• The Journal of the Korea Contents Association
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• v.10 no.3
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• pp.463-471
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• 2010

The purpose of this study is to articulate learning model based on achievement level in blended learning environment. In order to investigate the variables and mechanisms in the blended learning environment, we started by attempt to develop two questionnaires using the components of web-based instruction and self-regulated learning. And its results were implemented to represent the topology and directed merging path within components. 154 students at a high school were required to take each web course respectively for two weeks. And questionnaires data, achievement levels data were collected and analyzed. Various statistical analysis methods such as correlation analysis, classical multidimensional scaling, multiple regression analysis, were applied to the data. As an result, the topology and directed path within factors of blended learning process were derived and revised as a final model.

• Journal for History of Mathematics
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• v.24 no.3
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• pp.145-163
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• 2011

This study sets the cut points of affective achievement scores based on the criteria referenced assessment. The modified Angoff method is applied to the standardized mathematics affect inventory which had validity and reliability. The cut points are set for 6 factors i.e. learning directivity, self control, anxiety, interest, cognizing value and confidence. As the results, among percentages of factor that middle school 2nd grade students in Korea achieved, the proportion of cognizing value is the highest. And there are no difference of the proportions as for gender, differentiated instruction, and region.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.902-912
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• 2011

The purpose of this study was to investigate the effects of teaching based on analysis of a hierarchy of the concepts associated with astronomical observation as well as each learner's status of knowledge through analytical methods of the knowledge state. A test instrument was developed to measure high school students' concepts associated with astronomical observation before instruction. The learners' psychological hierarchy associated with astronomical observation that the participants possessed showed the order of 'motion of the earth${\rightarrow}$coordinate system${\rightarrow}$astronomical observation (mechanism of the telescope${\rightarrow}$installation of the telescope${\rightarrow}$observation through the telescope)', and so was the hierarchy of teaching (70.6%). The learners' knowledge state that is supposed to be similar each other in the ability of observing celestial bodies was different even through they scored the same on the concept test. There were cases with the knowledge state well-structured and not well-structured, which suggests that differentiated instruction with appropriate teaching-learning prescriptions be prepared. An analysis of the knowledge state can play the role of both preparing individualized learning prescriptions and formative evaluation. In the unit dealing with astronomical observation of Earth ScienceI, teaching according to the psychological hierarchy of learners rather than the order in which the textbook syllabi were presented scored significantly higher (p<0.05) on the level of concept achievements. This result suggests that the teacher can help students achieve more efficient in learning by analyzing the learner's knowledge state and reordering the syllabi of the textbook in teaching the concepts associated with astronomical observation.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.2
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• pp.119-130
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• 2019

The TIMSS assessment is conducted every four years, and Korean fourth grade cohort in TIMSS 2011 participated in TIMSS 2015 again as eighth graders, which produced the first achievement data of the cohort group of elementary and middle schools. In this study, in order to investigate the causes of the decline in Korean students' science achievement with grade changes from the fourth to the eighth grade, we analyzed educational context variables such as characteristics of students, teachers, and classroom instructions of the top 5 achievement countries participated in both TIMSS 2011 and TIMSS 2015. According to the results, students' sense of school belonging increased, whereas students' positive attitudes toward science teaching decreased with the grade change from the fourth to the eighth. As for the teacher characteristics, the teacher's professional development activity increased, and the teacher's confidence in science teaching showed similar tendency to the international average. Regarding classroom instruction characteristics, the frequency of inquiry-related science activities was highest at the fourth grade, and lower than the international average at the eighth grade. Based the results, we suggested implications for science teaching and learning as well as further studies including development of differentiated strategy by the school level to improve students' achievement, the necessity of converting into more student-engaging science classes, and the necessity of in-depth study on the teacher related educational contextual variables.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2000.04a
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• pp.370-379
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• 2000

Autonomic responses were analyzed in 323 college students exposed to visual stimulation with Korean Affective Picture System (KAPS). Cardiac, vascular and electrodermal variables were recorded during 30 sec of viewing affective pictures. The same slides intended to elicit basic emotions (fear, anger, surprise, disgust, sadness, happiness) were presented to subjects in 2 trials with different experimental context. The first time slides were shown without any instructions (passive viewing), while during the second with instruction to exert efforts to magnify experienced emotion induced by pictures (active viewing). The aim of the study was to differentiate autonomic manifestations of emotions elicited by KAPS stimulation and to identify the role of instructed emotional engagement on physiological response profiles. The obtained results demonstrated reproducibility of responses in both trials with different contexts. Pairwise comparison of physiological responses in emotion conditions revealed the most pronounced differentiation for "ear-anger" and "fear-sadness" pairs (in electrodermal and HR variability parameters). "Fear-surprise" pair was also well differentiable. The typical response profile for all emotions included HR acceleration (except happiness and surprise), an increase of electrodermal activity, and a decrease of pulse volume. Higher cardiovascular and electrodermal reactivity to fear observed in this study, e.g., as compared to data with IAPS as stimuli, can be explained by cultural relevance and higher effectiveness of KAPS as stimuli, can be explained by cultural relevance and higher effectiveness of KAPS in producing certain emotions such as fear in Koreans.

• Journal of the Korean Dietetic Association
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• v.17 no.2
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• pp.190-205
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• 2011

The purpose of this study was to investigate the consumption of health functional foods according to age group. We surveyed 300 subjects with quota sampling aged 10 to 50 and over. The rate of consumption of health functional foods by users was substantial (52.7%). Consumers of health functional foods showed higher scores for interest in health (3.97 vs 3.49, P<0.001) and knowledge of health functional foods (3.79 vs 3.30, P<0.001) than non-consumers of health functional foods. Regarding consumers of health functional foods, the number (P<0.01) and types (P<0.05) of health functional foods, reasons for taking (P<0.05), motivations for buying (P<0.05), periods of taking (P<0.001), cost per month (P<0.01), observance of instruction (P<0.01), and effectiveness (P<0.01) were significantly different according to age group. For non-consumers of health functional foods, reasons for not-taking (P<0.01) and types of health functional foods to be planned (P<0.001) were different according to age group. For consumers and non-consumers, problems (P<0.01) andimprovements (P<0.001) for health functional foods showed significant differences according to age group. The majority of subjects (85.4%) answered that heath functional foods had no side-effects. Reported side effects were inappetence (6.6%), constipation (2.6%), and headache (2.0%). In conclusion, differentiated strategies and specialized education programs according to age group might be needed for promoting adequate consumption and preventing side-effects of health functional foods.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.843-863
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• 2010

The basic purpose of 2007 revision curriculum is content of activity oriented, management of differentiated instruction, communication, introduction of story mathematics, mathematical exploration and problem solving ability and so on. In this paper, we investigate some characteristics of number teaching in the primary school of New Zealand. Especially, focused on materials and methods and so on. So we've got the following results. First, there are no fundamental differences in materials and methods in teaching number between Korea and New Zealand but in New Zealand there are no national textbook like us so there is a possibility not to teach number systematically like our Korea. On the contrary, they divide number region from one to six level and are offering achievement objects, suggestive learning experiences, sample assessment activities for each level and also they do not guide activities itself in detail like us and so have learners themselves think about the given problems. Second, there is a strategy stage in getting knowledge about number in New Zealand and so children can take advantage of this steps according to the type of problems. Third, it must be developed some materials and idea to reach the learning purpose rousing interest of children.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.531-546
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• 2011

In order to investigate the differentiation for gifted students, we studied the present condition of differentiation applied in science classes at regular schools, private educational institutes, and gifted education centers. A questionnaire regarding differential instruction was administered to 90 eighth graders enrolled in university- based gifted centers in Seoul. The results of chi-square testing based on the questions and educational institutions showed that students used only a textbook at regular schools and several workbooks at private educational institutes, while students could use various specialty publications at gifted education centers. Students frequently took post-test at regular schools and private education institutes. Further, at regular schools and private education institutes, students who completed curricular activities early spent their time performing unrelated tasks or reviewing the lessons or solving problems. Gifted students tend to develop their interests by themselves through science classes at regular schools. However, efforts to group students according to their interests were predominant at the gifted education centers. The response rate for students' choice of curricular activities and teachers' preparation for advanced learners were the lowest in all questions.

• The Mathematical Education
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• v.54 no.2
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• pp.119-141
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• 2015

As the population of senior citizens has been increasing very rapidly, the importance of their education is gradually emphasized. To maintain their mental and physical health, the solution on the biological, physical, and educational approach might be helpful and effective. Especially in the aspect of the educational approach, the mathematics education can be regarded as an important subject for keeping the seniors in a good mental health. The reason is that the ultimate goal of mathematics education is to pursue an enhancement of mathematical thinking ability. By the reason, this study aimed to develop mathematical materials for enhancing seniors' thinking ability, and the seniors usually belong to fifties and sixties. To this purpose, this study selected the six essential mathematical thinking elements and four mathematical domains of 'number and operation', 'shape and measurement', 'possibility', and 'patterns'. Based on these elements, the mathematical materials including the nine types of activities using games and commercial manipulatives were developed. On the subject of 52 female seniors, the instruction was conducted using a part of the materials during 100 minutes. Also, 13 survey items were developed beforehand, and the survey was implemented after the class, and eventually 48 seniors responded in the survey. As a result, it is meaningful to develop the materials not only for enhancing mathematical thinking ability but for understanding and utilizing the content of materials. Furthermore, it is requested that those materials be differentiated according to the degree or the difference of age, academic ability, and sex.

• Journal for History of Mathematics
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• v.25 no.4
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• pp.139-155
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• 2012

This study researched the trends of mathematics education in Korean mathematics class in the aspects of teaching and learning method, assessment and teachers' competency based on TIMSS 1995, 1999, 2003 and 2007. For the mathematics teaching and learning method, the differentiated instruction rate is higher. The activities focused on students not teacher are more, and frequencies of homework are higher but time spent for homework is less than the past. Especially, mathematics teachers link homeworks to instructions. And mathematics teachers uses more multiple choice items and more various assessment methods than the past. The average age of mathematics teachers tends to become older since 1995. The major of mathematics teacher are primarily mathematics and mathematics education. Korean mathematics teachers have less self-esteem for teaching mathematics contents and have more various interactions with peers. The rate of participating in-service training is more or less according to training contents.