• Title/Summary/Keyword: an inquiry

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Analysis of Affective Factors on Mathematics Learning According to the Results of PISA2003 (PISA 2003 결과에서 수학의 정의적 영역에 영향을 주는 변인 분석)

  • Lee, Chong-Hee;Kim, Soo-Jin
    • School Mathematics
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    • v.12 no.2
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    • pp.219-237
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    • 2010
  • On inquiry of international comparison assessment, the Korean students achieve high scores in mathematics while they achieve relatively low scores in responses of the affective questionnaire. It can be an important point in mathematics education of Korea, but there are few studies which explore the specific reasons. So in this study, we analysed the results of PISA 2003(in math domain) based on multiple regression analysis and correlation analysis to investigate the reasons and features of those phenomena. We compared the results of Korean students with students of other countries. As a result, there were 7 factors which effect on Korean students' affective domain in mathematics learning and they were statistically significant. According to this study, it needs to improve students' positive attitudes to their school, mathematical interest, and positive self-concept. And it needs to develop an actual instrument to explore the affective domain which effect on mathematics learning.

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Development of an Analytical Framework for Dialogic Argumentation in the Context of Socioscientific Issues: Based on Discourse Clusters and Schemes (과학관련 사회쟁점(SSI) 맥락에서의 소집단 논증활동 분석틀 개발: 담화클러스터와 담화요소의 분석)

  • Ko, Yeonjoo;Choi, Yunhee;Lee, Hyunju
    • Journal of The Korean Association For Science Education
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    • v.35 no.3
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    • pp.509-521
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    • 2015
  • Argumentation is a social and collaborative dialogic process. A large number of researchers have focused on analyzing the structure of students' argumentation occurring in the scientific inquiry context, using the Toulmin's model of argument. Since SSI dialogic argumentation often presents distinctive features (e.g. interdisciplinary, controversial, value-laden, etc.), Toulmin's model would not fit into the context. Therefore, we attempted to develop an analytical framework for SSI dialogic argumentation by addressing the concepts of 'discourse clusters' and 'discourse schemes.' Discourse clusters indicated a series of utterances created for a similar dialogical purpose in the SSI contexts. Discourse schemes denoted meaningful discourse units that well represented the features of SSI reasoning. In this study, we presented six types of discourse clusters and 19 discourse schemes. We applied the framework to the data of students' group discourse on SSIs (e.g. euthanasia, nuclear energy, etc.) in order to verify its validity and applicability. The results indicate that the framework well explained the overall flow, dynamics, and features of students' discourse on SSI.

Comparing the Structure of Secondary School Students' Perception of the Meaning of 'Experiment' in Science and Biology (중등학생들의 과학과 생물에서의 '실험'의 의미에 대한 인식구조 비교)

  • Lee, Jun-Ki;Shin, Sein;Ha, Minsu
    • Journal of The Korean Association For Science Education
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    • v.35 no.6
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    • pp.997-1006
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    • 2015
  • Perception of the experiment is one of the most important factors of students' understanding of scientific inquiry and the nature of science. This study examined the perception of middle and high school students of the meaning of 'experiment' in the biological sciences. Semantic network analysis (SNA) was especially used to visualize students' perception structure in this study. One hundred and ninety middle school students and 200 high school students participated in this study. Students responded to two questions on the meaning of 'experiment' in science and biology. This study constructed four semantic networks based on the collected response. As a result, middle school students about the 'experiment' in science are 'we', 'direct', 'principle' of such words was aware of the experiments from the center to the active side. The high school students' 'theory', 'true', 'information' were recognized as an experiment that explores the process of creating a knowledge center including the word. In addition, middle school students relative to 'experiment' of the creature around the 'dissection', 'body', high school students were recognized as 'life', 'observation' observation activities dealing with the living organisms and recognized as a core. The results of this study will be used as important evidence in the future to map out an experiment in biological science curriculum.

A Study of Teachers' Pedagogical Content Knowledge about Area of Plane Figure (평면도형의 넓이 지도에 대한 교사의 PCK 분석)

  • Park, Sun Young;Kang, Wan
    • Journal of Educational Research in Mathematics
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    • v.22 no.4
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    • pp.495-515
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    • 2012
  • This study is to diversely analyze teachers' Pedagogical Content Knowledge (PCK) regarding to the area of plane figures and discuss the consideration for the materialization of the effective class in learning the area of plane figures by identifying the improvements based on problems indicated in PCK. The subjects of inquiry are what the problems with teachers' PCK regarding to the area of plane figures are and how they can be improved. In which is the first domain of PCK, teachers need to fully understand the concept of the area and the properties and classification of the area and length, recognized the sequence structure as a subject of guidance and improve the direction which naturally connects the flow of measurement by using random units in guidance of the area. In which is the second domain of PCK, teachers need to establish understanding of the concept for the area and understanding of a formula as a subject matter object and improve the activity, discovery and research oriented class for students as a guidance method by escaping from teacher oriented expository class and calculation oriented repetitive learning. They also need to avoid the biased evaluation of using a formula and evenly evaluate whether students understand the concept of the area as a performance evaluation method. In which is the third domain of PCK, teachers need to fully understand the concept of the area rather than explanation oriented correction and fundamentally teach students about errors by suggesting the activity to explore the properties of the area and length. They also need to plan a method to reflect student's affective aspects besides a compliment and encouragement and apply this method to the class. In which is the fourth domain of PCK, teachers need to increase the use of random units by having an independent consciousness about textbooks and supplementing the activity of textbooks and restructure textbooks by suggesting problematic situations in a real life and teaching the sequence structure. Also, class groups will need to be divided into an entire group, individual group, partner group and normal group.

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Middle School Student’s Conceptual Change from Geocentricism to Heliocentricism Using Science History Materials (과학사 자료를 활용한 중학생들의 천동설에서 지동설로의 개념 변화)

  • Choi Jin-Hee;Kim Hee-Soo;Chung Jung-In
    • Journal of the Korean earth science society
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    • v.26 no.6
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    • pp.489-500
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    • 2005
  • The objective of this study is to examine the cognitive process that undergoes a middle student’s conceptual change about the universe by the cognitive conflict, using science history materials as a teaching strategy. Four eighth graders were selected and classified by three cognitive level. Students were interviewed and conducted to an inquiry activities regarding their viewpoint about the universe after each class, and their conceptual change patterns were analysed from pre-test and post-test. This study showed that each student held dissimilar astronomical preconceptions and various misconceptions about celestial motion. Students at the formal operational stage and transitional stage experienced the conceptual change from geocentricism to heliocentricism by instructional model upon the science history materials. Student at the concrete operational stage had either unscientific conception, no conception, or could not have a conceptual change even when being presented with an environment that arouses cognitive conflict ($R^2$: Phase change of Venus and its Rise and set time). They ended up having a cognitive change from geocentricism to heliocentricism by solving another problem ($R^2$: Relation between visible diameter and position of Mars). After the instruction, a conceptual achievement progress was reported with a $10\%$ improvement. Therefore, the instruction model based upon science history was effective on student’s scientific conceptual change.

Perceptions and Practices of Teachers in an Earth Science Teachers' Research Group About Teaching Geologic Field Trip: A Case Study (지구과학 교사 연구 모임 참여 교사의 야외 지질 학습 지도에 대한 인식과 실행에 대한 사례 연구)

  • Jun, Young-Ho;Kwon, Hong-Jin;Choi, Byeon-Gak;Park, Jeong-Woong;Kim, Chan-Jong
    • Journal of the Korean earth science society
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    • v.28 no.6
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    • pp.686-698
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    • 2007
  • The purpose of this study was to investigate the perceptions and practices of secondary science teachers who participated in an Earth science teachers' research roup about teaching geologic field trips. Four Earth science teachers participated in this study. Data included field trip observations, semi-structured interviews with teachers and students, and analysis of instructional materials and students' reports from the field trip. Field trip observations and interviews were video- and audio-taped and transcribed. Results indicated that teacher participants focused more on aesthetic objectives for geologic field trip. The participants' instruction tended to show rather teacher-centered explanation due to limited time at each field site though various teaching strategies were used at times to engage students in a scientific inquiry. This group of teachers strived to develop their professional ability to guide geologic field trip by working with a small study group with colleagues, participating geologic field trips, and enrolling graduate programs.

An Analysis of Verbal Interaction among Science-Gifted Students in Inquiry Learning Based on Analogical Experimental Design Strategy Emphasizing Understanding and Checking Stages (이해와 검토 단계를 강조한 비유 실험 설계 전략을 활용한 탐구수업에서 나타나는 과학영재 사이의 언어적 상호작용 분석)

  • You, Ji-Yeon;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.32 no.4
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    • pp.671-685
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    • 2012
  • In this study, we developed an analogical experimental design strategy emphasizing understanding and checking stages and applied it to four groups consisting of 7th grade science-gifted students. We classified the patterns of experimental design processes and analyzed the verbal interactions among the science-gifted students at the levels of turn and interaction unit. The analyses of the results reveled that three groups were relevant to reinitiated motion and the other to backward-divergent motion. In the analyses of turn and interaction unit, the frequencies of the statements related to the task were high, especially 'making suggestion' and 'elaborated symmetrical interaction'. The analyses for each stage of strategy indicated that the frequencies of 'explain', 'question', and 'cumulative interaction' at understanding stage were high. At designing stage, the frequencies of 'making suggestion', 'cumulative interaction', and 'disputative interaction' were found to be high. At checking stage, 'making suggestion', 'receiving opinion', and 'disputative interaction' were high. In the comparison of the patterns, the qualitative differences among interaction unit were found at all the stages, whereas there were differences only between designing and checking stages in the turn cases. Educational implications of these findings are discussed.

Linguistic Description and Theory

  • Nakajima, Heizo
    • Korean Journal of English Language and Linguistics
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    • v.1 no.3
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    • pp.349-368
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    • 2001
  • We have brought up several distinct types of English clausal constructions, and have been lead to the descriptive generalization in (14),repeated here as (33): (33) Reduced clauses cannot occur in non-complement positions. The generalization in (33) refers to two theory-internal notions, reduced clauses and non-complement positions. Both notions are concerned with the composition of syntactic structures to be defined by X-bar theory. Without these theoretical notions, it would be difficult to describe in a general form the fact that certain types of complement clauses-namely, null-that clauses, if-clauses, Acc-ing gerund, ECM complement clauses, and Raising complement clauses-cannot occur in particular syntactic positions. Instead, one would have to describe this fact for each clause type, in such a way that null-that clauses cannot occur in such and such positions, and if-clauses cannot occur in such and such positions, and Acc-ing gerund cannot occur in such and such positions, and so on, although the positions in which they cannot occur are totally the same. Given the terminology of X-bar theory, however, it has turned out that these types of complement clauses are all reduced clauses, and the positions where they cannot occur are all non-complement positions. Then, the generalization has obtained that reduced clauses cannot occur in non-complement positions. It is a theoretical issue, and differs depending upon theories, how to explain why such a descriptive generalization holds at all. Hopefully, the demonstration here provides a piece of evidence showing that a theory or a particular theoretical nation plays an important role in the description of linguistic facts. Moreover, I have made a crucial prediction on the basis of the well-accepted theoretical assumption the ECM complement clauses and Raising complement clauses are reduced clauses; namely, the prediction that these types of clauses cannot occur in non-complement position. The prediction based upon the theoretical assumption is actually borne out, as illustrated earlier. The illustration of the prediction, I hope, shows that a theory or a particular theoretical assumption, coupled with another theoretical assumption, allows us to make some interesting predictions. Predictions serve to widen a range of linguistic facts to be described. A theory plays a crucial part in finding out interesting facts as well as in describing them in some general forms. Finally, let me state a few words as to the recent generative theory in connection with linguistic description. The recent generative theory is getting more and more abstract. I think it is moving toward a good direction as cognitive science. It will contribute, among others, to the inquiry into what is knowledge that is very specific to language faculty, and into how it interacts with other cognitive faculties. However, I am suspicious about how much the abstract generative theory will contribute to the description of linguistic facts in a particular language. While generative theory is claimed to aim both for descriptive adequacy and for explanatory adequacy, the recent generative theory is likely to put much more weight on explanatory adequacy. In my view, a less abstract theory is enough, or even more useful, for the purpose of linguistic description. Of course, how abstract theory one should adopt as a framework differs depending upon what aspect of language one attempts to describe. What I would like to emphasize here is that linguistic theory does not conflicts with linguistic description, and a linguistic theory with an appropriate degree of abstractness serves as a tool for finding out new interesting facts, as well as for describing them in some general, elegant forms.

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Discussion on Preliminary Test for Male High School Students in Gwang-ju Area (광주지역 남자 고등학생들의 예비검사에 대한 고찰)

  • Ryu, Geun-Chang
    • Journal of Korean Ophthalmic Optics Society
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    • v.12 no.4
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    • pp.95-99
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    • 2007
  • This study performed apreliminary test with male high school students in Gwangju metropolitan city in order to determine visual function information of high school students. For the items in this preliminary test, there were inquiry, test for long distance unaided visual acuity, pinhole visual acuity test, colour vision test, cover test and stereo test. Most complaint related to eye was about blurred vision (28.4%) and over 90% of subjects had one or more, and among them, over 50% appealed two or more complaints. 76.1% of all subjects showed less than 0.7 in unaided distance visual acuity. In pinhole visual acuity test, 98% had an improved unaided pinhole visual acuity and most of them experienced an improvement and 2% had no change or dropped. The students with normal stereoscopic vision test were 85.6% and the students under normal range were 14.4%. In colour vision test, 7.9% of them were protanomaly and deuteranomaly and none of them had trichromasy and total color blindness. In cover test, it showed 30.2% of orthophoria, 8.2% of esophoria and 61.5% of exophoria, and none of them had strabismus.

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A Development of Green Transportation Design for Special Identity of Jecheon Area - centered on Exterior Design for Development of Design Business - (제천지역의 특성화를 위한 친환경운송수단 디자인개발 - 디자인비즈니스 개발을 위한 익스테리어 디자인을 중심으로 -)

  • Mun Keum-Hi
    • Archives of design research
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    • v.19 no.4 s.66
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    • pp.175-186
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    • 2006
  • In the 21C, each nation controls exhaust fumes from automobiles and makes an effort to develop alternative energy because of serious environmental problem. Jechon area has many historical and cultural archeological sites. And Jechon city sponsors various cultural events. But the way of transportation which is connected with Jecheon and around sightseeing places is general and not ready yet. Therefore, if a special means of vehicle is developed, it could play an another role of sightseeing resources. Special identity of Jecheon area for establishment of green vehicle traffic system which gives Jecheon area specific character was investigated for theoretical background. Traffic system was studied for establishment of direction through existent successful case study. Moreover content, method, structure and advantage & shortcoming etc. of vehicle that use green energy resource such as solar car, fuel cell car, hybrid car, natural gas car etc. were examined. The suitable means of vehicle for Jechon area was proposed to three directions with research and investigation. After comparison and investigation by inquiry of each section's experts, the most suitable traffic system of which energy resource of car, form of vehicles, the complement, dimension of vehicles etc. were decided. Design proposal should be drawn according to process of automobile design in decided direction. Special Exterior design of vehicle that use green energy resource connecting Jecheon and around area should be suggested in Jecheon City Hall and Chungchong-bukdo provincial office for vivify image of cleanliness area.

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