• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.21-33
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• 1999

The purpose of this study was to develop an Instrument for the Measurement of Cognitive Conflict Levels of students who confronted with an anomalous situation in science teaming. Anomalous situation is generated when students' prediction is disconsistent with the observed fact. In this study, the researchers identified 4 components of cognitive conflict and developed three items for each component. The items were developed and revised by four pilot tests. In the first pilot test, 55 elementary school students participated in the test In the second pilot test, 88 students of the 5th and 6th grader participated in the test. The instrument of measuring cognitive conflict levels was given to the subjects right after demonstrating anomalous situation. For the demonstration, two different problem situations were developed: one was a pulley problem and the other was electric bulbs in parallel. Answered reasons for each items were analyzed to assess students' understanding on each items. In third pilot test, 125 elementary school students participated in the test. A factor analysis of the responses was carried out and reliability of the test was assessed by calculating internal consistency values. The items were finalized by three pilot tests. After 1 month after the third pilot test, researchers conducted the finalized test items to 323 students of the 5th and 6th grader. The final instrument showed moderate reliability (Cronbach-α 0.82∼0.87) and good content validity(0.93). A factor analysis of the response was carried out. 4 main factors completely coincided with 4 components that we supposed to be the conducts of cognitive conflict. The instrument can provide a means for both teachers and researchers to assess the cognitive conflict of a large number of students within a single class period. The results can be used by teachers to better understand the process of conceptual change of their students and to match instruction and materials accordingly.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.83-102
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• 2015

This study would suggest to analyze the perceptions of good mathematics teaching in high school and offer the resolutions for the conflicts caused by differences in perception between teachers and students in math class through previous studies and comparative implications. To this end, Students are classified by their courses, grades, gender awarenesses and they were analyzed and compared by the survey results. Although the preference for the math class that fixs the misconception of students is highest, regardless of the kinds of students groups. Academic students, middle-ranked students, female students have high affinity for the class to evaluate the material covered in class and take into account their level of assessment and instruction, low-ranked student's preference is higher for the class that has focused on understanding communicating their thinking processes than students. From this, it is suggested that academic students, low-ranked students are needed to be taught in a way that increases their confidence, interests, values and also in atmosphere that make math class a positive experience.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.145-166
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• 2012

The objective of this study is to analyze the cases related to the lingual and non-lingual metaphors used in the math class at elementary school and consider the values of metaphors as a teaching method for the subject of mathematics. Throughout this study, teachers' gestures are analyzed as lingual and non-lingual metaphors shown between teachers and students in the class for the topic of the inverse proportion in quartic equations for direct and inverse proportions in Chapter 7 for the first semester of the 6th grade at elementary school in terms of the amended curriculum for the year of 2007. According to the results of the analysis, it can be concluded that there are mechanical and hypothetical movement metaphors in the mathematical metaphors observed in this study. Also, in terms of gestures, iconic, metaphoric and deixis gestures are found. Such metaphors seem to be evenly distributed throughout the math class and expressed in various forms. Based on the results of the analysis, the educational meaning given by the utilization of metaphors is considered for the math class.

• Journal of The Geomorphological Association of Korea
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• v.19 no.2
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• pp.113-122
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• 2012

The geomorphic properties of potholes at Naerin River, Inje-gun are analyzed to discover the geosites of DMZ geopark in Gangwon-do. The furrow-type potholes along the river flow are mainly found in the P1 and P2 sites. The P3 site can be divided in to the zones where the furrow-type potholes densely distribute and various types of potholes are scattered, while the various types of small potholes are scattered in the P4 site. After measuring the 44 potholes, the potholes with a U-shaped cross-section, similar directivity with river flow and deposited gravels with in them show large values in length, width, depth and slope. Because the P1 and P2 sites are characteristic in the scales and forms of potholes and show beautiful scapes, it can be suggested that they are suitable for the geosite developments.

• The Mathematical Education
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• v.61 no.4
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• pp.581-595
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• 2022

The purpose of this study is to specify the procedure for making item models based on ontology models using automatic item generation in the mathematics subject through the CAFA system, and to explore the generated item instances. As an illustration for this, an item model was designed as a part of formative assessment based on the content characteristics, including concepts and calculations, and process characteristics, including application, using the representative values and the measures of dispersion in Mathematics of the 9th grade based on the evaluation criteria achievement standards. The item types generated in one item model were a best answer type, a correct answer type, a combined-response type, an incomplete statement type, a negative type, a true-false type, and a matching type. It was found that HTML, Google Charts, TTS, figures, videos and so on can be used as media. The implications of the use of digital evaluation based on automatic item generation were suggested in the aspects of students, pre-service teachers, general teachers, and special education, and the limitations of this study and future research directions were presented.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.752-769
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• 2021

Although astronomical observation has various educational effects and values, studies conducted in the context of earth science education have been relatively insufficient compared with other fields. In addition, few studies have been conducted on systematic design principles development guiding teachers in the application of practical astronomical observation education. In this study, we attempted to develop design principles for astronomical observation education programs for K-12 students and applied the program to the classes. The initial design principles were derived through literature research and revised through validation processes by eight experts. The final principles were confirmed based on the usability evaluation of two high school teachers, and they included 11 design principles and 27 detailed guidelines. In addition, an astronomical observation education program consisting of eight lessons was designed by applying the final design principle. This program was applied to after-school classes in high school, the responses of participating students were investigated. We anticipate our design principles can be used as a criterion for systematic design of various types of observation activities, including outdoor observations.

• Educational Technology International
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• v.11 no.2
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• pp.77-103
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• 2010

The purpose of this study was to develop an instructional model using new technologies aiming to secure students' learnability and to enhance the public school values in the rural districts. The present study attempts to suggest a practical e-learning instructional and learning model named Group Dynamics- based Debate Instructional Model', which utilizes unique technology environment conditions in most. To develop the model, concepts of group dynamics and debate-based instructional models were reviewed. And in-service teachers in two public schools in a certain rural district were interviewed in order to collect and analyze their needs for a teaching and learning model with which they utilizes unique technology conditions as environment in most. Based on literature review and the need analysis, a group dynamics-based debate instructional model has been suggested in terms of conceptual model. And then expert assessment composing of five in-service teachers from the model schools was implemented twice in order to acquire the suggested model validation, followed by the model validation by a group of experts. Then a revised group dynamics-based debate instructional model has been finally suggested. The group dynamics-based debate instructional model is expected to build up members' affective connection in the process, to generate group value, or collective intelligence, and to establish positive discussion culture. Furthermore, beyond of just utilizing the existing materials, learners are encouraged to develop and collect their own materials and data such as expert's interview, or public news for their argument or refutation. In doing so, learners enhance their learnability as well as accountability, prompting self-directed learning, and establishing appropriate discussion culture resulting in positive learning outcomes.

• Journal of Korean Public Health Nursing
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• v.37 no.1
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• pp.25-40
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• 2023

Purpose: To compare perceptions of nurse-led health care visits in child daycare centers and calculate determination coefficients (DC) reflecting the job values. Methods: This was a secondary analysis study that applied the evaluation report for visiting nursing services for child daycare centers, prepared by the Seoul Nurses Association in 2021. Totally, 86 visiting nurses, 1997 childcare teachers, and 1915 parents were included in the study. The job recognition questionnaire was used to identify the levels of readiness, importance, and difficulty of a visiting nurse's job. Results: The visiting nurses showed high levels of readiness and importance for most duties and tasks expected of them. Compared to the nurses, the parents determined a greater importance towards the jobs of visiting nurses. The visiting nurses and childcare teachers exhibited similar levels of importance for the job. The highest and lowest DC scores were obtained for 'child developmental evaluation and referral' and 'child education', respectively. Conclusion: The duties and tasks verified in this study can be evidence for the job description, and should be preferentially developed for enhancing the competency of visiting nurses. Considering the importance of nurse-led health care, this will warrant an expansion of services to other regions.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.323-339
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• 2011

The expansion of exponential law as the law of calculation of integer numbers can be a good material for the students to experience an extended configuration which is based on an algebraic principle of the performance of equivalent forms. While current textbooks described that exponential law can be expanded from natural number to integer, rational number and real number, most teachers force students to accept intuitively that the exponential law is valid although exponent is expanded into real number. However most teachers overlook explaining the value of exponent of rational number or exponent of irrational number so most students have a lot of questions whether this value is a rational number or a irrational number. Related to students' questions, most teacher said that it is out of the current curriculum and students will learn it after going to college instead of detailed answers. In this paper, we will present several examples and the values about irrational exponents of a positive rational and irrational exponents of a positive irrational number, and study the recognition and fallacy of would-be teachers about the cases of irrational exponents of a positive rational and irrational exponents of a positive irrational number at the expansion of exponential law.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.523-534
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• 2014

This study aimed to develop collective intelligence (CI) based instructional models for teaching socioscientific issues on the basis of intimate collaboration with science teachers, and to investigate the participating teachers' perceptions on the effectiveness of the instructional models. Adapting the ADDIE model, we suggested three types of SSI instructional models (i.e. generative model, exploratory model, and decision-making model). Generative models emphasized the process of brainstorming ideas or possible solutions for SSI. Exploratory models focused on providing students opportunities to explore various SSI cases and diverse perspectives to understand its controversial nature and complexity. Decision-making models encouraged students to negotiate or develop a group-consensus on SSI through the dialogical process. After implementing the instructional models in the science classroom, the teachers reported that CI-based SSI instructional models contributed to encouraging students' active participation and collaboration as well as to improving the quality of their argument or discourses on SSI. They also supported the importance of developing collective consciousness on the issues in the beginning of the SSI class, providing independent time and space for reflecting on their personal values and opinions with scientific evidence, and formulating an atmosphere where they freely exchanged opinions and feedback for constructing better collective ideas.