
    • Journal of Korean Elementary Science Education
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    • v.29 no.3
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    • pp.277-291
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    • 2010
  • In this study, we investigated the effects of explicit instruction about nature of science by elementary school students' cognitive level. Participants were six classes, 187 sixth graders at elementary schools in Daegu. Three classes were assigned to control groups and the other classes to treatment groups. Control groups were provided normal instructions and treatment groups were provided instructions integrated with nature of science about chapter 'electromagnet' for 9 class periods. The results of this study were as follow. Both low-cognitive level students and high-cognitive level students in the treatment groups are improved in understanding about nature of science by the explicit instructions about nature of science. Especially, the high-cognitive level students had more improvement than the low-cognitive level students in understanding about nature of science by the explicit instructions about nature of science. There were no significant differences between the test scores of the two groups in the science interest sub-domain of the science-related affective domain. But, there were significant differences between the test scores of the two groups in curiosity and open-mindedness of the scientific attitudes sub-domain of the science-related affective domain.

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