• Journal of The Korean Association For Science Education
• /
• v.12 no.1
• /
• pp.35-46
• /
• 1992

The purpose of this study was to investigate the most effective teaching model in the study of boiling point elevation. The teaching models were classified into three group-deductive, inductive and analogical teaching models. Learning materials, based on three teaching models respectively, were applied to 11th grade students, and the effect of teaching models were investigated and analyzed. The average achievement score(4.24) of the group treated with the analogical teaching model was higher than those(3.06 respectively) of each group treated with inductive or deductive teaching model(p<0.001). Most students answered that the analogical teaching model was helpful and interesting one for the comprehension of scientific concept.

• Journal of Welding and Joining
• /
• v.30 no.3
• /
• pp.66-70
• /
• 2012

Welding is an essential process in the automotive industry. Most welding processes that are used for auto body is spot welding. And $CO_2$ arc welding is used in a small part. In production field, $CO_2$ arc welding process is decreased and spot welding process is increased due to welding quality is poor and defects are occurred in $CO_2$ arc welding process frequently. But $CO_2$ arc welding process should be used at robot interference parts and closed parts where spot welding couldn't. $CO_2$ welding is divided into lap welding and plug arc spot welding. In case of plug arc spot welding, burn through and under fill were caused in various welding environment such as different thickness combinations of base metal, teaching point, over the two steps welding and inconsistent voltage/current. It makes some problem like poor quality of welding area and decrease the productivity. In this study, we will evaluate the effect of teaching point through the weld pool behavior and bead geometry in the arc spot welding at the plut hole. Welding position is horizontal position. And galvanized steel sheet of 2.0mm thickness that has plug hole of 6mm diameter was used. Teaching point was changed by center, top, bottom, left and right of the plug hole. At each condition, the phenomenon of weld pool behavior was confirmed using a high-speed camera. As the result, we find the center of plug hole is the most optimal teaching point. In the other teaching point, under fill was occurred at the plug hole. This phenomenon is caused by gravity and surface tension. For performance of arc spot welding at the plug hole, the teaching condition should be controlled at a center of plug hole.

• Journal of Korean Elementary Science Education
• /
• v.24 no.2
• /
• pp.160-173
• /
• 2005

In this study, we had tried to present a plan for improving the actual conditions of practical utilization of teaching material for 6th grade science developed by Ministry of Education & Human Resources Development and distributed to all elementary schools in Korea. Also we presented ways of better utilization of the teaching material after investigating the actual conditions of practical utilization. A survey was made to investigate and collect all data in the major metropolitan cities, the Kangwon, Chungcheong, Honam, and Kyeongsang area, respectively. We surveyed 316 6th grader teachers to investigate the actual conditions of distribution and utilization of teaching material as a general research. In addition, we surveyed 46 teachers to investigate the organization and content of teaching material as a particular research. The results are as follows. First, the teaching material was not approximately transmitted and kept to 6th grader teachers. Second, the utilization guide was not made. Third, it was reported that the thematic divisions of teaching material was a strong point, but the less detailed experiment manual was a weak point. Fourth, the consideration of content difficulties and simplicity was necessary to improve the material. Fifth, additional items should be included in the introductory presentation, convenience of reorganization, activity material causing learning interest, guidance of substitution experiment, and more concrete notice of experiment activity. Finally, there were positive responses of more than 4.0 point of Likert scale (1 to 5 point scale) in detail investigations of thematic items, which could have possibility that the teaching material was helpful to elementary school science field.

• Journal of Korean Home Economics Education Association
• /
• v.12 no.3
• /
• pp.129-143
• /
• 2000

The Survey of Teaching Practice and the Factors of Satisfaction on Teaching Practice in Home economics Education The purpose of this study was to investigate teaching practice and factors on satisfaction of educational practice in home economics education of middle and high school, to provide information for improving educational practice. The subjects were 365 college students who had the educational practice in 1999. A questionnaire was used. The results were as follows: 1. Seventy on point eight percent of the subjects choose their teaching-practice school by themselves, however 25.2% of them was recommended by college. Twenty five point six percent of the subjects satisfied the orientation of the college, but 32.8% of them didn’t. Thirty four point four percent of the subjects indicated the form of practice documents was good, whereas 27.9% of them it needed more improvement. 2. Fifty four point eight percent of the subjects used their own research room. The orientation of teaching-practice school was good(36.4%) but 20.0% of the subjects dissatisfied. Eighty nine percent of the subjects managed the class as vice supervisory teachers, 46^ of them had example instruction, the number of subjects practised at middle school and public school were more than high school and private school respectively. 3. The score of educational expertise of teachers was 3.66 and the teacher educators’was 3.85 The score of educational expertise of the teacher educators who were in college of education(3.87) was higher than in general teacher course(3.77) at p$\leq$0.05 4. The score of educational practice satisfaction in the all subjects was 3.67. The factors to effect the satisfaction of the educational practice were the kind of research room, the orientation plan of the practice school and the management of the class, The score of the educational practice satisfaction was correlated with the score of educational expertise of teachers and teacher educators. and the agrresive attitude to the teaching practice of the teacher educators.

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.18 no.3
• /
• pp.365-372
• /
• 2011

Purpose: The purpose of this study was to examine the effects of the teaching effectiveness and clinical learning environment on the clinical practice competency in nursing students. Method: Undergraduate nursing students (268) enrolled in one of 4 universities in 2 cities completed a survey questionnaire. Collected data were analyzed using descriptive statistics, Pearson's correlation coefficient and multiple regression with the SPSS/Win 11.0 program. Results: The mean score for teaching effectiveness was 3.09 (${\pm}.53$) on a 5-point scale, for clinical learning environment, 3.09 (${\pm}.50$) on a 5-point scale, and for clinical practice competency, 3.94 (${\pm}.52$) on a 6-point scale. Significant positive correlations were found between teaching effectiveness and clinical learning environment, and clinical practice competency. The regression model explained 8.8% of clinical practice competency. Teaching effectiveness and clinical learning environment were significant predictors of clinical practice competency. Conclusion: The findings of the study suggest that teaching effectiveness and clinical learning environment be considered when developing strategies to increase clinical practice competency in nursing students.

• Research in Mathematical Education
• /
• v.9 no.4 s.24
• /
• pp.335-340
• /
• 2005

According to the mathematics educational practice and research about gifted children in some secondary schools in China, the paper presented some relevant problems: 1. Missing or mistaken selecting in gifted children in China. It included the limitations of identifying standard and the fault of understanding and doing in practice, administration disturbance and emotional inclination. 2. Backward traditional mathematics teaching in gifted children in China. It included lower teaching starting point, slower teaching planned speed, simpler teaching contents and so on. The paper analyzed the problems, and made enlightenment for gifted children's mathematical teaching strategies: raising starting point of contents; emphasizing essential principles and skills; using flexible teaching methods; encouraging discover and creativity and developing harmoniously psychological level and mathematical ability. As to these strategies, some detail measures were offered as well.

• Proceedings of the Korean Society of Precision Engineering Conference
• /
• 2011.06a
• /
• pp.311-312
• /
• 2011

• Journal of Korean Elementary Science Education
• /
• v.37 no.4
• /
• pp.402-415
• /
• 2018

This study aims to inquire into the U. S. elementary school teachers' storylines for science teaching methods, scientific knowledge and interactions with students. As research subjects, two American elementary school teachers, named Christina and Melissa, were selected. As test tools, this study adopted Storyline Test and semi-structured interviews. Firstly, in regard to the science teaching method, Christina evaluated that she gradually improved her science teaching skills up to positive 6 points, starting from 2 points in the first year of teaching career, while Melissa sustained a stable state with 5 points in the 9th year of teaching career, starting from 1 point in the first year of teaching career. It was found that both the teachers had more confidence in their science teaching methods by participating in various training programs. Secondly, Christina evaluated her scientific knowledge in the first year of teaching career as 4 points, but evaluated her present scientific knowledge as stable as 6 points since she started studying teaching materials actively, discussing with other teachers and having more ability of application through science class integrated with other school subjects, in the 7th year of her teaching career. On the other hand, Melissa evaluated her scientific knowledge in the first year of teaching career as 1 point since she did not exactly know what to teach elementary school students, but in the 6th year of teaching career, she sustained a stable state with points through joint-activities with other teachers. It was found that chances to research with other teachers had important effect on both the teachers' confidence in scientific knowledge. Thirdly, in regard to interactions with students in science class, Christina said that she did not have any interaction with students when instructing inquiry activities in the first year of teaching career, but since the 10th year of her teaching career, she had sustained a stable state with 6 points through active interaction with students, by leading learning projects and science competitive exhibitions, etc. On the other hand, Melissa evaluated her interaction with students in the first year of teaching career as 1 point because her class was reading-oriented, but since the 9th year of teaching career, she had sustained a stable state with 6 points so far, by developing inquiry activity strategies to improve interaction with students. Overall, it was found that inquiry activities played a central role in improving both the teachers' interaction with students.

• The Journal of Korean Physical Therapy
• /
• v.14 no.1
• /
• pp.159-167
• /
• 2002

The Halliwick concept was developed by James McMillan over 50 years ago, and began as a method for teaching swimming to children with physical disables. After that the Halliwcik concept was developed as a specific strategy(called the Ten-Point Program) for teaching swimming to children with disabilities. Soon after the changes in the physical and emotional behavior were attributed to a unique teaching/learning philosophy and a psycho-sensory-motor learning program that is enhanced by hydrodynamics. Recognizing the therapeutic effects of the Ten-Pont Program adapted the program as a therapeutic intervention called Water Specific Therapy or the Logic Approach to Therapy in Water.

• Journal for History of Mathematics
• /
• v.25 no.2
• /
• pp.57-70
• /
• 2012

In this study, a teaching unit for mathematically gifted students is designed, based on Lakatos's perspective. First, students appreciated the exceptions of Desargue theorem and introduced the point at infinity to remove the exceptions. Finally students were guided to realize that the exceptions and the general case of Desargue theorem have equal status. Exploring Desargue theorem with other viewpoints, gifted students experienced the growth of mathematical knowledge due to exceptions of the theorem.