• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.519-531
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• 2010

In this study, we investigated the elementary school students' images of science class and the factors influencing their formations. 280 sixth graders were selected from nine elementary schools in Gyeonggi province and Gangwon province and the DASCT-C (Draw-A-Science-Class-Test Checklist) was administered. In addition, four students were individually interviewed in order to investigate their responses deeply. Analyses of the results revealed that the students' images of science class for four science subjects (physics, chemistry, biology, and earth science) were more 'student-centered' than 'teacher-centered' or 'neutral'. The students of the teacher with student-centered image of science class had also more student-centered images than those with teacher-centered images. Many students answered that the main factors affecting their images of science class were the experiences of impressed or funny science classes, the perceptions of wanted science classes, the active science learning experiences, the educational experiences outside the school curriculum, and the negative science learning experiences. Educational implications of these findings are discussed.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.139-151
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• 2016

The purposes of this study were to develop the student activity-centered science textbook model in high school and explore the field application possibility. For development of student activity-centered science textbook model, we conducted a literature survey about foreign science textbook and science curriculum and we developed the textbook development framework based on 7E learning model. Based on framework, we developed student activity-centered science textbook model about achievement standards 'systems and interaction - earth systems'. A development model is the total amount of five class periods and the various objectives were reflected in pursuit systems thinking & STEAM. 1~4 class periods, learning content composed of student activity-centered exploration activities that organically associated to make final products. Fifth class period was presented to explore job and career. A development model was applied to high school class for one time study. Applying the result of field study, students were responded positively in interested about science class, textbook contents, made final product. Through this study, if science textbook was made on the basis of the revised student activity-centered science textbook model, students were lead to positive change in science class.

• Journal of The Korean Digital Architecture Interior Association
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• v.12 no.3
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• pp.67-79
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• 2012

The purpose of this study is to suggest the interior architecture design studio through the pedagogical method of educational technology for college students who lack self-directed learning. The pedagogical method has been organized to make a student-centered class based on the operation of existing architectural design studios. This teaching and learning method emphasizes the role of teachers as facilitators to help students lacking in self-directed learning in the design process, the BIM visualization to give students an expression of design project and the critics to give students an experience of working circumstances. The results of this study can be summarized as follows. First, This pedagogical model can improve the self-directed learning of students, accomplish the design process well through teamwork, and provide problem based learning (PBL) to settle obstacles that come up during the project. Second, through this model, students can improve their field design capacity by instructor, design feedback and criticism. Finally, This model can suggest new pedagogical methods for interior architectural design studios and management of student-centered studios.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.101-113
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• 2019

This study aims to explore which aspects of student agency have previously been studied and the ways agent practices have been investigated in learning communities in research on science education. Results reveal five aspects of agency related to students' actions in a learning community: epistemic agency, transformative agency, educated action in science, disciplinary agency, and material agency. We delineated how agency is captured in epistemic practices, as described in the literature on each of the aforementioned aspects. We also probed into the three approaches by which previous research has examined the practices of students as agents that construct learning communities. These approaches are (a) the investigation of students' actions as representative of the agency of an entire learning community, (b) the exploration of the effects of focused student action on the structure of activity, and (c) the investigation of interactions between students as agents. We discussed the implications of previous research on the basis of each approach to understanding the diverse features of student-centered learning communities. The present work contributes to the exploration and support of students' practices as agents in the learning communities in science classrooms.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.54-59
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• 2012

It is reported that the constructivistic learning method (CLM) enhances the understanding of the students in the learning process, especially in engineering classes. In CLM-based classes, the students can take the initiative in the learning process, which is called the student-centered model of the learning process. This is different from the traditional learning method based on the teacher-centered model, where a teacher plays the central role in the learning process of students. The authors have applied the method of CLM to one of the Engineering classes, namely production planning and inventory control (PPIC) class for undergraduate students. The PPIC class provides multimedia-based study materials and factory visits as well as regular lecture sections to cover the whole subject of inventory control theory and practice. In the review sessions, students are divided into several groups, and question-and-answer discussions were actively carried out among these groups under the support of the teacher as a facilitator. It was observed that the student engagement in the class was very active compared to the conventional lecture-based classes. As for further support of students understanding on the subject, simulation-based materials are also under study for the class. This paper presents the review of case study of CLM-based PPIC class and discusses the feasibility of simulation-based study materials for further improvement of the class.

• The Mathematical Education
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• v.54 no.2
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• pp.195-206
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• 2015

The purpose of this study is to examine the effects of teacher on fourth-grade students' attitudes toward mathematics using data from TIMSS 2011. Students' attitudes toward mathematics included interest in learning mathematics, interest in mathematics lessons, and confidence in their mathematics ability. Teacher factors included mathematics professional development, confidence in teaching mathematics, teacher-centered mathematics instruction, and enhancing student mathematical thinking. The two level Hierarchical Linear Model was employed to analyze the relationship between teacher factors and student attitudes. Results showed that teacher-centered mathematics instruction significantly and positively predicted students' confidence about their mathematics ability. The findings suggest that school systems and mathematics educators need to provide teachers with the curriculum, assessment, and research-based practices and knowledge to overcome the obstacles to change their mathematics classroom.

• Journal of the Korean earth science society
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• v.25 no.2
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• pp.53-62
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• 2004

For teachers to develop new beliefs regarding science teaching and learning, they must undergo a process similar to what they are trying to provide their students. Seventy-one Korean secondary school teachers including 20 earth science teachers have participated in such process. In the four-week long summer workshop hosted by University of Iowa, science teachers were exposed to several activities and lectures wherein they experienced student-centered lessons by playing the roles of both teachers and learners. This study examined the influence of such experience on the teachers’ beliefs about science teaching and learning. Changes in teachers’ beliefs were found in seven question items on the subjects of goals of science learning, the roles of science teachers and students, and classroom practices after workshop participation; it was found that teachers’ beliefs of science learning and teaching shifted from teacher-centered to student-centered. Although this shift does not denote a complete shift from one extreme to the other, it is meaningful to note that teachers’ beliefs after attending the workshop were interpreted to be either anti- or contrary to teacher-centered. One of the possible factors for making such positive changes may have been teamwork or the teachers’ cooperative learning experience.

• Journal of The Korean Association of Information Education
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• v.19 no.3
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• pp.323-332
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• 2015

The purpose of this study is to verify the effectiveness of teaching and learning strategies of learner-centered learning for the computational thinking that is the educational purpose of SW education. For improving computational thinking, funny and easy educational contents and appropriate teaching and learning strategies are needed. In this study, I applied and verified the learner-centered strategies for non-computer major learners in computational thinking education: collaboration, sharing, self-directed learning. As the result, the teaching and learning of learner-centered learning affects the pleasure and the interest of learners; they affect computational thinking efficacy; it affects intention to use. It is able to apply this learner-centered learning strategies to computational thinking education as an effective educational strategies.

• Journal of the Korea Institute of Building Construction
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• v.14 no.1
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• pp.29-36
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• 2014

To meet changing education needs due to globalization, interdisciplinary convergence, and ICT development, it is necessary for engineering disciplines to provide student-centered education. Not only do teaching methods using ICT reproduce teaching contents in a digital format, but they are also expected to be effective media for constructive student-centered learning whereby learners build knowledge themselves. The aim of this study was to develop a tool for safety education using virtual reality technology. To achieve the objectives, the author defined the requirements and constraints of the tool, and implemented a 3D educational tool in a virtual reality environment. A pilot test with 10 students showed positive results.

• Korean Journal of Mathematics
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• v.23 no.1
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• pp.93-114
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• 2015

The "flipped" or "inverted" classroom, in which students study lecture-type material at home and do their "homework" in the classroom, has been the subject of research, particularly in the area of student achievement. Yet Bishop and Verleger (2013) state the need for an underlying theory to the practice. The purpose of this paper is to explore "multidimensional teaching," the authors' extension of the two-dimensional "flipped" classroom concept in light of Cambourne's (1995) Conditions for Learning. One author's math class for pre-service teachers was taught in two styles, a more traditional lecture format and in the \inverted" format. Students in the "flipped" format achieved at a higher level. Moreover, students' open-ended comments reveal that Cambourne's Conditions for Learning were implicit to the teaching practice. The authors suggest that practitioners of this style of teaching should deliberately develop student-centered practices, such as those mentioned by Cambourne, in order to retain the power that this teaching style currently has.