• School Mathematics
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• v.3 no.2
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• pp.373-399
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• 2001

The function is a basic and key concept to understand mathematical problems. However, many students have difficulties to expand the knowledge to other related concepts and to transfer the knowledge to real world problems. The reasons for the problem may be that the concept of function is taught by simplified and abstracted formula without fully understanding of the reasoning process. Also, the examples for the concepts are artificial and not related to students' experiences. Situated learning theory provides great implications to solve these problems. So, this study was designed to teach the concept of function more meaningful to students by appling situated learning theory. Thirty-eight middle school students were participated in this study. Students were provided the instruction designed according to the principles of situated learning theory. Then, they were asked to complete attitude survey questionnair and a performance assessment task. The result showed that the instruction based on situated learning theory was useful to Promote students' understanding and motivation for learning. More implications of the study was provided in the paper.

• Research in Mathematical Education
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• v.26 no.3
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• pp.127-146
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• 2023

Statistical thinking has a broad definition but focuses on the context of regression modelling in the present study. To foster students' statistical thinking within the context, teaching should no longer be seen as transfer of knowledge from teacher to students but as a process of engaging with learning activities in which they develop ownership of knowledge. This study aims at collaborative learning contexts; students were divided into small groups in order to increase opportunities for peer collaboration. Each group of students was asked to do a regression project after class. Through doing the project, they learnt to organize and connect previously accrued piecemeal statistical knowledge in an integrated manner. They could also clarify misunderstandings and solve problems through verbal exchanges among themselves. They gave a clear and lucid account of the model they had built and showed collaborative interactions when presenting their projects in front of class. A survey was conducted to solicit their feedback on how peer collaboration would facilitate learning of statistics. Almost all students found their interaction with their peers productive; they focused on the development of statistical thinking with concerted effort.

• Journal of Science Education
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• v.38 no.3
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• pp.657-669
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• 2014

The purpose of this research is to investigate the effect of students' storytelling on the science learning motivation and science related attitude in elementary science class. We had developed storytelling materials for 11 class hours on the 'Heat transfer and our life' unit based on the analysis of the 4th grade-science curriculum. The research sample was 22 4th graders who were belonged to one of the classes at an elementary school in Gwangju. The test of students' science learning motivation and science related attitude were administered before and after the storytelling treatment, and the difference was checked by the paired t-test using SPSS program. Students' perceptions on the storytelling were also investigated. The conclusions of this research are as follows. First, the students' storytelling tend to have somewhat positive influence on learning motivation. The each mean of post-test in the domain of attention, confidence and satisfaction was significantly higher than that of pre-test. Second, students' storytelling have a positive influence on scientific attitude. Although the means of post-test were higher than those of pre-test in both science subject attitude and scientific attitude domain, a statistically significant difference was found only in the scientific attitude domain. For future researches, the development of more story-materials or strategies for effective storytelling is needed.

• Educational Technology International
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• v.9 no.1
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• pp.79-96
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• 2008

The issue of connection between entities has a lengthy history in educational research, especially since it provides the necessary bridge between base and target in analogical transfer. Recently, the connection has been viewed through the application of technology to bridge between sequences in order to be cognitively useful. This study reports the effect of sequence type (AT vs. TA) and connection type (fading vs. popping) on the achievement and analogical transfer in a multimedia application. In the current research, 10th -grade and 11th -grade biology students in Korea were randomly assigned to five groups to test the effects of presentation sequence and entity connection type on analogical transfer. Consistent with previous studies, sequence type has a significant effect: analogical transfer performance was better when base representations were presented first followed by target representations rather than the reverse order. This is probably because presenting a familiar base first helps in understanding a less familiar target. However, no fully significant differences were found with the entity connection types (fading vs. popping) in analogical transfer. According to the Markman and Gentner's (2005) spatial model, analogy in a space is influenced only by the differences between concepts, not by distance in space. Thus connection types fail on the basis of this spatial model in analogical transfer test. The findings and their implications for sequence and connection research and practice are discussed. Leveraging on the analogical learning process, specific implications for scaffolding learning processes and the development of adaptive expertise are drawn.

• The Korean Journal of Emergency Medical Services
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• v.15 no.2
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• pp.55-66
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• 2011

Purpose: The purpose of this study was to develop a scenario and evaluate the performance of paramedic students in head trauma simulation education. Method: This study selected a refined head trauma scenario that was developed by graduate students during class from september to November, 2010. Evaluation on implementation of head trauma simulation was conducted on seventeen paramedic students divided into four groups during November, 2010. Results: 1. The head trauma scenario was developed according to the patient assessment for approximately 10 minutes. It contained scene size-up, initial assessment and intervention, rapid trauma assessment and intervention, and decision of transfer. 2. The average time turned out to be 9 min and 36 sec after simulation learning. Total mean score in simulation performance was 2.20, the highest score was 2.44 in initial assessment and intervention, and the lowest score was 1.5 in decision of transfer. 3. Confidence mean was high with the score of 1.0. Conclusion: The finding of this study demonstrate that the simulation education can improve problem-solving ability and critical thinking, and increase the confidence in prehospital emergency care; therefore, simulation may be the new effective paramedic education strategy and simulation learning is needed for further development of various scenarios.

• Research in Mathematical Education
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• v.9 no.4 s.24
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• pp.329-333
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• 2005

Based on author's practice of instructing Chinese gifted students to join the Chinese Mathematics Olympic (CMO), the paper adopted test analysis model of the Scholastic Aptitude Test of Mathematics (SAT-M), tested mathematics ability of 212 mathematical gifted students to join the CMO, applied correlation analysis and factor analysis and proposed the mathematics ability structure in Chinese gifted students including comprehensive operation ability, logic thinking ability, abstract generalization ability, spatial imagination ability, memory ability, transfer ability and intuition thinking ability. And it analyzed the expression form of these abilities respectively and gave some suggestion on mathematics teaching about gifted Chinese students.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.5
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• pp.1492-1507
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• 2016

The purpose of this study was to analyze elementary students' perception on science classes using abductive strategies. The participants were composed of 21 students(10 boys, 11 girls) from K Elementary School in Busan Metropolitan City. They were asked for questionnaires developed by researchers after 20 times of reframed science lessons using abductive strategies. The results were as follows. First, the science classes using abductive strategies were effective to improve students' interest(ave.=4.19) on science. Second, the analysis results on questionnaires asking utility of the classes showed the students' positive reactions to science lessons using abductive strategies. It was thought that the classes had a positive effect on all components of utility, i.e., overall science(4.48), generating hypothesis(4.19), conceptual understanding(4.19), and meta-cognition(3.76). Third, students perceived positively improvement on the science classes. The components of improvement, i.e., creativity(4.19), concentration(4.29), transfer(3.76), comprehension(4.29) were perceived positively by students. Fourth, students' satisfaction on the sciences classes showed ave.=3.71. Last, students expressed satisfaction on the science classes using abductive strategies and experienced a change of thinking about attitude toward science.

• Korean journal of medical education
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• v.30 no.4
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• pp.317-326
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• 2018

Purpose: The study examines changes in students' self-assessment of their general communication (GC) and medical communication (MC) competencies, as well as perceptions of MC concepts. Methods: Participants included 108 second year medical students enrolled at a Korean medical school studying an MC curriculum. It was divided into three sections, and participants responded to questionnaires before and after completing each section. To assess perceived GC and MC competency, items based on a 7-point Likert scale were employed; a single open-ended item was used to examine students' perceptions of MC. Statistical analysis was conducted to gauge GC and MC competency, whereas semantic network analysis was used to investigate students' perceptions of MC. Results: Students perceived their GC competency to be higher than MC. Perceived MC competency differed significantly across the three sections, whereas no differences were found for GC. There were no statistically significant differences after completing the curriculum's second and third sections; however, the vocabulary students used to describe MC concepts became more scholarly and professional. In the semantic networks, the link structure between MC-related words decreased in linearity and looseness, becoming more complex and clustered. The words 'information' and 'transfer' proved integral to students' perceptions; likewise, 'empathy' and 'communication' became closely connected in a single community from two independent communities. Conclusion: This study differed from prior research by conducting an in-depth analysis of changes in students' perceptions of MC, and its findings can be used to guide curriculum development.

• Journal of Korean Academy of Nursing
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• v.47 no.4
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• pp.526-539
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• 2017

Purpose: This study was undertaken to develop and test a mastery learning program of nursing skills for undergraduate nursing students. Methods: In this methodological study, first, the preliminary draft of a mastery learning program to provide training for nursing skills was developed based on Bloom's framework for mastery learning. Second, to test the developed program, a single-blinded, nonequivalent control group nonsynchronized study was conducted on 50 senior nursing students in a University selected by convenient sampling. Thirteen students were assigned to a control group; 13, 12, and 13 of them were assigned to intravenous therapy, transfusion, and patient transfer groups, respectively. The achievement levels and performance scores of the selected nursing skills were measured before and after the completion of the program in all the groups. Lastly, the final program was confirmed based on the results of the program testing. Results: Intravenous therapy, transfusion, and patient transfer were selected as essential nursing skills for the program based on the priorities rated by clinical instructors and staff nurses. The achievement levels of selected nursing skills were determined by Angoff scores. After participating in the program, the proportion of passers and performance scores of the nursing skills in the experimental groups were significantly higher than those in the control group. The final program was confirmed which included a diagnostic test, enrichment activities for the passers and three repetitions of corrective activities and formative assessments for non-passers. Conclusion: The results suggest that a mastery learning program for undergraduate students can lead to better improvement and performance of essential nursing skills.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.38 no.6
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• pp.949-955
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• 2018

While demand for construction engineering education at Cyber University is growing rapidly in a short period of time, there is a lack of research and evaluation on whether or not to develop in terms of quality. The purpose of this study is to identify the characteristics and motivation of the new and transfer students of the department of Construction Engineering at Cyber university and to identify areas that will be complemented in construction engineering education and to provide guidelines for providing better education through satisfaction survey on current education of new students, students and graduates of Cyber University. For the development of construction engineering education at cyber universities, the content of education needs to be differentiated from that of offline universities. In addition, new and transfer students should be able to achieve their goal of obtaining certificates and be provided with satisfactory education to become professional engineers. For students with diverse goals, a wide range of subjects ranging from basic to specialized courses should be provided so that they can select subjects that suit their goals.