• Journal of Science Education
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• v.33 no.2
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• pp.193-206
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• 2009

The purpose of this study was to examine the effect of the consistent presentation of illustrations about the aligning direction of the Axis on the middle school students' acquisition and retention of astronomical concepts. This study was taken using the nonequivalent control-group pretest-posttest design on 116 7th middle school subjects. The same teaching and learning activities were given to both the experimental (n=59) and control groups (n=57) through three lessons. The experimental group was given a consistent presentation of the illustrations about the aligning direction of the Axis, while the control group was given an inconsistent presentation of the same illustrations about aligning direction. Two days after the three lessons, the 1st posttest was administered to compare the statistical difference of mean of both groups, using ANCOVA test. The result of ANCOVA test implicated that the consistent presentation of the illustrations about the aligning direction of the Axis had a positive influence on the experimental group's acquisition of the concepts. The 2nd posttest result for retention effect was given two month later by one-paired t-Test in each group and showed that the method had a positive effect on the experimental group, compared with control group. The results of this study implicated that paying careful attention to using the consistent illustration is highly beneficial for students' meaningful learning on astronomical concepts.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.511-521
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• 2014

In this study, we conducted an exploratory investigation of the imaginative writing processes of middle school students. Twelve 8th graders were asked to imagine and write about the daily life of atoms, assuming that they became specific atoms for themselves. The think-aloud method was used to investigate students' writing processes. We recorded students' writing processes, and also collected the data through interviews to clarify ambiguities in their writing processes. The analyses of the results revealed that their imaginative writing processes could be classified into the three types by the two aspects of writing process components (retrieving information and generating ideas). That is, the integration of retrieving information and generating ideas, the predominant retrieving information, and the predominant generating ideas. The students who were classified into the type of the integration of retrieving information and generating ideas came up with a story and properly introduced science concepts into it. These suggested that this type of students expressed their own understanding more effectively, and that this type was most appropriate for imaginative writing in learning science. The results also showed that the imaginative writing processes were greatly influenced by whether the planning step was adequately considered or not. On the bases of the results, we suggest the teaching strategies for effective imaginative writing in learning science.

• Journal of the Korean School Mathematics Society
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• v.20 no.3
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• pp.211-237
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• 2017

Depending on the type of textbook, the word and mathematical notation expression used in high school mathematics textbooks varied and there were also some differences on the mathematical definition and the content description methods. Not only the composition of textbooks but also various expressing ways of textbooks have significant impacts on teaching and learning of teacher and student. The diversity of expression had pros and cons like both sides of a coin. There is a positive aspect that we can pursue pedagogical diversity. Simultaneously there is a negative aspect that the possibility of acting as a learning burden exists in the viewpoint of the student and the equality of evaluation may be undermined. In this study, Preferentially we focused on analyzing the actual situation rather than judging what is more appropriate about the diversity of words and notation expressions used in mathematics textbooks which is based on the current curriculum. For this purpose, we analyzed 56 kinds of mathematics textbooks based on the 2009 revised mathematics curriculum, and presented four aspects(terms expressing, notations expression, mathematical definition, content description method) with examples about differences of the various expressions used in textbooks including 'terms and notations'.

• 대한공업교육학회지
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• v.43 no.1
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• pp.94-113
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• 2018

The purpose of this study is to develop a using various convex lenses 'VR glasses' instructional materials for area of communication technology of the 2015 Revision Curriculum in middle school. This study was progressed depend on ADDIE model. In the analysis step, a necessity of developing the instructional materials was confirmed through social needs and leaner's needs and literature researches were reviewed about the 2015 Revision Curriculum and virtual reality and confirmed the area of communication technology related to VR glasses. The communication process of information was selected as a communication technology area related to VR glass. In the design step, Based on the analysis stage, instructional objectives were set and instructional method and medium were selected. In the development step was developed instructional materials, what are teaching-learning guidance, power-point presentations, the paper for group learning activities, Individual portfolio, and using various convex lenses VR glasses example. As a result of 'VR glasses' using various convex lenses, the viewing angle was enlarged when the diameter of the convex lens was large, but it was difficult to quantify it. In the implementation step, the instructional materials developed for middle school students was applied. In the evaluation step, instructional materials were modified and improved through a students evaluation, experts evaluation.

• Child Health Nursing Research
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• v.20 no.4
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• pp.294-303
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• 2014

Purpose: The purpose of this study was to identify the correlation of critical thinking disposition and problem solving process, and the simulation- based assessment of clinical competence based on a survey of college nursing students. Methods: In this descriptive correlation study, data for 214 nursing students were analyzed using t-test and Pearson correlation coefficients. Results: Critical thinking disposition, problem solving process, and simulation-based assessment of clinical competence averaged $3.76{\pm}0.46$ (out of 5), $3.67{\pm}0.47$ (5), and $1.51{\pm}0.17$ (2), respectively. A significant difference in scores for simulation-based assessment of clinical competence was found between the high-scoring group and low-scoring group in critical thinking disposition. A significant positive correlation was found between critical thinking disposition and nursing assessment, a sub-domain of clinical competence. Conclusion: The results suggest that success in simulation-based learning requires critical thinking disposition in the nursing students, and their critical thinking disposition plays a positive role in nursing assessment, which evaluates the patient's status in a complex situation. Simulation-based learning programs help assess the students' levels in their clinical judgement and performance, and identify their strengths and weaknesses so that the instructor can evaluate and improve the current teaching method.

• Journal of Korean Home Economics Education Association
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• v.27 no.3
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• pp.1-18
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• 2015

This study analyzed components of key competencies and its relations with Home Economics curriculum though literature analysis method. The literature total of 26 relating to key competencies is collected from two research institutes(KICE, KEDI) and two academic Journals(KSCS, KHEEA). The results show, first, every countries suggested different categories and components of key competencies according to classification of DeSeCo report(OECD, 2005). In subject matter, intellectual and learning capacities are emphasized; where as in inter-disciplinary or trans-disciplinary areas promoting character and competencies are focused. Second, ideal portraits of human being through home economics education is not closely related with those in a national curriculum. Third, achievement standards should be stated aligned with competencies, goals and curriculum contents, standards. Finally, there is a need to develop a curriculum design framework that teaching learning process incorporates knowledge, skills, and strategies relating other subject areas.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.12
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• pp.264-275
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• 2017

Objective: This study examines the effects of children's art activities through forest experience in relation with Nuri curriculum on environmental sensitivity. Method: A survey was administered to an experimental group of 20 children as well as a control group of 20 children for statistical analysis. after 16-class art activities through forest experience were performed to children aged 4 at a daycare center for 50 days. Result: Children's art activities through forest experience in relation with Nuri curriculum had a positive effect on their environmental sensitivity. In particular, their art activities had a positive effect on their self-awareness, self-regulation, empathy and motivation in the experimental group, supporting the educational effects and benefits of developmental children's art activities through forest experience in relation with Nuri curriculum. In other words, art activities through forest experience are useful in terms of providing children with creative expression activities in art by leading to observation and exploration, as well as educational experiences that have positive attitudes toward the environment. Conclusion: As children's art activities through forest experience have a positive effect on their environmental sensitivity, more useful information on teaching-learning methods will be able to be provided to early childhood teachers in the field. Consequently, children's art activities through forest experience need to be actively introduced in the field of early childhood education as an alternative for learning nature and improving environment-friendly emotional intelligence.

• Journal of Science Education
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• v.36 no.1
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• pp.153-165
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• 2012

This study investigated the frequent mistakes and the causes of the alternative conceptions in the animal classification by using the questionnaire and interview with the middle school students (N=300). As results, some students have difficulties classifying suggested animals into vertebrates or invertebrates : snakes (31.7%), shrimps (28.3%), turtles (25.6%), frogs (24.7%), and starfish (10.7%) in order of precedence. These errors seemed to be caused by intuitive thinking over characteristics of physical motions and appearance of suggested animals, wrong inference from comparing to features of familiar animals and the lack of observation experience of the vertebrate backbone. Furthermore, the results showed that relatively many students made a mistake classifying subgroup members of vertebrates such as classifying salamanders into the class Reptilia (45.3%) and turtles into Amphibia (40.3%). It is likely that those errors are affected by ambiguousness of classification terminology (e.g. the term of Amphibia) and weak ability in relating the physiological and ecological feature to standard of classification feature. In addition, sociocultural factors could influence animal classification as 'bat in birds', 'whale in fish, and 'penguin in mammals'. The present study implied that teaching and learning animal classification may require an appropriate guide focused on activities to explore major characteristics used for the animal classification standard through providing more chances of animal observation rather than the cramming method of learning induced by technical memorizing.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.39-58
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• 2019

The purpose of this study was to investigate the home economics pre-service teachers' verbal interactions during their teaching practicum. For this purpose, the class interactions of four pre-service teachers were recorded, and the data were analyzed using advanced Flanders' verbal interaction analysis. The major findings are as follows: First, the item with the highest proportion of occurrences consisted of the pre-service teachers' 'lectures', 'nonverbal conditions' and 'asks questions'. 'forms a positive learning atmosphere' and 'praises or encourages' exhibited fewer occurrences, and there was little 'giving direction', 'criticizing students or justifying authority'. Second, the instances of class interactions appeared in the form of 'asks questions-student talk response' or 'lecture-asks questions', and in the last class were 'ask questions-student talk initiation' and 'accepts or uses ideas of students'. Third, trends of verbal interactions tend to be generally indirect, and students' remarks have appeared acceptable and compassionate. Fourth, according to expert analysis, 'class management questions' and 'diffusion questions' have increased. Pre-service teachers can guide students through their learning activities, and students can expand their thinking through the teachers' questions. As these results demonstrate, self-study analyses of pre-service teachers and active support in field are needed.

• Cross-Cultural Studies
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• v.35
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• pp.315-338
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• 2014

The purpose of this study is to propose actual operation condition of Japanese lecture based on social welfare organizations located in Seoul to investigate the current status and problems of Japanese language education in terms of lifelong education. According to the result of this study, the remarkable point was that a majority of Japanese lecture courses are highly focused on the elderly and 86% of the welfare organizations are providing free education. Regarding the effect of specialized business for the aged run by social welfare community center, it says, as Korea changing to aging society at the beginning of 21st century, it has put focus on strengthening personal competences of seniors through opportunities for participation in lifelong education, recreational activity programs and culture classes. It means foreign language classes are operating as one of the lifelong education programs for reinforcement of individual capability. Considering this tendency, it is expected that the lifelong education participation rate of the elder in Seoul will be raised. So, systematic improvements will be needed for this. First, it is required to recognize the existence of Educational and Cultural Industry and work hard to make it public so it could be invigorated and utilized by people usefully at the same time. Second, Japanese language training that mostly 55-year-old or more than 60-year-old people receive at the welfare center needs to be systematized for preparations on proper studying environment which provides the older with appropriate education method and content as well. Third, stable and systematic operation should be available through the link with experts in the field of Japanese language education and elderly education. Fourth, education program development is needed, which is able to satisfy one's desires for learning. Hence, targeting Japanese learners at each welfare center, we need to know the estimation of satisfaction degree and consciousness on learning Japanese. Finally, it has not been studied sufficiently regarding the instructors on teaching Japanese language in this paper, but it has been reported that most of social welfare centers, where Japanese language lectures are provided, are run by volunteers who can teach Japanese. Thus, the study on actual condition for Japanese language instructors will be conducted as well later on.